Redeemer Lutheran College - Conquering Year 11 and 12

Conquering Year 11 and 12

Contents Year 11 and 12 03 Conquering Introductory letter from the Director 18 of Teaching and Learning, and the Head of Senior School.

Selecting Pathways There are three general pathways that students pursue – Tertiary Bound, Tertiary Plus or Vocational Path.

Senior Courses at Redeemer for managing your health 20 Information 05 Tips about senior pathways and wellbeing in Year 11 and 12

and courses at Redeemer are available on our college website and on the year level tab in MyRedeemer.

Healthy students are better learners.

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Your Wellbeing Support Team @ Redeemer Year 11 and 12 is a busy time and you must make time to look after your social, emotional and physical wellbeing.

Quick reference directory for RLC staff Staff are specifically trained in various areas to meet student needs.

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The Queensland Certificate of Education (QCE) The QCE is Queensland’s senior secondary school qualification.

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ATAR What an ATAR is and how it will it be calculated.

in Year 11 and 12 23 Attendance Redeemer prioritises the academic studies of all students.

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QTAC and Tertiary Information Our Careers department will support you through your QTAC application and provide you with advice.

Tenancy: 26 Academic Tips for Conquering Senior Easy steps towards creating and maintaining good organisational and academic habits. research habits 29 Effective One of the ways you can ensure your work is your own is to plan and complete your research effectively.

39 Prayer ”God is” 1

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Conquering Year 11 and 12 “..but those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint” Isaiah 40:31

Dear Students, Mrs A Strong

Mr A Hardke

You’ve finally reached your last years of Senior School! You are probably feeling a range of emotions…..nervous, anxious, motivated, excited, or a bit of all of these.

As you begin your senior journey, we want to remind you that millions of students have sat in the exam rooms before you and they have conquered the journey. Avoid the hype about ATAR, exaggerated media stories and negativity. Keep your thoughts positive, reach out to friends, family and staff for support and maintain perspective.

Your performance is only a measure of your

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ability in a test or exam at one point in time.

It does not determine your future life and success….you are not just an ATAR number.

This guide will provide some tips to help you get through Year 11 and 12. Take the time to read the information and use it as a reference point through the year.

Look after your friends, but most importantly, be kind to yourself.

Sincerely, Mrs A Strong and Mr A Hardke

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Tips for managing your health and wellbeing in Year 11 and 12.

Healthy Students are Better Learners The final 2 years of your senior schooling can be the busiest time of your life so far. You may be juggling your studies with part time work or sporting commitments – sometimes both.

In order to function effectively your physical health and emotional wellbeing are very important.

“The best bridge between despair and hope is a good night’s sleep.”

E. Joseph Cossman 5

Physical Health

Ask for help

Get organised

Some ways to stay physically healthy and fuel your learning are: • Don’t skip breakfast – a balanced breakfast improves cognitive performance • Incorporate physical activity into your daily schedule – taking active breaks improves concentration and memory • Get enough sleep (8-10 hours per night) limiting screen use before bed • If you are unwell give your body time to rest and heal • Stress can impair your physical health, so if you are feeling that stress is becoming a problem for you tell someone who can help.

Be proactive, it is better to talk to people before stress builds up. Everyone has unique “stress flags” that warn them when things are getting too much (e.g. eating junk food, snapping at friends, spacing out).

Learn what yours are and get help when you notice them. This might be as easy as chatting to your teacher after class or having a conversation with your parents.

You could also talk to Heads of House, your friends or the College Counsellor.

Make a study plan before assignments start piling up. If possible put a calendar of a whole semester somewhere you will often see it. This will give you quick visual indication of what needs doing first and how long you have to do it. It also helps you break down the daunting workload into manageable chunks.

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Manage your obligations

Understand your motivations

Maintain perspective

The academic load of Years 11 and 12 is large. Take a realistic look at your other obligations and weigh up the benefits they offer you versus the stress and pressure they add. Make a list of your additional obligations in order of their importance.

If you aren’t coping, think seriously about dropping something. It is better to do a few things well than many things badly.

Nobody studies to get a number. Figure out your reasons for studying. What course do you want to get into? What job do you want? What will it feel like to live your goal? This will help you choose the right subjects and motivate you when studying gets hard. Remind yourself of your end-goal and try to connect it to what you are doing now. If you can see a difficult task as a step toward something you want, it will be easier to stick with it.

There is a lot of pressure around the final two years of school but it is worth reminding yourself there are multiple pathways to further education and careers. If you are unsure what they are, talk to your parents or to the Head of Careers and VET.

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Balance stress and relaxation Pushing yourself harder is not a guarantee of better results. Everyone has a zone of peak performance and staying in it requires two skills: motivating yourself and knowing how to relax when you have pushed too far. Despite what other people may think, setting aside down-time is not lazy. Sleep is essential for learning (8 – 10 hours a night), and managing your stress levels is essential for peak performance.

NOT ENOUGH PRESSURE

RIGHT AMOUNT OF PRESSURE

TOO MUCH PRESSURE

STRESS CHART

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BREAKDOWN

ILL HEALTH

EXHAUSTION

HIGH MOTIVATION PEAK PERFORMANCE

FATIGUE

BOREDOM

PERFORMANCE

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Your Wellbeing Support Team @ Redeemer Year 11 and 12 is a busy time and you must make time to look after your social, emotional and physical wellbeing. The staff at Redeemer support the mental health and wellbeing of our students and are here to assist.

Learning Mentor

Nurse

You can approach your Learning Mentor during your regular timetabled learning mentor class or at their staff room. Your Learning Mentor will be able to listen and offer you help and assistance. They will work with your Head of House to ensure you have good support in place to tackle any challenges you may be facing.

The College Nurse is able to assist you with any general or specific health concerns. The nurse also educates students about healthy habits as well as responding to any medical complaints at school and performing routine checks.

Head of House Heads of House have oversight of individual student’s educational journey. Heads of House monitor the general well-being of students in the year level, including individual student welfare and progress in all aspects – academic, behavioural and pastoral. They can assist you to find the right support for any concerns or issues.

Learning Enhancement Staff Learning Enhancement staff ensure that students are given the opportunities necessary to make meaningful progress in learning. If you attend Learning Enhancement, it is important that you are well prepared, motivated and ask questions when you’re stuck in order to make the most of timetabled lessons.

College Counsellor

English as an Additional Language Staff Learning English is essential for success at school and for further education, training and employment. Attending English as an additional language (EAL) classes will allow students from a non-English speaking background to fully participate in senior schooling and maximise your potential. If you attend EAL classes, it is important that you are well prepared, motivated and ask questions in order to make the most of timetabled lessons.

Chaplaincy Services The College Pastor and Chaplains provide support for students and can be an additional adult role model and mentor to connect with.

Related Links

Students seek counselling to discuss concerns about their academic skills, motivation, time management and well-being. Our College Counsellor provides a range of support services to staff, students and families. Assistance may include advice and counselling on educational, behavioural, personal, social, family, and mental health and wellbeing issues. You can contact the counsellor through email or by visiting onsite.

Lifeline - 131 114 Kids Help Line - 1800 551 800

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Quick reference directory for RLC staff Staff are specifically trained in various areas to meet student needs.

Please see the quick reference directory below which may be helpful if you are not sure who to speak to.

Issue

Who to see

Assignment/subject/exam concerns

• Subject teacher

Assessment due dates

• Subject teacher

Application for assessment adjustment

Take completed form to: • Subject teacher, then • Head of Department, then submit to • Director of Teaching and Learning P-12

Academic concerns

• • • • • •

Changing subjects

• Director of Teaching and Learning P-12

Study line application

• Director of Teaching and Learning P-12

Social/emotional concerns

• • • •

Social issues: harassment/bullying

• Head of House • Head of Senior School

Stress and anxiety

• • • •

Personal health

• Nurse • Head of House

Careers/Vocational pathways

• Head of Careers and VET

Subject teacher Learning Mentor teacher Head of House Learning Enhancement staff EAL teacher Director of Teaching and Learning P-12

Head of House Learning Mentor teacher Counsellor Pastor/Chaplain

Head of House Learning Mentor teacher Counsellor Pastor/Chaplain

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Do not be anxious about anything, but in every situation, by prayer and petition, with thanksgiving, present your requests to God. Philippians 4:6

“Don’t be afraid to ask questions.

Don’t be afraid to ask for help when you need it. I do that every day. Asking for help isn’t a sign of weakness, it’s a sign of strength. It shows you have the courage to admit when you don’t know something, and to learn something new” Barack Obama

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Tracking your QCE You will need to ensure you have established your MyQCE account at https://myqce.qcaa.qld.edu.au/ This portal is your gateway to subject results (for units 3 and 4), enrolment details and the external exam timetable. The portal also has a host of study tips too. It’s your responsibly to ensure information in this portal is accurate. Once you have attained your QCE and or completed Unit 4, you will be able to access your results and certificate from this portal.

For more information about the QCE, speak with the Head of Careers and VET or the Director of Teaching and Learning.

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The Queensland Certificate of Education (QCE) The QCE is Queensland’s senior secondary school qualification.

To gain a QCE, students need to meet 4 key eligibility requirements:

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SET AMOUNT

20 credits from contributing courses of study, including: • QCAA-developed subjects or courses • vocational education and training(VET) qualifications • non-Queensland studies • recognised studies.

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SET PATTERN

SET STANDARD

12 credits from completed core courses of study and 8 credits from any combination of: • Core • Preparatory (maximum 4) • Complementary (maximum 8)

Satisfactory completion, grade of C or better, competency or qualification completion, pass or equivalent.

04 LITERACY & NUMERACY

Students must meet literacy and numeracy requirements through one of the available learning options.

A Set Amount

A Set Pattern

A Set Standard

Students need 20 credits from a range subjects and courses.

All QCAA courses offered at Redeemer, including Religion and Ethics, will potentially contribute to your QCE. Each subject contributes up to 4 credits. Cert III courses contribute up to 8 credits.

Cert I courses contribute up to 3 credits. A variety of other learning also contributes to QCE including AMEB exams and University subjects.

12 of these credits must come from completed core courses of study. This means being enrolled in all four units of the subject.

This is one reason why it is important to choose subjects carefully. Once you change a subjects, neither of them will contribute to the completed core requirement.

Students need to achieve a C or better to receive credit.

Results from Unit 1 and 2 contribute 1 credit each.

Results from unit 3 and 4 are combined and contribute 2 credits.

Literacy and Numeracy Students need to receive at least a C for one unit in an English and Mathematics subject to remain eligible.

qcaa.qld.edu.au/downloads/senior/qce_pathways_poster_about_qce.pdf 15

ATAR

What is an ATAR? The Australian Tertiary Admission Rank (ATAR) is one of the primary mechanisms used to determine Tertiary Entrance. It is a measure of your achievement in relation to other eligible students in your cohort. An ATAR is expressed as a number from the highest 99.95 down to 00.00 in increments of 0.5. An ATAR of 80, does not mean your average subject results were 80%, it indicates you are in the top 20% of students in the state.

Am I Eligible?

Students who complete units 3 and 4 of five General subjects will be eligible.

Students who compete four General Subjects plus one ‘other’ are also eligible.

The ‘other’, can be an Applied Subject (such as Religion and Ethics) or a Cert III such as Fitness or Hospitality.

How will my ATAR be calculated?

ATARs are calculated by QTAC using the following steps: 1. Your subject results from Unit 3 and 4 are provided to QTAC along with any VET qualifications 2. Subjects are scaled. This happens each year. The process is designed to compare results from different subjects.

This means a that if you received 85% for one subject, it may not actually contribute as much as a subject that your received 80% for depending on the subject scale.

3. Your best 5 subjects are identified and the scaled results are aggregated.

4. Students across Queensland are placed in descending order based on their best 5 aggregated subject scores.

5. The state cohort is divided by 2000 and then an equal number of students are allocated to each band.

(For example if there are 60000 eligible students, then 30 will receive an ATAR of 99.95, the next 30 students will receive 99.90 and so on.)

See the Director of Teaching and Learning for more information or go to qtac.edu.au/atar-my-path/atar REDEEMER LUTHERAN COLLEGE

Can I receive an ATAR prediction?

Students who received an OP under the previous system were provided with an estimate. There are a number of difficulties in providing students with an ATAR prediction: 1. There is no historical data on which to base calculations. There are no subject scaling trends on which to base calculations.

2. Semester 1 results in Year 12 provided a reliable indication of student progress under the OP System. Moving to External Exams, some contributing 50% of the overall score, means that subject results after Unit 3 are not necessarily a reliable indication of progress.

These factors mean that ATAR predictions will not be available for students.

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Selecting Pathways There are three general pathways that students pursue – Tertiary Bound, Tertiary Plus or Vocational Path.

Tertiary Bound

Tertiary Plus

Vocational Path

• This pathway is suited for students wishing to persue an Academic Pathway and graduate with an ATAR and QCE. Students aim to move directly to University after graduation.

• Students on this pathway will study at least 5 General subjects in Year 11 and 12.

• This pathway is suited for students who are pursuing an ATAR, QCE and an additional qualification.

• Students accessing this pathway want to graduate with an ATAR, QCE and an additional qualification which may be a Certificate course or a completed University subject.

• Students would study at least 4 General subjects and may rely on an Applied subject or Certificate III to maintain their ATAR elegibility.

• This pathway is suited for students wishing to move directly into the workforce or continue with Vocational qualifications to a trade.

• Students taking this path are planning to graduate with a QCE and at least one VET qualification.

• Students will be enrolled primarily in VET and Applied subjects in Year 11 and 12.

They may take a few General subjects, however will not be eligible for an ATAR. • Students engaged in external TAFE courses may have the opportunity to study one less school based subject.

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Pathways Case Studies Riley – Tertiary Bound Riley wants to study Environmental Science at university after graduating. He wants to focus on a pure academic pathway and graduate with his QCE and ATAR. He is not interested in any VET qualifications, so will study all General subjects. He will choose 6 General subjects: Literature, General Mathematics, Geography, Biology, Design and Legal Studies. Religion and Ethics will also contribute to his QCE as an Applied Subject. Riley will consider dropping one of the general subjects in Year 12 and picking up a study line. This will allow him to focus on the 5 remaining General Subjects.

Sam – Tertiary Plus Sam is not sure what she wants to do after school. She is going to aim for an ATAR to keep university options open, but also pursue a vocational qualification. She will select 4 General subjects: English, General Mathematics, Chinese and Music. She will also study 2 Applied subjects: Fashion and Religion and Ethics. She will also pick up Hospitality (Certificate II and III). This will ensure she has 4 General subjects and can then use one of the Applied subjects or VET course to receive an ATAR. This course of study will provide her with an ATAR, QCE and VET qualification.

Jordan – Tertiary Bound Jordan wants to work as a health professional, perhaps a Sports Physio or Occupational Therapy. He is going to study English, Mathematical Methods, Physical Education, Biology, Modern History and Health. He is considering dropping an elective in Year 12 in order to pick up Extension English, but will wait until he receives his Unit 1 and 2 results. He has spoken with the Careers Coordinator to ensure he is aware of any Tertiary prerequisites. Religion and Ethics will also provide a safety net for his QCE and ATAR.

Kira – Vocational Path Kira wants to work in Tourism. She does not want to go directly to university after graduating but is considering studying the Diploma of Travel and Tourism Management at TAFE post Year 12. This will allow her to transition into one of the Bachelor degree courses in tourism and hotel management at university down the track if she chooses to. She will study English, Essential Maths, Hospitality, Fashion, Business, Visual Art and Religion and Ethics. This course of study will provide her with a VET qualification and QCE. As she is only studying 3 General subjects, she will not be eligible to receive an ATAR. Kira is also hoping to access an additional TAFE course at some point in Year 11 or 12 and is planning to discuss some options with the Head of Careers and VET prior to finalising her selections.

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Phil – Vocational Path Phil has no desire to go to university after graduating. He is hoping to pick up a school based apprenticeship as an electrician. He is studying Essential English, General Mathematics, Construction, Physical Education, Religion and Ethics and has enrolled into the Certificate II Electrotechnology (Career Start) course through the TAFE at Schools program.

Phil is also completing work experience over the school holidays with a local small electrical business. This course of study will provide him with his QCE and relevant certificate qualification, as well as work experience to assist him in finding a full‑time apprenticeship after graduation.

Senior Courses at Redeemer Information about senior courses and pathways at Redeemer is available on our College website and on the year level tab in MyRedeemer.

The Course Information Handbook includes information about each subject and provides further general information about the QCE and ATAR. Students wishing to change subjects should consult this handbook prior to speaking with the Director of Teaching and Learning.

Assessment What counts?

All assessment in senior (with the exception of CPE) contributes towards your QCE. Results for Unit 1 and 2 contribute towards the QCE. Results in Units 3 and 4 are combined and contribute towards the QCE and your ATAR score if you are eligible.

Submitting Assessment The Assessment Procedures Handbook (available on MyRedeemer) is an important source of assessment information for students. This handbook provides detailed explanations of the procedures for drafting, completing and submitting assessment.

The handbook also outlines the process for applying for an Application for Assessment Adjustment. There are three broad categories for assessment adjustment.

Each require completed applications.

All forms are available on MyRedeemer.

“I never said it would be easy, I only said it would be worth it” Mae West

1. Existing and Chronic Conditions These applications are generally processed through the Learning Enhancement Department and must be supported by relevant documentation including a diagnosis where appropriate.

2. Unplanned Absence Generally, students who are ill on the day of an exam fall into this category.

Students need to seek medical treatment and have their medical practitioner complete a full QCAA Medical Report.

A Doctor’s certificate will not be enough to process your application. Students also need to complete an Application for Assessment Adjustment form and submit this on their return to school.

3. Planned Absence If you know you are going to be absent, then you need to complete an Application for Assessment Adjustment form and submit your task or complete the exam beforehand. No extensions are available in the case of planned absences.

It is important that all students are very familiar with the Assessment Procedures Handbook and know what to do if they are unable to complete assessment by the due date.

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Exam Dates General (ATAR) Subjects, Applied Subjects (eg Religion and Ethics), School Subjects (eg CPE) and VET Subjects all operate on different timelines. This means units will start and finish at different times.

In the Middle Years, you may have become accustomed to ‘busy’ times in the year where you had multiple assessment items at the end of a term. Assessment periods are a little different in Senior.

As different types of courses operate on different timelines, your assessment may be more staggered. The timing of your assessment also depends on the courses you are enrolled in.

It is crucial that you monitor your assessment schedule carefully and plan your work. Be prepared to work on assessment all year. There will still be peak times, but these can be managed if you prepare early. Use MyRedeemer and keep a calendar / diary to help map out how you will tackle each assessment item.

There are lasting consequences if you miss assessment deadlines. Refer to the Assessment Procedures Handbook.

The External Exam Timetable, held in October for students who have completed Units 3 and 4 will be available in your MyQCE learning account.

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Attendance in Year 11 and 12

Redeemer prioritizes the academic studies of all students. Absences may significantly impact your academic progress and potentially impact other students.

Attendance during the senior years is critical to your success. Although you have access to course information on MyRedeemer, your teacher really is your best resource.

It’s also important to remember that course units do not align with terms or semesters.

This means you can no longer assume that the last week(s) of the term will be the end of the unit. Quite often, Units in Years 11 and 12 will straddle holidays.

Don’t schedule family holidays during term time. Any absence during the school term (including beginning of term and end of term), in Years 10, 11 and 12 will not be approved, other than for illness or bereavement.

It is also important to remember that planned absences mean exams and tasks need to be completed before you are absent. For more information, speak with the Head of Senior School and / or the Director of Teaching and Learning.

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Parents are required to email the Head of Senior School to seek approval for extended leave from the College.

“You have brains in your head. You have feet in your shoes.

You can steer yourself in any direction you choose. You’re on your own, and you know what you know. And you are the guy who’ll decide where to go.”

Dr Seuss REDEEMER LUTHERAN COLLEGE

QTAC and Tertiary Information

BRIDGING AND ENABLING

BUILT ENVIORNMENT AND DESIGN

BUSINESS AND TOURISM

CREATIVE AND PERFORMING ARTS

EDUCATION

ENGINEERING AND TECHNOLOGY

HEALTH AND RECREATION

HUMANITIES AND SOCIAL SCIENCES

INFORMATION TECHNOLOGY

LAW

PRIMARY INDUSTRIES AND ENVIORNMENT

SCIENCES

QTAC applications Our Careers department will support you through your QTAC Application and provide you with advice. Information is also available on the QTAC website -

University Open Days QTAC curate a list of University Open Days.

To access these dates, go to qtac.edu.au/home

Tertiary Course Information You can find out about available courses in your chosen field of study by accessing the QTAC Course Search on their website at qtac.edu.au/home

qtac.edu.au/home For more information, see the Head of Careers and VET or Director of Teaching and Learning.

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Academic Tenancy: Tips for Conquering Senior Get Organised: • Create a study space that is free of distractions and has everything within reach.

• Keep a calendar on your wall and list the dates of your assessments.

• Get into a routine and set aside blocks of study time each day.

• Build ‘free’ time into each day for something you enjoy.

• Take regular breaks and move around to keep your mind and body active.

• Limit distractions such as social media.

• Allocate time each week to catch up with friends and family.

Forward planning

Time management

Manage multiple deadlines

Understand the components of each task and how long they might take.

Make a plan and allow for unexpected events such as technology issues (they will always happen!) or changes in personal circumstances.

Divide each assessment task into smaller 30-minute tasks (essay plan, essay introduction, essay body, etc.) and slot these into your calendar.

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Get Academic:

Academic integrity

Creating and maintaining good academic habits will make it easier for you to do your work and acknowledge others’ work.

In assessment tasks, you will often use other people’s information and make conclusions about what you have read or experienced.

It’s important you acknowledge other people’s work using Redeemer’s preferred referencing system.

QCAA has developed an online course to help you understand the correct way to approach assessment. It includes advice on how to maintain academic integrity and produce your best work. You can access the course in the myQCE Student Portal.

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Effective research habits One of the ways you can ensure your work is your own is to plan and complete your research effectively.

Here’s an approach that might work for you:

Plan your Research

Use Appropriate Sources

Keep Clear Records

Understand the purpose of your research and what are you trying to find.

Consider the source of your information before you start taking notes. Is it an appropriate source?

Record where information and ideas come from so you can find this information again when needed.

Take Notes and Summarise

Acknowledge the information or ideas of others

Check with your Teacher

Use your own words to show you understand the information and ideas you’re referencing.

Use in-text referencing/citations and reference as you go.

Your subject may have a specific research process you need to follow.

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Copyright Copyright refers to the rights held by the creator of an original work and allows them to control how their work is used.

When you use other people’s work in your assessment, you generally don’t need to seek permission from the copyright owner if you reference appropriately.

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Referencing

When referencing is required

Referencing is a key part of academic integrity.

• •

When you use another person’s work you need to acknowledge it, even when you have summarised and paraphrased the information in your own words.

•

If you don’t know how to reference properly, you may unintentionally plagiarise another person’s work. Whether intentional or unintentional, plagiarism is still academic misconduct.

• • •

direct quotes summarising or paraphrasing someone else’s work an image/figure/diagram/table or audiovisual material from another person’s work information from electronic sources part of someone else’s design information from oral communication methods e.g. an interview.

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When referencing is not required • • • • • •

common knowledge known about a topic facts that are commonly known within a subject area facts that are known and found in many different sources commonsense observations your own experiences results from your own experiments.

Working with others

Collaboration and teamwork are key 21st century skills that you’ll develop throughout senior schooling and your life.

You might work with others during or outside of class to complete group work as part of your assessment. It’s important you understand how to collaborate effectively and ensure the work you submit is your own.

When completing assessment as a group, you need to understand which aspects of the task can be completed collaboratively and which must be completed individually.

Make sure that each group member has a clearly defined role. Even though you are working as a group, each student should submit an individual response or be assessed on their own performance.

For example, if you are presenting a play in Drama with four other students, each student will be assessed on their performance.

Always speak to your teacher if you have questions or concerns about your role in group work.

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Using drafting practices It is important to understand the requirements of the assessment task and to seek feedback and support from your teacher where appropriate. Being proactive in managing any issues during the assessment process makes it easier to maintain academic integrity.

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Managing the length of your response All assessments indicate the required length of your response. This information: • indicates the depth of the response required • encourages the conciseness of your response • ensures equity of conditions for all students.

There are different ways you can manage the length of your response.

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Too long:

Be direct and concise

Review the task/question Which information directly relates to your topic? Have you included too much general information?

• Do you get straight to the point or do you have a lot of unnecessary information?

• Are you repeating or over explaining any points?

Too short:

Justify and explain

Check your research

Have you explained the information and/or quotes you’ve used? Is it clear why certain information supports your point?

Have you included research from enough sources and used enough examples?

Do you need to find more information?

Explain your message/ argument in detail Have you defined and explained your key concepts? Have you clearly shown the steps in your reasoning?

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Consider each paragraph/section Do they overlap? Could the information be combined? Are you using too many examples?

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Drafting A draft is an early version of a response to an assessment.

Teachers provide feedback on your draft so you can develop your response but the feedback must not compromise the authenticity of your work.

Teacher feedback may: • indicate some textual errors and that the draft requires more careful editing, but it is not your teachers’ responsibility to correct or edit all the textual errors in a draft • provide a summary of their feedback and advice to the whole class.

Teacher feedback won’t: • provide you with new ideas, language or research to improve the quality of your response • edit and proofread for spelling, grammar, punctuation and calculations.

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The quality of a draft may vary from a brief outline to a response that is nearing completion. Your assessment task may also include checkpoints where you discuss or show your teacher your progress. The type of draft will depend on the subject and assessment technique. For example, if your assessment requires a presentation, your draft might be a rehearsal.

Your draft can also be used as evidence to prove your work is your own but it will not be marked or graded unless you fail to submit your final piece. myqce.qcaa.qld.edu.au/study-tips.html

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“God is” “Every time I look up, I see God’s faithfulness And it shows just how much He is miraculous I can’t keep it to myself, I can’t sit here and be still Everybody, I will tell ‘til the whole world is healed King of Kings, Lord of Lords, all the things He has in store From the rich to the poor, all are welcome through the door You won’t ever be the same when you call on Jesus’ name Listen to the words I’m sayin’, Jesus saved me, now I’m sane And I know, I know God is the force that picked me up I know Christ is the fountain that filled my cup I know God is alive, yeah” Kanye West

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Redeemer Lutheran College | Our Hope is in Christ 745 Rochedale Road Rochedale Queensland 4123 | PO Box 6090 Upper Mount Gravatt Queensland 4122 Telephone 07 3340 8888 | senior@redeemer.com.au | www.redeemer.com.au @RedeemerLutheranCollege | @RedeemerCollege | @RedeemerCollege A school of the Lutheran Church of Australia Queensland District ARBN 051 602 996 | ABN 40 618 603 690 | CRICOS Provider Code 03716F