Senior Pathways 2025

FROMTHE PRINCIPAL

DearParentsandCarers,

Southern Cross Catholic College is continuing its pursuit of senior academic and vocational education excellence through focusing on preparing each student to meet the challenges of the future through developing their life-long learning skills. Whether it’s for further study at a tertiary institution, an apprenticeship or entry into the workforce, the college, through its core and electives approach to curriculumdesign,aimstoprepareourstudentsforwhateverfieldtheywishtopursue.

SeniorSecondaryareveryimportantacademicyearsinwhichstudentsrefineanddeveloptheirlearning skillssothattheycanbecomesuccessful,self-confidentlearners.TheSeniorPathwaysHandbookisatool forfindingoutaboutYear11and12pathwaysandsubsequentsubjectchoicesin2025.Thepathways are our way of clearly identifying how each student is planning to complete Year 11 and 12 and successfullyfulfiltheentryrequirementsfortheirpost-schooldestination.Studentsareencouragedto discusstheiroptions withteachersandparentstofacilitate makingsuitablechoices. Itisimportant to choosewiselysothatlearningisrelevant,stimulatingandsupportiveofneeds,interestsandtalents.Itis equallyimportant thatstudentsfocusonapositiveapproachtolearningin whichthejoyandvalueof workisappreciatedandtheirhardworkandpersistencepaysoff.

The staff at Southern Cross Catholic College is committed to encouraging and supporting students to achieve high academic standards so that each individual develops into an active and informed citizen. OurJuniorandSeniorSecondarylearning,careersandpastoralprogramsenableteachersandsupport staff to work with students to set clear goals and plan and implement strategies that help them reach theirpotentialandunderstandthatstrivingdailytodotheirutmost,isessentialtosuccess.

Together, we are dedicated to creating a culture that encourages, supports and develops our students throughthesetransitionyearswhilebuildingtheirsenseofconnectednessandresponsibilitywithinthe community.

Sincerely,

MeganWuersching CollegePrincipal

Introduction

InpreparationfortheYear11academicprogramin2025,allstudentsandtheirparentsareencouraged tocarefullyconsidertheinformationinthefollowingpagestoguideseniorsubjectselections.

ThisSeniorPathwaysGuideisanexcellentresourceforprovidingdetailsofeachsubjectofferedinYears 11and12atSouthernCrossCatholicCollege,therequirementsforachievingtheQueenslandCertificate ofEducation,andguidanceforpost-schoolingpathways.

Whenchoosingsubjects,itisimportantforstudentstoconsider: ✔subjectsthattheindividualstudenthasfoundenjoyable,interesting,andpersonallyrewarding ✔academicstrengthsandweaknesses ✔possiblecareerpathways-seektheCareersAdviser'sadvice ✔futureuniversityorTAFEcourseprerequisites ✔thevalueofmaintainingabalancedcourse

After students have made their subject selections, the 2025 timetable will be prepared. Staffing and resource constraints oblige us to remove those courses that are not sufficiently supported by student selection.Ifthereisarequirementforthistooccur,allstudentsaffectedwillbeaskedtoreselectfrom thosecoursesthatareoffered.Pleasenotethattheschoollimitsthesizeofclasses;therefore,achangeof subjectmaynotbepossibleiftheclassisfull.

IfstudentsorparentshaveanyquestionsinrelationtotheinformationcontainedinthisSubjectGuide, or the subject selection process, please contact the Assistant Principal – Learning & Teaching (Secondary),CareersandSeniorPathwaysOfficerandVETProgramLeaderortherelevantCurriculum Leader for each learning area. Contact details for each of these positions are listed at the back of this guide.

Selecting Subjects for your SENIOR EDUCATION and TRAINING (SET) PLAN

All Year 10 students complete a Senior Education and Training Plan (SET Plan) which records and articulatestheirplanforcompletingYear11&12andachievingtheirQueenslandCertificateofEducation (QCE). TheSETplanningprocessisdesignedtohelpstudentsmakegooddecisionsabouttheirlearning pathwaysandensuretheybasetheirsubjectchoicesontheirabilities,interestsandclearlyarticulated goals.

Studentswillengagewithaseriesof SET Planning Information Sessions aspartoftheYear10Futures subject. Inthesesessions,studentswilllearnabouttheQueenslandCertificateofEducation(QCE)system andtheYear11&12subjectselectionprocess.

SETPlanningassistsyouto:

● structureyourlearningaroundyourabilities,interestsandambitions

● thinkaboutyoureducation,trainingandcareeroptionsafterYear12

● setandachieveyourlearninggoalsinYears11and12,andbeyond

● considerflexibleandcoordinatedpathwayoptionsinyourcourseofseniorstudy

● communicate with your parents/carers and teachers/Careers Adviser about your post-school plans.

InTerm3,studentsandparentsareinvitedtoattenda Senior Subject Information Evening,whereall of our senior secondary teaching staff are available to discuss pathway choices and subject offerings. Followingtheinformationevening,studentswillberequiredtoselecttheirsubjectpreferencesviaEdval Choice.Theprocessforthisisoutlinedlaterinthisguide.

ThefinalpartoftheSETPlanningprocessisthe SET Plan Interview.AttheSETPlanInterview,youwill have the opportunity to talk through your plan with a school representative and your parents. Your subjectpreferenceswillbeconfirmedandfinalisedinEdvalChoice.Somestudentsmayberequiredto reselectsubjects(basedonavailability)afterthisstep.

ThroughoutyourseniorschoolingyouwillreviewyourSETPlanregularlytomakesureyoursubjects andlearningarerightforyou,andthatyoucanmaintainapathwaytothecoursesandcareeryouwant afterYear12. OnceyouhavestartedYear11and12,subjectchangesgenerallycanonlybemadeatthree juncturepoints:startofUnit1,endofUnit1andendofUnit2.

SCCC Careers Website

TheSouthernCrossCatholicCollegeCareerswebsiteprovidesallthelatestinformationthatwillhelpyou makedecisionsaboutyourfuturecareerandlifebeyondschool.

YoucanusethecareerswebsitetolocateUniversity,TAFEandanyothertypeofcourseacrossAustralia, getinformationabouttheQCE,searchforjobvacanciesandmuchmore.

TheSCCCCareersWebsiteisavailableviahttps://www.sctsvcareers.com.au

The QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT (QCIA)

The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligiblestudentswhocompleteanindividuallearningprogram.Attheendoftheseniorphaseoflearning, eligiblestudentsachieveaQCIA. These studentshavetheoption ofcontinuingtoworktowardsaQCE post-secondaryschooling. EntrancetoaQCIAprogramofstudyisviatheadviceoftheCurriculumLeader –Inclusionandmadeinconsultationwithparents. FurtherinformationisavailablefromtheCurriculum Leader–Inclusionviathedetailsatthebackofthisguide.

The QUEENSLAND CERTIFICATE OF EDUCATION (QCE)

The QCE is Queensland’s senior secondary schooling qualification. It is internationally recognised and provides evidence of senior schooling achievements. To receive a QCE, students must achieve the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements.

StudentswhosuccessfullymeettherequiredstandardsoflearningintheirstudiesatSouthernCrosswill beeligibletoreceiveaQCEatthecompletionofYear12.

Students who do not meet the QCE requirements can continue to work towards the certificate postsecondaryschooling.TheQCAAawardsaQCEinthefollowingJulyorDecember,onceastudentbecomes eligible.Learningaccountsareclosedafternineyears;however,astudentmayapplytotheQCAAtohave theaccountreopenedandallcreditcontinued.

Studentsmustachieveaminimumof 20 credits tobeawardedaQCE.

CORECOURSES

(atleast12creditsmustcomefromcore) QCECredits percourse

QCAAGeneral&Appliedsubjects upto4

QCAAExtensionsubjects upto2

CertificateIIqualifications upto4

PREPATORYCOURSES

(maximumof4credits) QCECredits percourse

CertificateIqualification upto4

QCAAShortcourses 1

COMPLIMENTARYCOURSES QCECredits

CertificateIIIandIVqualifications upto8 (maximumof8credits) percourse

School-basedapprenticeships upto6

UniversitySubjects (while at school) upto4 Diplomas/Adv.Diplomas Upto8 (while at school)

AtSouthernCrossCatholicCollege,allstudentsenrolinoneof two pathways atthecommencementof Year11. Eachpathwayprovidesstudentswiththe set amount,the set pattern,andeligibilityto fulfil literacy and numeracy requirements. Allstudentsneedtodoisengagefullyintheirstudiesand achieve the set standard ineachoftheircoursesinordertobeawardedQCEcredits.

DetailedrulesrelatingtotheQueenslandCertificateofEducationareavailablefromtheQCAAwebsite: https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications

Types of SUBJECTS AND STUDY options

Southern Cross Catholic College offers enrolment in various types of senior secondary subjects which contributetotheQueenslandCertificateofEducation.

● Generalsubjectsare academically focussed.Theyaresuitedtostudentswhoare interestedinfurtherstudyatuniversity.

QCAAGeneral Subjects

● IneachGeneralsubject,successfulcompletionofall4unitscontributes 4 credits towards the QCE

● Studentscomplete7internalassessmentsand1externalexaminationoverthe two-yearperiodofYear11&12.

● Appliedsubjectsgenerallyplacemoreemphasison practical skills and knowledge. Theyaresuitedtostudentswhoareprimarilyinterestedinpathways thatleadtofurtherTAFEorVETtrainingand/ordirectentrytotheworkforce.

QCAAApplied Subjects

School-Based VETCertificates

● IneachAppliedsubject,successfulcompletionofall4unitscontributes 4 credits towards the QCE

● Studentscomplete7or8internalassessmentsoverthetwo-yearperiodofYear11 &12.ThereisnoexternalexaminationforAppliedsubjects.

● Deliveredinternally(atschool)by qualifiedSouthernCrossteachersunderan agreementwithexternalRegistered TrainingOrganisations(RTOs).

● Mayincuranadditionalcost(seesubject descriptions)

External VETCertificates

School-Based Apprenticeships andTraineeships

● Deliveredexternally(eg:atTAFEor anotherprovider)oronline.

● Mayrequirethestudenttobeabsentfrom schoolonWednesdaystoattendtraining.

● Deliveredexternally,includingon-the-job andRTO-providedtraining.Requiresthe studenttobeabsentfromschoolevery Wednesdaytoattendwork.

SuccessfulcompletionofVET certificateswilldeliverthefollowing QCE credits,basedonthecourse:

● CertificateI– up to 3 credits

● CertificateII– up to 4 credits

● CertificateIII– 5-8 credits

● CertificateIV– 5-8 credits

Assessedthroughsmall,ongoing competency-basedtasksforthe durationofthecourse.

Upto 6 QCE credits maybe availableforsuccessfulcompletion ofallrequirementsoftheschoolbasedapprenticeshiportraineeship overthetwo-yearperiod.

● Externalenrolmentinchosensubjectsthrough JCU NOW or CQU SUN programs. Costsaresetbyeachuniversity.

University subjects

● Mustmeetacademicentryrequirements(achievingaminimumofBinallcore school-basedsubjects)andberecommendedbythecollege.

● Eachcompleteduniversitysubjectearns up to 2 QCE credits Maximum of 8 credits intotalandcanbebankedfromthiscategory.

QCAAExtension subjects (Year12only)

● English&LiteratureExtensionandMusicExtensionareoffered.Takeninaddition totheparentsubject(English/Literature/Music)–musthaveanAinYear11 parentsubject.Upto 2 QCE credits persubject.

Choosing a QCE pathway

All students entering Year 11 at Southern Cross Catholic College will choose one of the following QCE pathways:

ATAR PATHWAY

Eligiblefora QCE

Eligibleforan ATAR

ApplydirectlytoQTACfor universityentry

The ATAR is the primary mechanism used for school leavers seeking entrance to tertiary study at Australian universities.

QTACisresponsibleforcalculatingATARs.

ThecalculationofanATARisbasedonastudent’s:

● bestfiveGeneralsubjectresultsor

● bestresultsinacombinationoffourGeneralsubjects plusanAppliedsubjectoraCertificateIIIorhigher VETqualification.

QTAChasadvisedthat,ingeneral, choosing five General subjects will lead to a higher ATAR thanfourgeneral andoneappliedorCertificateIII.

StudentschoosinganATARpathwaymustselect6 subjectsasfollows:

1. Choosean English subject:

EnglishorLiterature

Choosea Mathematics subject:

GeneralMathematicsor MathematicalMethods

Choose any General subject

Choose any General subject

VOCATIONAL PATHWAY

Eligiblefora QCE

Not eligible foran ATAR

Headingdirectlytotheworkforce,trade destinations,orotherVETtrainingafterYear 12.

Maybeabletoapplyforentrytosome universitycoursesinthefuture(ifarelevant CertificateIIIischosenandfullycompleted).

See further information from individual universities

Students following this pathway would intend to find work directly after school, become trainees or apprentices,orgoontofurtherTAFEorVETstudy.

Students in this pathway may also seek school-based apprenticeshipsortraineeships(SBAT).Whenplacedina SBAT, students attend work placement and/or external trainingeveryWednesdayinsteadofattendingschool.

Students who include a Certificate III or higher level qualificationintheircourseselectionsmaybeeligiblefor entry into selected courses at some universities. Informationisavailablefromeachuniversityorfromour college’sCareersAdviser.

StudentschoosingaVocationalpathwaymustselect 6subjectsasfollows:

Choose any subject – this could be General, Applied or VET 6. Allstudentsstudy Religion & Ethics (Applied) 1. Choose Essential English unlessageneralEnglish subjectisaprerequisiteforpotentialfuture pathways

Choose Essential Mathematics unlessGeneral Mathematicsisaprerequisiteforpotentialfuture pathways

Choose any subject

Choose any subject

Choose any subject (Werecommendthattheseare AppliedsubjectsorVETcourses) 6. Allstudentsstudy Religion & Ethics (Applied)

RELIGIOUS EDUCATION in Years 10, 11 and 12

Atourcollege,allstudentscompletetheQCAAAppliedsubjectReligionandEthicsduring Year10and 11.Studentsinvestigatetopicssuchasthemeaningoflife,spirituality,purposeanddestiny,lifechoices, moral and ethical issues, and social justice. The course is underpinned by the Catholic identity of the college.

● In Year 10,studentscompleteUnits1&2.

● In Year 11,theycompleteUnits3&4.

● Satisfactorycompletionofall4unitsoftheReligionandEthicssubjectcontributes4creditstowards theQCE.

● In Year 12,Religion&Ethicsisreplacedbyaschool-basedReligiousEducationprogram.Thereis noformalassessmentintheYear12ReligiousEducationprogram,andthesubjectistimetabledfor areducednumberoflessonsperfortnightcycle. Thisenablesstudentstospendmoreface-to-face learning time in the five remaining subjects contributing to their QCE, whilst at the same time allowing the college to run a Year 12 Religious Education program which is outward-facing, experiential,anddedicatedtoexploringCatholicfaithandspiritualitybeyondschool.

Understanding the AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

Since2020,theAustralianTertiaryAdmissionRank(ATAR)hasbeenthestandardpathwaytotertiary studyforQueenslandYear12students.

TheATARisthestandardmeasureofindividualoverallstudentachievementusedinallotherAustralian statesandterritories.Itisarankindicatingastudent’spositionrelativetootherstudents.

The ATAR is expressed on a 2000-point scale from 99.95 (highest) down to 0, in increments of 0.05. ATARsbelow30arereportedas‘30.00orless’.

ATAR ELIGIBILITY

TobeeligibleforanATAR,astudentmusthave:

● satisfactorilycompletedanEnglishsubject

● completedfiveGeneralsubjects,orfourGeneralsubjectsplusoneAppliedsubjectorVETcourse atAQFCertificateIIIorabove

● accumulatedtheirsubjectresultswithinafive-yearperiod.

WhilestudentsmustsatisfactorilycompleteanEnglishsubjecttobeeligibleforanATAR,theresultin English will only be included in the ATAR calculation if it is one of the student’s best five subjects. Queenslanduniversitieshavealsodecidedthatthefollowingruleswillapply:

1. Only General English subjects or AppliedEnglish subjects can beincluded in the ATAR, but not both.

2. OnlyGeneralMathssubjectsorAppliedMathssubjectscanbeincludedintheATAR,butnotboth.

3. OnlyonetypeoflanguagesubjectcanbeincludedintheATAR–eitherGeneralorSeniorExternal Examination,butnotboth.

Calculating an ATAR

TheATARwillbecalculatedbycombiningastudent’sbestfivesubjectscaledscores. Scaledscoreswill be derived from a student’s subject results as reported to QTAC by the Queensland Curriculum and AssessmentAuthority(QCAA),usingaprocessofinter-subjectscaling.

Inter-subject SCALING

Inter-subjectscalingiswhererawscoresforagivensubjectareadjustedsotheresultsforthatsubject canbecomparedfairlywiththeresultsofanyothersubject.

IfastudentstudiesaneasierMathssubjecttheymightgeta90/100.Butifthesamestudentstudieda harderMathssubjecttheymightonlygeta70/100.However,ifscalingworks,theyshouldendupwith asimilarscaledscoreforinclusionintheirATARcalculation.

Ifsubjectswerenotscaled,studentscouldmaximisetheirATARbystudyingwhattheybelievearethe easiestpossiblesubjectstogetthehighestpossiblebestfivesubjectresultstocomprisetheirATAR.

Inter-subjectscalingwillnotenhanceordiminishastudent’sperformanceintheirsubjects. The student’srankingrelativetootherstudentsintheirsubjectsdoesnotchange.Scalingsimplyallowsfor performancestobecomparedacrossallsubjects,andthenonlyforthepurposesofincludingthesein thecalculationofastudent’sATAR.

The students for whom inter-subject scaling might play a role in decision making are those who are seeking entry to highly competitive university courses where maximising the ATAR is important. In this instance, the student may maximise outcomes by choosing the higher scaling subjects. However, please remember that there is zero benefit in choosing these subjects if you are going to achieve poorly in them.

Generallyspeakingthough,studentsshouldalwayschoosesubjects:

● theyenjoy

● theythinktheywillachievewellin

● thataresubjectprerequisitesfortertiarycoursesthattheywillbeseekingentryto.

Asscalingisbasedonactualsubjectachievementdata,itwillchangefromyeartoyear.Further informationaboutinter-subjectscalingisavailablefromtheQTACwebsitewww.qtac.edu.au

Vocational Education and Training (VET) qualification courses

Southern Cross Catholic College offers 8 VET qualification courses in the senior secondary phase of learning. AllofourVETcoursesareofferedthroughourpartnerRegisteredTrainingOrganisationsviaa third-party arrangement. Please refer to the section at the back of this guide for further information aboutVETqualificationcoursesonoffer.

Students may be eligible for VET in Schools (VETiS) funding to meet the cost of their course. VETiS qualificationsfundedbytheVETinvestment budget arelistedonthe government’sPriority SkillsList. ThesequalificationsaredeliveredbyRTOswhohavebeenapprovedbythedepartmentasSkillsAssure Suppliers (SAS) under the Certificate III Guarantee. Schools, in consultation with students and their parents,areabletochooseanySASapprovedtodelivertheeligiblequalification.

Students undertaking VETiS, funded by the VET Investment budget, can complete one employment streamqualificationattheCertificateIorIIlevel.

FurtherinformationaboutVETiSfundingisavailablebycontactingtheCareersOfficerviathedetailsat thebackofthisguide.

School-based Apprenticeships and Traineeships (SBATs)

School-basedapprenticeshipsandtraineeships(SBATs)allow seniorsecondarystudentstoworkwith an employeraspaidemployees, whilestudyingfor theirseniorcertificate at school. Atthe sametime, studentsundertakeatrainingqualificationwithasupervisingregisteredtrainingorganisationchosenby boththeemployerandthestudent.

Aschool-basedapprenticesortrainee'semploymentand/ortrainingarrangementsmustimpactontheir schooltimetablefortheprogramtobeconsideredschool-based.

Read more about school-based apprenticeships and traineeships on the Department of Employment, SmallBusinessandTrainingwebsitevia http://www.desbt.qld.gov.au/training/apprentices.

Furtherinformationisalsoavailablefromboththe Careers Adviser and Careers Officer. Contactdetails arelistedatthebackoftheguide.

The Subject Selection process

DuringTerms2 and 3, Year10studentsengagein aseriesof SET Planning Information Sessions as partoftheFuturessubject. Inthesesessions,studentswilllearnabouttheQCEsystemandthesubject selectionprocess.

EachCurriculumLeaderwillprovideinformationaboutcoursedetailsandrequirementsofeachsenior subjectintheirlearningarea.Studentswillhavetheopportunitytoaskquestionsaboutthesubjectsthey maybeinterestedinpursuinginseniorsecondary.

InTerm3,studentsandparentswillbeinvitedtoattend a Senior Subject Information Evening,where allofourseniorsecondaryteachingstaffareavailabletodiscusspathwaychoicesandsubjectofferings.

Followingtheinformationevening,studentswillberequiredtoselecttheirpreferredsubjectsthrough theonlineprocessoutlinedbelow.

1. Studentswillbeemailedwiththeir Web Preferences Access Guide tobeusedwhenselecting 2025 subjects online. This instruction sheet will include an individual Student Web Code. The PastoralLeaderwillalsohaveacopyofeachstudent’sStudentWebCode.

2. Studentsthengoonlinetohttps://my.edval.education/login,entertheirWebCodeandmaketheir subjectselections.Pleasenotethisistheonlymethodthroughwhichsubjectselectionpreferences willbereceived.

3. Thefinalselectionmustbecompletedbythedeadlineindicatedintheinstructionsheet.

Oncestudentshavemadetheirinitialpreferenceselections,SeniorEducationandTrainingPlanmeetings willbeheldtoconfirm/changesubjectselectionsandthenthe2025timetablewillbeprepared.

Staffing and resource constraints sometimes oblige us to cancel those subjects/courses which are not sufficientlysupportedbystudentselection.Ifthisoccurs,affectedstudentswillbeaskedtoreselectfrom thosesubjectsthathavebeenconfirmedasbeingoffered.Pleasenotethatachangeofsubjectmaynotbe possibleiftheclassisfulloronadifferentlineinthetimetable.

SUBJECTSandPREREQUISITES

QCAAGENERALSUBJECTS

Academically focussed. Suited to students who are primarily interested in further study at university after Year 12.

toYear12studentsonly

● MinimumCstandardinYear10HealthandPhysicalEducationis essential.However,Bstandardishighlyrecommended

● AvailabletoYear12studentsonly ● MinimumBstandardinUnits1and2oftheseniorMusicsubject

QCAAAPPLIEDSUBJECTS

Suited to students who are primarily interested in directly entering the workforce or completing further TAFE or VET training after Year 12.

ReligiousEducationLearningArea

VETQUALIFICATIONS

Suited to students who are primarily interested in directly entering the workforce or completing further TAFE or VET training after Year 12.

CertificateIinConstruction

CertificateIIinElectrotechnology (CareerStart)

CertificateIIinHospitality

● SuccessfulcompletionofYear10ITDwouldbeanadvantage.

● Awillingnesstobeinvolvedandworkasateamisessential. Page85

● ThisprevocationalcourseinElectrotechnologyisrecommended asa“Pre-Apprenticeship”pathwayforfullCertificateIIIin Electrotechnology,tradequalification. Page87

● Aninterestinthehospitalityindustryandacommitmentto beingateamplayerisessential

● Year9and10FoodTechnologyisbeneficial,butnotessential

88

CertificateIIinBusiness

CertificateIIIinEarlyChildhood EducationandCare

CertificateIIIinFitness(with CertificateIIinSportandRecreation Embedded)

CertificateIIIinHealthServices Assistance(withCertificateIIin HealthSupportServices)

CertificateIIIinSchoolBased EducationSupport

● Studentsmusthaveapassionforand/orinterestinworkingin theBusinessServicesindustryand/orpursuingfurthertertiary pathways(e.g.CertificateIV,DiplomaandBachelorof Business).

● Studentsmusthavegoodqualitywrittenandspoken communicationskillsandenthusiasm/motivationto participateinarangeofprojects. Page97

● Therearenoentryrequirementsorpre-requisites.Students mustcommencethiscourseatthebeginningofYear11. Page96

● Therearenoentryrequirementsorpre-requisites.Students mustcommencethiscourseatthebeginningofYear11.

● Studentsmusthavegoodqualitywrittenandspoken communicationskillsandenthusiasm/motivationto participateinphysicalactivitysessions. Page94

● Therearenoentryrequirementsorpre-requisites.Students mustcommencethiscourseatthebeginningofYear11.

● Aninterestinworkinginthehealthservicessectorisessential. Page100

• Therearenoentryrequirementsorpre-requisites.Students mustcommencethiscourseatthebeginningofYear11 Page92

CertificateIIIinAviation (RemotePilot)

• There are no entry requirements or pre-requisites.

• Students must commence this course at the beginning of Year 11. Page102

SubjectandCourseDescriptions

ReligionandEthics

Applied Subject

Religion and Ethics is studied in Year 11 only, having commenced in Year 10. A school-based Religious Education program is offered in Year 12.

Religion & Ethics focuses on the personal, relational and spiritual perspectives of human experience. Students investigate and critically reflect on the role and function of religion and ethicsinsociety.

Studentsinvestigatetopicsof:

● AustralianIdentity;

● SocialJustice;

● WorldReligionsandSpiritualities;and

● Peace

They examine how personal beliefs, values and spiritual identity are shaped and influenced by factorssuchasfamily,culture,gender,race,class andeconomicissues.

Studentsgainknowledgeandunderstandingand develop the ability to think critically and communicateconceptsrelevanttotheirlivesand theworldinwhichtheylive.

Pathways

A course of study in Religion & Ethics can establish a basis for further education and employmentinanyfield.Studentsgainskillsand attitudesthatcontributetolifelonglearningand the basis for engaging with others in diverse settings.

Objectives

Bytheconclusionofthecourseofstudy,students should:

● recognise and describe concepts, ideas and terminologyaboutreligion,beliefsandethics

● identifyandexplainthewaysreligion,beliefs and ethics contribute to the personal, relational and spiritual perspectives of life andsociety

● explain viewpoints and practices related to religion,beliefsandethics

● organiseinformationandmaterialrelatedto religion,beliefsandethics

● analyse perspectives, viewpoints and practicesrelatedtoreligion,beliefsandethics

● apply concepts and ideas to make decisions aboutinquiries

● use language conventions and features to communicate ideas and information, accordingtopurposes

● plan and undertake inquiries about religion, beliefsandethics

● communicate the outcomes of inquiries to suitaudiences

● appraiseinquiryprocessesandtheoutcomes ofinquiries.

Structure

TheReligion&Ethicscourseisdesignedaround coreand electivetopics. Eachperspectiveofthecore mustbecoveredwithineveryelectivetopicandintegratedthroughoutthecourse.

Unit1

Unit2

Unit3

Unit4

WorldReligionsand Spirituality SocialJustice Peace AustralianIdentity

Assessment

ForReligionandEthics,assessmentacrossYears10and11isusedtodeterminethestudent’sexitresult. Assessmenttechniquesusedare:

● investigation

● extendedresponse

● project.

Project

Aresponsetoasingletask, situationand/orscenario

Investigation

Aresponsethatincludeslocating andusinginformationbeyond students’ownknowledgeandthe datatheyhavebeengiven.

ExtendedResponse

Atechniquethatassessesthe interpretation, analysis/examinationand/or evaluationofideasand informationinprovidedstimulus materials.

Atleasttwodifferentcomponents fromthefollowing:

● written:500–900words

● spoken:2½–3½minutes

● multimodal:3–6minutes

● performance:continuousclass time

● product:continuousclasstime.

Presentedinoneofthefollowing modes:

● written:600–1000words

● spoken:3–4minutes

● multimodal:4–7minutes.

Presentedinoneofthefollowing modes:

● written:600–1000words

● spoken:3–4minutes

● multimodal:4–7minutes.

English General Subject

Englishfocusesonthestudyofbothliterarytexts and non-literary texts, developing students as independent, innovative and creative learners andthinkerswhoappreciatetheaestheticuseof language,analyseperspectivesandevidence,and challenge ideas and interpretations through the analysisandcreationofvariedtexts.

Students are offered opportunities to interpret andcreatetextsforpersonal,cultural,socialand aesthetic purposes. They learn how language varies according to context, purpose and audience,content,modesandmediums,andhow touseitappropriatelyandeffectivelyforavariety of purposes. Students have opportunities to engagewithdiversetextstohelpthemdevelopa sense of themselves, their world and their place init.

Students communicate effectively in Standard AustralianEnglishforthepurposesofresponding to and creating texts. They make choices about genericstructures,language,textualfeaturesand technologiesforparticipatingactivelyinliterary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literaryandnon-literarytextsshapeperceptions of the world, and consider ways in which texts mayreflectorchallengesocialandculturalways ofthinkingandinfluenceaudiences.

Pathways

A course of study in English promotes openmindedness,imagination,criticalawarenessand intellectual flexibility skills that prepare students for local and global citizenship, and for lifelonglearningacrossawiderangeofcontexts.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● use patterns and conventions of genres to achieve particular purposes in cultural contextsandsocialsituations

● establish and maintain roles of the writer/speaker/signer/designer and relationshipswithaudiences

● create and analyse perspectives and representations of concepts, identities, timesandplaces

● make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpintextsandinviteaudiencestotake uppositions

● use aesthetic features and stylistic devices to achieve purposes and analyse their effectsintexts

● select and synthesise subject matter to supportperspectives

● organise and sequence subject matter to achieveparticularpurposes

● usecohesivedevicestoemphasiseideasand connectpartsoftexts

● make language choices for particular purposesandcontexts

● use grammar and language structures for particularpurposes

● use mode-appropriate features to achieve particularpurposes.

Structure

Unit1

Perspectives and texts

● Examiningand creatingperspectives intexts

● Respondingtoa varietyofnon-literary andliterarytexts

● Creatingresponses forpublicaudiences andpersuasivetexts

Unit2

Texts and culture

● Examiningand shaping representationsof cultureintexts

● Respondingto literaryandnonliterarytexts, includingafocuson Australiantexts

● Creatingimaginative andanalyticaltexts

Assessment

Unit3

Textual connections

● Exploring connectionsbetween texts

● Examiningdifferent perspectivesofthe sameissueintexts andshapingown perspectives

● Creatingresponses forpublicaudiences andpersuasivetexts

Unit4

Close study of literacy texts

● Engagingwith literarytextsfrom diversetimesand places

● Respondingto literarytexts creativelyand critically

● Creatingimaginative andanalyticaltexts

In Units 1 and 2 students complete four formative assessments. These follow similar structure to the assessmentthatiscompletedinUnits3and4sothatstudentsarefamiliarwiththesetechniques.

Unit1

Unit2

In Units 3 and 4 students complete four summative assessments. The results from each of the assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalsoreceiveanoverall subjectresult(A–E).

Unit3

Unit4

Literature General Subject

Literature focuses on the study of literary texts, developing students as independent, innovative andcreativelearnersandthinkerswhoappreciate theaestheticuseoflanguage,analyseperspectives and evidence, and challenge ideas and interpretationsthroughtheanalysisandcreation ofvariedliterarytexts.

Studentsengagewithlanguageandtextsthrough a range of teaching and learning experiences to fostertheskillstocommunicateeffectively. They makechoicesabout generic structures, language, textual features and technologies to participate actively in the dialogue and detail of literary analysis and the creation of imaginative and analyticaltextsinarangeofmodes,mediumsand forms.

Students explore how literary texts shape perceptions of the world and enable us to enter theworldsofothers.Theyexplorewaysinwhich literary texts may reflect or challenge social and culturalwaysofthinkingandinfluenceaudiences.

Pathways

A course of study in Literature promotes openmindedness, imagination, critical awareness and intellectual flexibility skills that prepare students for local and global citizenship, and for lifelonglearningacrossawiderangeofcontexts.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● use patternsand conventions of genres to achieve particular purposes in cultural contextsandsocialsituations

● establish and maintain roles of the writer/speaker/signer/designer and relationshipswithaudiences

● create and analyse perspectives and representations of concepts, identities, timesandplaces

● makeuseofandanalysethewayscultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to makeuppositions

● useaestheticfeaturesandstylisticdevices to achieve purposes and analyse their effectsintexts

● select and synthesise subject matter to achieveparticularpurposes

● use cohesive devices to emphasise ideas andconnectpartsoftexts

● make language choices for particular purposesandcontexts

● use grammar and language structures for particularpurposes

● use mode-appropriate features to achieve particularpurposes

Structure

Unit1

Introduction to literacy studies

● Waysliterarytextsare receivedand respondedto

● Howtextualchoices affectreaders

● Creatinganalyticaland imaginativetexts

Assessment

Unit2

Texts and culture

● Waysliterarytexts connectwitheach other–genre,concepts andcontexts

● Waysliteracytexts connectwitheach other–styleand structure

● Creatinganalyticaland imaginativetexts

Unit3

Literature and identity

● Relationshipbetween language,cultureand identityinliterary texts

● Poweroflanguageto representideas, eventsandpeople

● Creatinganalyticaland imaginativetexts

Unit4

Independent explorations

● Relationshipbetween language,cultureand identityinliterary texts

● Poweroflanguageto representideas, eventsandpeople

● Creatinganalytical andimaginativetexts

InUnits1and2studentscompletefourformativeassessments.Theresultsfromeachoftheassessmentsareadded togethertoprovideasubjectscoreoutof100.Studentswillalsoreceiveanoverallsubjectresult(A-E).

Formative assessment

Unit1

Unit2

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are addedtogethertoprovideasubjectscoreoutof100.Studentswillalsoreceiveanoverallsubjectresult(A–E).

Summative assessment

Unit3

Unit4

English&LiteratureExtension

General Extension Subject

English&LiteratureExtensionisanextensionof both the English (2019) and the Literature (2019) syllabuses and therefore offers more challengethanotherEnglishcoursesasitbuilds onthestudystudentshavealreadyundertaken.

English & Literature Extension provides a theorised study of literature, to understand themselves and the potential of literature to expand the scope of their experiences. They ask critical questions about cultural assumptions, implicit values and differing world views encountered in an exploration of social, cultural and textual understandings about literary texts and the ways they might be interpreted and valued.

Students apply different theoretical approaches toanalyseandevaluateavarietyofliterarytexts anddifferentwaysreadersmightinterpretthese texts. They synthesise different interpretations and relevant theoretical approaches to produce written and spoken/signed extended analytical andevaluativetexts.Thenatureofthelearningin this subject provides opportunities for students to work independently on intellectually challengingtasks.

Pathways

A course of study in English & Literature Extension can establish a basis for further education and employment in a range of fields, andcanleadtoarangeofcareersinareaswhere understanding social, cultural and textual influencesonwaysofviewingtheworldisakey element, such as law, journalism, media, arts, curating,education,policyandhumanresources. Italsoprovidesagoodintroductiontothe

academic disciplines and fields of study that involve the application of methodologies based ontheoreticalunderstandings.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● demonstrate understanding of literary texts studiedtodevelopinterpretation/s

● demonstrate understanding of different theoreticalapproachestoexploringmeaning intexts

● demonstrate understanding of the relationshipsamongtheoreticalapproaches

● apply different theoretical approaches to literary texts to develop and examine interpretations

● analysehowdifferent genres, structuresand textual features of literary texts support differentinterpretations

● use appropriatepatterns and conventions of academic genres and communication, including correct terminology, citation and referencingconventions

● use textual features in extended analytical responsestocreatedesiredeffectsforspecific audiences

● evaluate theoretical approaches used to explore different interpretations of literary texts

● evaluate interpretations of literary texts, making explicit the theoretical approaches thatunderpinthem

● synthesise analysis of literary texts, theoretical approaches and interpretations withsupportingevidence.

Structure

To study English & Literature Extension, students should have completed Units 1 and 2 of English or Literature.InYear12,studentsundertakeUnits3and4ofEnglish&LiteratureExtensionconcurrently with,Units3and4ofEnglishorLiterature.

Unit3 Unit4

Ways of reading

● Readingsanddefences

● Complextransformationanddefence

Assessment

Exploration and evaluation

● Extendedacademicresearchpaper

● Applicationoftheory

In Units 3 and 4 students complete four summative assessments. The results from each of the assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalsoreceiveanoverall subjectresult(A–E).

Unit3

Summativeinternalassessment1(IA1):

Unit4

internalassessment3(IA3):

Extendedresponse academicresearch paper

Summativeinternalassessment2(IA2):

Extendedresponse complex transformationanddefence

EssentialEnglish

Applied Subject

Essential English develops and refines students’ understandingoflanguage,literatureandliteracy to enable them to interact confidently and effectively with others in everyday, community andsocialcontexts.Studentsrecogniselanguage andtextsasrelevantintheirlivesnowandinthe future and learn to understand, accept or challengethevaluesandattitudesinthesetexts.

Studentsengagewithlanguageandtextstofoster skillstocommunicateconfidentlyandeffectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning.Theydevelopskillstoreadformeaning andpurpose,andtouse,critiqueandappreciate arangeofcontemporaryliteraryandnon-literary texts.

Students use language effectively to produce textsforavarietyofpurposesandaudiencesand engage creative and imaginative thinking to exploretheirownworldandtheworldsofothers. Theyactivelyandcriticallyinteractwitharange of texts, developing an awareness of how the language they engage with positions them and others.

Pathways

A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility skills that preparestudentsforlocalandglobalcitizenship, and for lifelong learning across a wide range of contexts.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● use patterns and conventions of genres to achieve particular purposes in cultural contextsandsocialsituations

● useappropriaterolesandrelationshipswith audiences

● construct and explain representations of identities,places,eventsandconcepts

● make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpintextsandinfluencemeaning

● explain how language features and text structures shape meaning and invite particularresponses

● select and use subject matter to support perspectives

● sequence subject matter and use modeappropriate cohesive devices to construct coherenttexts

● make mode-appropriate language choices according to register informed by purpose, audienceandcontext

● use language features to achieve particular purposesacrossmodes.

Structure

Unit1

Language that works

● Respondingtoavariety oftextsusedinand developedforawork context

● Creatingmultimodal andwrittentexts

Assessment

Unit2

Texts and human experiences

● Respondingto reflectiveand nonfictiontextsthat explorehuman experiences

● Creatingspokenand writtentexts

Unit3

Language that influences

● Creatingandshaping perspectiveson community,localand globalissuesintexts

● Respondingtotexts thatseektoinfluence audiences

Unit4

Representations and popular culture texts

● Respondingto popularculturetexts

● Creating representationsof Australianidentifies, places,eventsand concepts

In Units 1 and 2 students complete four formative assessments. These follow similar structure to the assessmentthatiscompletedinUnits3and4sothatstudentsarefamiliarwiththesetechniques.

Formative assessment

Unit1

Formativeinternalassessment1(FA1):

● Extendedresponse–spokenresponse

Formativeinternalassessment2(FA2):

● Shortresponseitems

Unit2

Formativeinternalassessment3(FA3):

● Extendedresponse multimodalresponse

Formativeinternalassessment4(FA4):

● Extendedresponse writtenresponse

In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Summative assessment

Unit3

Summativeinternalassessment1(IA1): ● Extendedresponse-spokenresponse

Summativeinternalassessment2(CIA):

Unit4

Summativeinternalassessment3(IA3):

Extendedresponse multimodalresponse

SummativeExternalAssessment(IA4):

GeneralMathematics

General Subject

GeneralMathematics’majordomainsarenumber and algebra, measurement and geometry, statistics,andnetworksandmatrices,buildingon thecontentoftheP–10AustralianCurriculum.

General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employmentpathwaysdonotrequirecalculus. Studentsbuildonanddevelopkeymathematical ideas, including rates and percentages, concepts from financial mathematics, linear and nonlinearexpressions,sequences,theuseofmatrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics.

Students engage in a practical approach that equipslearnersfortheirneedsasfuturecitizens. Theylearntoaskappropriatequestions,mapout pathways,reasonaboutcomplexsolutions,setup models and communicate in different forms. Theyexperiencetherelevanceofmathematicsto their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding socialissuesintheirworld.

Pathways

A course of study in General Mathematics can establish a basis for further education and employmentinthefieldsofbusiness,commerce, education,finance,IT,socialscienceandthearts.

Objectives

By the conclusion of the course of study, studentswill:

● recall mathematical knowledge

● use mathematical knowledge

● communicate mathematical knowledge

● evaluate the reasonableness of solutions

● justify procedures and decisions

● solve mathematical problems

Structure

Unit1

Money, measurement, algebra and linear equations

● Consumerarithmetic

● Shapeand measurement

● Similarityandscale algebra

● Linearequationsand theirgraphs

Unit2

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

Formative assessment

Unit1

Summative assessment

Unit3

Unit3

Bivariate data and time series analysis, sequences and Earth geometry

● Bivariatedata analysis

● Bivariatedata analysis2

● Timeseriesanalysis

● Growthanddecayin sequences

● Earthgeometryand timezones

Unit4

Investing

and networking

● Loans,investments andannuities1

● Loans,investments andannuities2

● Networksand decision mathematics1

● Networksand decision mathematics2

Unit2

FormativePracticeExamination:50%

Unit4

Summativeexternalexamination(EA):50% Examination

MathematicalMethods

General Senior Subject

Mathematical Methods’ major domains are algebra, functions, relations and their graphs, calculusandstatistics.

Mathematical Methods enables students to see theconnectionsbetweenmathematicsandother areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers.

Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and buildonalgebra,functionsandtheirgraphs,and probabilityfromtheP–10AustralianCurriculum. Calculus is essential for developing an understandingofthephysicalworld.Thedomain statistics is used to describe and analyse phenomena involving uncertainty and variation. Botharethebasisfordevelopingeffectivemodels of the world and solving complex and abstract mathematicalproblems.

Studentsdeveloptheabilitytotranslatewritten, numerical, algebraic, symbolic and graphical informationfromonerepresentationtoanother. They make complex use of factual knowledge to successfully formulate, represent and solve mathematicalproblems.

Pathways

A course of study in Mathematical Methods can establish a basis for further education and employmentinthefieldsofnaturalandphysical sciences (especially physics and chemistry), mathematicsandscienceeducation,medicaland healthsciences

(including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychologyandbusiness.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● recall mathematical knowledge

● use mathematical knowledge

● communicate mathematical knowledge

● evaluate the reasonableness of solutions

● justify procedures and decisions

● solve mathematical problems

Structure

Unit1

Surds, algebra, functions and probability

● surds and quadratic functions

● binomial expansion and cubic functions

● functions and relations

● trigonometric functions

● probability

Unit2

Calculus and further functions

● exponential functions

● logarithms and logarithmic functions

● introduction to differential calculus

● applications of differential calculus

● further differentiation

Unit3

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

Unit4

Further calculus, trigonometry and statistics

● further integration

● trigonometry

● continuous random variables and the normal distribution

● sampling and proportions

● interval estimates for proportions

Formative assessment

1

Summative assessment

Unit3

2

Unit4

Formative

SpecialistMathematics

General Subject

Specialist Mathematics’ major domains are vectorsandmatrices,realandcomplexnumbers, trigonometry,statisticsandcalculus.

Specialist Mathematics is designed for students who develop confidence in their mathematical knowledgeandability,andgainapositiveviewof themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics,itsbeautyanditspower.

Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbersandmatricesareintroduced.Functions andcalculusareessentialforcreatingmodels of thephysicalworld.Statisticsareusedtodescribe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explainingabstractorcomplexrelationshipsthat occurinscientificandtechnologicalendeavours.

Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigatingscenarios,modellingtherealworld, solvingproblemsandexplainingreasoning.

Pathways

A course of study in Specialist Mathematics can establish a basis for further education and employmentinthefieldsofscience,allbranches of mathematics and statistics, computer science, medicine,engineering,financeandeconomics.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● recallmathematicalknowledge

● usemathematicalknowledge

● communicatemathematicalknowledge

● evaluatethereasonablenessofsolutions

● justifyproceduresanddecisions solvemathematicalproblems

Structure

SpecialistMathematicsistobeundertakeninconjunctionwith,oroncompletionof,MathematicalMethods.

Unit1

Combinatorics,proof, vectors and matrices

● Combinatorics

● Vectorsintheplane

● Introductiontoproof

● algebraofvectorsin twodimension matrices

Unit2

Complex numbers, further proof, trigonometry, functions and transformations

● Complexnumbers

● Complexnumbersand algebra

● Circleandgeometric proofs

● Trigonometryand functions

● Matricesand transformations

Formative assessment

Unit1

Summative assessment

Unit3

Unit3

Further complex numbers, proof vectors, matrices

● further complex numbers

● mathematical induction and trigonometric proofs

● vectors in two and three dimensions

● vector calculus

● further matrices

Unit4

Further calculus and statistical inference

● integration techniques

● applications of integral calculus

● rates and change and differential equations equations

● modelling motion

● statistical inference

Unit2

Unit4

EssentialMathematics

Applied Subject

Essential Mathematics’ major domains are number, data, location and time, measurement andfinance.

EssentialMathematicsbenefitsstudentsbecause theydevelopskillsthatgobeyondthetraditional ideasofnumeracy.

Studentsdeveloptheirconceptualunderstanding when they undertake tasks that require themto connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematicalprocesses.

Studentsinterpretandusemathematicstomake informed predictions and decisions about personalandfinancialpriorities.Thisisachieved through an emphasis on estimation, problemsolving and reasoning, which develops students intothinkingcitizens.

Pathways

A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, businessandcommunityservices.Studentslearn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by variousprofessionalandindustrygroups.

Syllabus Objectives

Bytheconclusionofthecourseofstudy,students will:

● recallmathematicalknowledge

● usemathematicalknowledge

● communicatemathematicalknowledge

● evaluatethereasonablenessofsolutions

● justifyproceduresanddecisions

● solvemathematicalproblems

Structure

Unit1

Number, data and money

● Fundamentaltopic: Calculations

● Number

● Representingdata

● Managingmoney

Assessment

Unit2

Data and travel

● Fundamentaltopic: Calculations

● Managingmoney

● Timeandmotion

● Datacollection

Unit3

Measurement, scale and ch

● Fundamentaltopic: Calculations

● Measurement

● Scales,plansand models

● Probabilitiesand relativefrequencies

In Units 1 and 2 students complete four formative assessments.

Formative assessments

Unit1

Formativeinternalassessment1(FA1):

● Problem-solvingandmodellingtask

Formativeinternalassessment2(FA2):

● Examination

Unit4

Graphs, data and loans

● Fundamentaltopic: Calculations

● Bivariategraphs

● Summarisingand comparingdata,loans andcompound interest

Unit2

Formativeinternalassessment3(FA3):

● Problem-solvingandmodellingtask

Formativeinternalassessment4(FA4):

● Examination

In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Summative assessment

Unit3

Summativeinternalassessment1(IA1):

● Problem-solvingandmodellingtask

Summativeinternalassessment2(IA2):

● Commoninternalassessment(CIA)

Unit4

Summativeinternalassessment3(IA3):

● Problem-solvingandmodellingtask

Summativeinternalassessment4(IA4):

● Examination

Health General Subject

Health provides students with a contextualised strengths-based inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum.

Healthusesaninquiryapproachinformedbythe critical analysis of health information to investigatesustainablehealthchangeatpersonal, peer,familyandcommunitylevels.

Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation.

Studentsplan,implement,evaluateandreflecton actionstrategiesthatmediate,enableand advocatechangethroughhealthpromotion.

Pathways

A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.

Objectives

By the conclusion of the course of study, studentswill:

● recognise and describe information abouthealth-relatedtopicsandissues

● comprehendandusehealthapproaches andframeworks

● analyseandinterpretinformationabout health-relatedtopicsandissues

● critique information to distinguish determinants that influence health status

● organise information for particular purposes

● investigate and synthesise information todevelopactionstrategies

● evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocateandenablehealthpromotion

● make decisions about and use modeappropriate features, language and conventionsforparticularpurposesand contexts.

Structure

Unit1

Resilience as a personal health resource

Unit2

Peers and family as resources for healthy living

● Alcohol(elective)or

● Bodyimage(elective)

Unit3

Community as a resource for healthy living

● Homelessness (elective)or

● Roadsafety(elective)

Unit4

Respectful relationships in the post-schooling transition

Assessment

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Formative assessment

Unit1

Unit2

Summative assessment

Unit3 Unit4

PhysicalEducation

General Subject

Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts.

Physical Education provides a philosophical and educativeframeworktopromotedeeplearningin threedimensions:about,throughandinphysical activity contexts. Students optimise their engagementandperformanceinphysicalactivity as they develop an understanding and appreciation of the interconnectedness of these dimensions.

Studentslearnhowbodyandmovementconcepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performanceinphysicalactivity.Theyengagein a range of activities to develop movement sequencesandmovementstrategies.

Students learn experientially through three stages of an inquiry approach to make connectionsbetweenthescientificbasesandthe physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequencesandmovementstrategies.

Throughtheirpurposefulengagementinphysical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justifystrategiestoachieveaparticularoutcome.

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, sportdevelopmentandcoaching.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● recogniseandexplainconceptsandprinciples aboutmovement

● demonstrate specialised movement sequencesandmovementstrategies

● apply concepts to specialised movement sequencesandmovementstrategies

● analyse and synthesise data to devise strategiesaboutmovement

● evaluatestrategiesaboutandinmovement

● justifystrategiesaboutandinmovement

● make decisions about and use language, conventions and mode-appropriate features forparticularpurposesandcontexts.

Structure

Unit1

Motor learning, functional anatomy, biomechanics and physical activity

● Motorlearning integratedwitha selectedphysical activity

● Functionalanatomy andbiomechanics integratedwitha selectedphysical activity

Assessment

Unit2

Sport psychology, equity and physical activity

● Sportpsychology integratedwitha selectedphysical activity

● Equity barriersand enablers

Unit3

Tactical awareness, ethics and integrity and physical activity

● Tacticalawareness integratedwithone selected‘invasion’or ‘Netandcourt’ physicalactivity

● EthicsandIntegrity

Unit4

Energy, fitness and training and physical activity

● Energy,fitnessand trainingintegrated withoneselected ‘Invasion’,‘Netand court’or ‘Performance’ physicalactivity

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Formative assessment

Unit1

Unit2

Summative assessment

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit3 Unit4

SportandRecreation

Applied Subject

Sport and recreation activities are a part of the fabricofAustralianlifeandareanintrinsicpartof Australian culture. These activities can encompasssocialandcompetitivesport, aquatic and community recreation, fitness and outdoor recreation.Formanypeople,sportandrecreation activities form a substantial component of their leisuretime.Participationinsportandrecreation can make positive contributions to a person’s wellbeing.

Sport and recreation activities also represent growth industries in Australia, providing many employmentopportunities,manyofwhichwillbe directly or indirectly associated with hosting manyregional,stateandnationalsportingevents. The skills developed in Sport & Recreation are oriented toward work, personal fitness and general health and wellbeing. Students will be involvedinlearningexperiencesthatallowthem to develop their interpersonal abilities and encourage them to appreciate and value active involvement in sport and recreational activities, contributingtoongoingpersonalandcommunity developmentthroughouttheirlives.

Active participation in physical activities is central to the learning in Sport & Recreation. Engagementintheseactivitiesprovidesaunique and powerful opportunity for students to experience the challenge of physical activity while developing vocational, life and physical skills.

Eachunitrequiresthatstudentsengageinsport and/orrecreationactivities.Theyinvestigate, plan,performandevaluateproceduresand strategiesandcommunicateappropriatelyto particularaudiencesforparticularpurposes.

Pathways

A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● Investigate activities and strategies connected with sport & recreation outcomes

● plan activities and strategies connected withsport&recreationoutcomes

● performactivitiesandstrategiesconnected tosport&recreationoutcomes

● evaluate activities and strategies to connectedtosport&recreationoutcomes.

Structure

Sport & Recreation is a four-unit course of study. The four units are selected from available QCAAdevelopedunitstosuittheneedsandinterestsofcohorts.

ThehighlightedunitsarethecurrentunitsofferedinthisprogramatSCCCoverthetwoyearcourseof study.These,however,arenotsetandarestillopentochange.

UnitoptionA

UnitoptionB

UnitoptionC

UnitoptionD

UnitoptionE

UnitoptionF

UnitoptionG

UnitoptionH

UnitoptionI

UnitoptionJ

UnitoptionK

Assessment

Aquaticrecreation

Athletedevelopmentandwellbeing

Challengeintheoutdoors

Coachingandofficiating

Communityrecreation

Emergingtrendsinsport,fitnessandrecreation

Eventmanagement

Fitnessforsportandrecreation

Marketingandcommunicationinsportandrecreation

Optimisingperformance

Outdoorleadership

Students complete two assessment tasks for each unit. The assessment techniques used in Sport & Recreationare:

Technique Description

Performance Studentsinvestigate,plan,performand evaluateactivitiesandstrategiesto enhanceoutcomesintheunitcontext

Project Studentsinvestigate,plan,performand evaluateactivitiesandstrategiesto enhanceoutcomesintheunitcontext

Responserequirements

Performance: upto4minutes

Investigation, plan and evaluation

Oneofthefollowing:

● Multimodal:upto3minutes

● Spoken:upto3minutes

● Written:upto500words

Investigation and session plan

Oneofthefollowing:

● Multimodal:upto3minutes

● Spoken:upto3minutes

● Written:upto500words

Performance: upto4minutes

Evaluation

Oneofthefollowing:

● Multimodal:upto3minutes

● Spoken:upto3minutes

● Written:upto500words

Accounting General Subject

Accounting provides opportunities for students todevelopanunderstandingoftheessentialrole of organising, analysing and communicating financial data and information in the successful performanceofanyorganisation

Studentslearnfundamentalaccountingconcepts in order to understand accrual accounting and managerial and accounting controls, preparing internal financial reports, ratio analysis and interpretation of internal and external financial reports.Theysynthesisefinancialdataandother information,evaluateaccountingpractices,solve authentic accounting problems, make decisions andcommunicaterecommendations.

Students develop numerical, literacy, technical, financial, critical thinking, decision-making and problem-solving skills. They develop an understandingoftheethicalattitudesandvalues required to participate effectively and responsiblyinachangingbusinessenvironment.

Pathways

A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking,finance,law,economicsandcommerce.

Objectives

By the conclusion of the course of study, studentswill:

● Comprehend accounting concepts, principlesandprocesses.

● Synthesise accounting principles and processes.

● Analyseandinterpretfinancialdataand information.

● Evaluate practices of financial management to make decisions and proposerecommendations.

● Create responses that communicate meaning.

Structure

Unit1

Real world accounting

● Introductionto accounting

● Accountingfortoday’s businesses

Unit2

Financial Reporting

● Performanceanalysis ofasoletrader business

● End-of-period reportingfortoday’s businesses

Unit3

Managing resources

● Managingresources forasoletrader business

Unit4

● Cashmanagement Accounting – the big picture

●Fully classified financial statement reporting and analysis for a sole trader business

●Complete accounting process for a sole trader business

●Performance analysis of a public company

Assessment

Formative assessment

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Unit1

Unit2

Summative assessment

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit3

Unit4

Business General Subject

Business provides opportunities for students to develop business knowledge and skills to contributemeaningfullytosociety,theworkforce and the marketplace and prepares them as potential employees, employers, leaders, managersandentrepreneurs.

Students investigate the business life cycle, develop skills in examining business data and information and learn business concepts, theories, processes and strategies relevant to leadership, management and entrepreneurship. They investigate the influence of, and implications for, strategic development in the functional areas of finance, human resources, marketingandoperations.

Students use a variety of technological, communication and analytical tools to comprehend, analyse, interpret and synthesise businessdataandinformation.Theyengagewith thedynamicbusinessworld(inbothnationaland global contexts), the changing workforce and emergingdigitaltechnologies.

Pathways

AcourseofstudyinBusinesscanestablishabasis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business informationsystems.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● describe business environments and situations

● explainbusinessconceptsandstrategies

● Analyseandinterpretbusinesssituations.

● Evaluatebusinessstrategies

● Create responses that communicate meaning to suit audience, context and purpose.

Structure

Unit1

Business creation

● Fundamentalsof business

● Creationofbusiness ideas

Assessment

Unit2

Business growth

● Establishmentofa business

● Enteringmarkets

Formative assessment

Unit3

Business diversification

● Competitivemarkets

● Strategicdevelopment

Unit4

Business evolution

● Repositioninga business

● Transformationofa business

The Unit 1 & 2 assessment will reflect the same pattern and assessment types as indicated below in Unit 3 & 4.

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E).

Summative assessment

4

ModernHistory

General Subject

Modern History provides opportunities for students to gain historical knowledge and understandingaboutsomeofthemainforcesthat have contributed to the development of the ModernWorldandtothinkhistoricallyandform a historical consciousness in relation to these sameforces.

Modern History enables students to empathise with others and make meaningful connections betweenthepast,presentandpossiblefutures.

Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and internationalexperiences they discover how the past consists of various perspectives and interpretations.

Students gain a range of transferable skills that willhelpthembecomeempatheticandcriticallyliterate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionateandsustainablefuture.

Pathways

AcourseofstudyinModernHistorycanestablish abasisforfurthereducationandemploymentin the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategicanalysis.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● Devise historical questions and conduct research

● Comprehendterms,conceptsandissues

● Analyse evidence from historical sources

● Evaluate evidence from historical sources

● Synthesise evidence from historical sources

● Communicatetosuitpurpose

Structure

Unit1

Ideas in the modern world

● FrenchRevolution, 1789-1799

Unit2

Movements in the modern world

● Empowerment of First Nations Australians since 1938

Unit3

National experiences in the modern world

● Germanysince1914

Unit4

International experiences in the modern world

● Australian engagement with Asia since 1945

● RussianRevolution 1905-1920’s

Assessment

● Independence movementinVietnam, 1945-1975

Formative assessment

● Chinasince1931

● ColdWarandits aftermath,19452014

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Unit1

Unit2

1(FA1):

3(FA2):

Summative assessment

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit3

Unit4

assessment3(IA3):

LegalStudies

General Subject

LegalStudiesfocusesontheinteractionbetween societyandthedisciplineoflawandexploresthe role and development of law in response to current issues. Students study the legal system andhowitregulatesactivitiesandaimstoprotect the rights of individuals, while balancing these withobligationsandresponsibilities.

Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explorecontemporaryissuesoflaw reform and change, and consider Australian and internationalhumanrightsissues.

Students develop skills of inquiry, critical thinking,problem-solvingandreasoningtomake informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that conveylegalmeaning.Theyquestion,exploreand discusstensionsbetweenchangingsocialvalues, justiceandequitableoutcomes.

Pathways

AcourseofstudyinLegalStudiescanestablisha basis for further education and employment in the fields of law, law enforcement, criminology, justicestudiesandpolitics.Theknowledge,skills andattitudesstudentsgainaretransferabletoall discipline areas and post-schooling tertiary pathways.Theresearchandanalyticalskillsthis course develops are universally valued in business, health, science and engineering industries.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● comprehend legal concepts, principles andprocesses

● selectlegalinformationfromsources

● analyselegalissues

● evaluatelegalsituations

● create responses that communicate meaningtosuitintendedpurpose.

Structure

Unit1

Beyond reasonable doubt

● Legalfoundations

● Criminalinvestigation process

● Criminaltrialprocess

● Punishmentand sentencing

Assessment

Formative

Unit2

Balance of probabilities

● CivilLawfoundations

● Contractual obligations

● Negligenceandthe dutyofcare

assessment

Unit3

Law, governance and change

● Governancein Australia

● Lawreformwithina dynamicsociety

Unit4

Human rights in legal contexts

● Humanrights

● Australia's legal response to international law and human rights

● Humanrightsin Australiancontexts

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

In Units 3 and 4 students will complete a total of four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject results (A-E).

Summative assessment

Unit3

Unit4

Japanese General Subject

Japaneseprovidesstudentswiththeopportunity toreflectontheirunderstandingoftheJapanese language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Students participate in a range of interactions in which they exchange meaning, developinterculturalunderstandingandbecome active participants in understanding and constructingwritten,spokenandvisualtexts.

Students communicate with people from Japanese-speaking communities to understand the purpose and nature of language and to gain understanding of linguistic structures. They acquire language in social and cultural settings andcommunicateacrossarangeofcontextsfora varietyofpurposes.

Students experience and evaluate a range of different text types; reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts, purposes and audiences.

Pathways

AcourseofstudyinJapanesecanestablishabasis for further education and employment in many professions and industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompassescouldbeofvalue,suchasbusiness, hospitality, law, science, technology, sociology andeducation.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● comprehend Japanese to understand information, ideas, opinions and experiences

● Identify tone, purpose, context and audiencetoinfermeaning.

● Analyseandevaluateinformationandideas todrawconclusions.

● Apply knowledge of language elements of Japanesetoconstructmeaning.

● Structure, sequence and synthesise information to justify opinions and perspectives.

● Communicate using contextually appropriateJapanese.

Some additional benefits of learning a foreign languageare:improvedcognitivefunction,multitasking ability improves, improved memory, improvementsindecision-making,moreeffective communication and improved understanding at first language, enhancement in other academic results, flexibility of thinking, improved selfconfidence, improved sense of self (selfactualisation).

Structure

Unit1

私のくらし

My world

● Family/carers

● Peers

● Education

Unit2

私達のまわり

Exploring our world

● Travel and exploration

● Social customs

● Japanese influences around the world

Unit3

私達の社会

Our society; culture and identity

●Lifestyles and leisure

●The arts, entertainment and sports

●Groupsinsociety

Unit4

私の将来

My present; my future

● Thepresent

● Futurechoices

Assessment

Formative assessment

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

In Units 3 and 4 students will complete a total of four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject results (A-E).

Summative assessment

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit3

Summative

1(IA1):

2(IA2):

Unit4

internalassessment3(IA3):

SocialandCommunityStudies

Applied Subject

Social&CommunityStudiesfosterspersonaland social knowledge and skills that lead to selfreliance, self-management, and genuine concern for others in the broader community. It empowersstudentsto thinkcritically, creatively and constructively about their future role in society.

The subject is underpinned by a focus on developing knowledge and skills connected to personal development and social relationships. Students engage with this knowledge and skills throughavarietyoftopicsthatfocusonlifestyle choices, personal finance, health, employment, thelaw,andtechnology.Incollaborativelearning environments,studentsuseaninquiryapproach to investigate the dynamics of society and the benefits of working thoughtfully with others in the community, providing them with the knowledge and skills to establish positive relationshipsandnetworks,andtobeactiveand informedcitizens.

Pathways

A course of study in Social and Community Studieswillestablishabasisforfurthereducation andemployment,asithelpsstudentsdevelopthe personal,interpersonalandcitizenshipskillsand attributes necessary in all workplaces. It allows students to manage change, to be resilient and adaptive, and to develop strategies so that they willcopewiththedemands,notonlyofeveryday life,butalsooffurtherstudies,employment,and futurecareers.

Objectives

Bytheconclusionofthecourseofstudy,students should:

● explain personal and social concepts and skills

● examinepersonalandsocialinformation

● applypersonalandsocialknowledge

● communicateresponses

● evaluateprojects

Structure

Social&CommunityStudiesisafour-unitcourseofstudyovertwoyears.

Unit1

Lifestyle and financial choices

● Financialneedsand incomestreams

● Lifestyleissueswith localorpersonal connections

Assessment

Unit2

Healthy choices for mind and body

● Healthyminds,healthy futures

● Keyinfluencesinfood andnutritionchoices

Unit3

Relationships and work environments

Unit4

● Effective relationshipsinthe workplace Legal and digital citizenship

● Keyvaluesthat underpinAustralian law

● Digitaltechnologyuse andimplicationsfor society

Studentscompletearangeofassessmenttasksacrossthefourunits,including:

● Project:ContemporaryLifestyles

● Extendedresponse:MoneyManagement

● Investigation:FoodandNutrition

● Investigation:WorldofWork

● ExtendedResponse:LawMatters

● Project:DigitalTechnologyandWellbeing

Biology

General Subject

Biology provides opportunities for students to engagewithlivingsystems.

Studentsdeveloptheirunderstandingofcellsand multicellular organisms. They engage with the conceptofmaintainingtheinternalenvironment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuityoflife.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills),understandhowitworksandhowitmay impact society. They develop their sense of wonder and curiosity about life; respect for all livingthingsandtheenvironment;understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledgeinfluencessociety.

Studentsplanandcarryoutfieldwork,laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations,modesandgenres.

Pathways

AcourseofstudyinBiologycanestablishabasis for further education and employment in the fieldsofmedicine,forensics,veterinary,foodand marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine,conservationandsustainability.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● describe and explain scientific concepts, theories, models and systems and their limitations

● apply understanding of scientific concepts, theories, models and systems within their limitations

● analyseevidence

● interpretevidence

● investigatephenomena

● evaluateprocesses,claimsandconclusions

● communicate understandings, findings, argumentsandconclusions.

Structure

Unit1

Cells and multicellular organisms

● Cellsasthebasisof life

● Multicellular organisms

Assessment

Unit2

Maintaining the internal environment

● Homeostasis

● Infectiousdiseases

Formative assessment

Unit3

Biodiversity and the interconnectedness of life

● Describing biodiversity

● Ecosystemsdynamics

Unit4

Heredity and continuity of life

● DNA,genesandthe continuityoflife

● Continuityoflifeon Earth

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Unit1

Formativeinternalassessment1(FA1):

internalassessment2(FA2):

Studentexperiment 30%

Summative assessment

Unit2

Formativeinternalassessment4(FA4):30% ● Examination

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit3

Summativeinternalassessment1(IA1):

● Datatest 10%

internalassessment2(IA2): ● Studentexperiment 20%

Unit4

internalassessment3(IA3):

Summativeexternalassessment(EA):50% ● Examination

Chemistry

General Subject

Chemistry is the study of materials and their propertiesandstructure.

Students study atomic theory, chemical bonding, andthestructureandpropertiesofelementsand compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesisanddesigntoexaminethecharacteristic chemical properties and chemical reactions displayed by different classes of organic compounds.

Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories,modelsandchemicalsystems;expertise in conducting scientific investigations. They criticallyevaluateanddebatescientificarguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature.

Studentslearnandapplyaspectsoftheknowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impactsociety.

Pathways

A course of study in Chemistry can establish a basisforfurthereducationandemploymentinthe fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● describe and explain scientific concepts, theories, models and systems and their limitations

● apply understanding of scientific concepts, theories, models and systems within their limitations

● analyseevidence

● interpretevidence

● investigatephenomena

● evaluateprocesses,claimsandconclusions

● communicate understandings, findings, argumentsandconclusions.

Structure

Unit1 Unit2

Chemical fundamentals structure, properties and reactions

● Propertiesand structureofatoms

● Propertiesand structureofmaterials

● Chemicalreactions reactants,productsand energychange

Assessment

Molecular interactions and reactions

● Intermolecularforces andgases

● Aqueoussolutionsand acidity

● Ratesofchemical reactions

Formative assessment

Unit3

Equilibrium, acids and redox reactions

● Chemicalequilibrium systems

● Oxidationand reduction

Unit4

Structure, synthesis and design

● Propertiesand structureoforganic materials

● Chemicalsynthesis anddesign

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Unit1 Unit2

Formativeinternalassessment1(FA1): ●

2(FA2):

Formativeinternalassessment4(FA4):30%

Summative assessment

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit3

Summative

Unit4

Summativeexternalassessment(EA):50% ● Examination

Physics

General Subject

Physics provides opportunities for students to engage with classical and modern understandingsoftheuniverse.

Studentslearnaboutthefundamentalconceptsof thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many commonobservablephenomena.

Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that matter and energy interact in physical systems across a rangeofscales.Theyunderstandhowmodelsand theoriesarerefined,andnewonesdevelopedin physics; investigate phenomena and solve problems;collectandanalysedata;andinterpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims;andcommunicatephysicsunderstanding, findings, arguments and conclusions using appropriaterepresentations,modesandgenres.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills),understandhowitworksandhowitmay impactsociety.

Pathways

AcourseofstudyinPhysicscanestablishabasis for further education and employment in the fields of science, engineering, medicine and technology.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● describe and explain scientific concepts, theories, models and systems and their limitations

● applyunderstandingofscientificconcepts, theories,modelsandsystemswithintheir limitations

● analyseevidence

● interpretevidence

● investigatephenomena

● evaluate processes, claims and conclusions

● communicate understandings, findings, argumentsandconclusions.

Structure

Unit1

Thermal, nuclear and electrical physics

● Heatingprocesses

● Ionisingradiationand nuclearreactions

● Electricalcircuits

Assessment

Unit2

Linear motion and waves

● Linearmotionand force

● Waves

Formative assessment

Unit3

Gravity and electromagnetism

● Gravityandmotion

● Electromagnetism

Unit4

Revolutions in modern physics

● Specialrelativity

● Quantumtheory

● TheStandardModel

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Unit1

Unit2

Formativeinternalassessment4(FA4):30%

● Examination

Summative assessment

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit3

Unit4

Summativeexternalassessment(EA):50% ● Examination

AquaticPractices

Applied Subject

Aquatic Practices provides opportunities for students to explore, experience and learn concepts and practical skills valued in aquatic workplaces and other settings. Learning in Aquatic Practices involves creative and critical thinking; systematically accessing, capturing and analysing information, including primary and secondary data; and using digital technologies to undertake research, evaluate information and present data.

Aquatic Practices students apply scientific knowledge and skills in situations to produce outcomes. Students build their understanding of expectations for work in aquatic settings and develop an understanding of career pathways, jobs and other opportunities available for participating in and contributing to aquatic activities.

Projects and investigations are key features of Aquatic Practices. Projects require the application of a range of cognitive, technical and reasoning skills and practical-based theory to produce real-world outcomes. Investigations follow scientific inquiry methods to develop a deeper understanding of a particular topic or context and the link between theory and practice in real-world and/or lifelike aquatic contexts.

By studying Aquatic Practices, students develop an awareness and understanding of life beyond school through authentic, real-world interactions to become responsible and informed citizens. They develop a strong personal, socially oriented, ethical outlook that assists with managing context, conflict and uncertainty. Students gain the ability to work effectively and respectfully with diverse teams to maximise understanding of concepts, while exercising flexibility, cultural awareness and a willingness to make necessary compromises to accomplish common goals. They learn to communicate effectively and efficiently by manipulating appropriate language, terminology, symbols and diagrams associated with scientific communication.

willingness to make necessary compromises to accomplish common goals. They learn to communicate effectively and efficiently by manipulating appropriate language, terminology, symbols and diagrams associated with scientific communication.

The objectives of the course ensure that students apply what they understand to explain and execute procedures, plan and implement projects and investigations, analyse and interpret information, and evaluate procedures, conclusions and outcomes. Workplace health and safety practices are embedded across all units and focus on building knowledge and skills in working safely, effectively and efficiently in practical aquatic situations.

Pathways

A course of study in Aquatic Practices can establish a basis for further education and employment in the fields of recreation, tourism, fishing and aquaculture. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as yacht and sailing club races and competitions and boating shows.

Objectives

By the conclusion of the course of study, students should:

● describe ideas and phenomena

● execute procedures

● analyse information

● interpret information

● evaluate conclusions and outcomes plan investigations and projects.

Structure

AquaticPracticesisafour-unitcourseofstudyovertwoyears.

Unit1

Aquariums and Aquaculture

● Monitoring and maintaining aquariums andaquaponic systems

● Analyse processesof producingand marketing aquaculture products

Assessment

Unit2

Coastlines and Navigation

● Waves,ocean currents,coastal erosion,coastal engineering structures

● Methodsof navigationand communication

Unit3

Marine Vessels

● Explore oceanography, vesseldesignand marineengineering

● Analyseand interpretthe effectsofhull shapeon performanceand theimpactofsalt wateronmarine equipment

Unit4

Aquatic Ecosystems

● Biodiversity, identifying species, measuring waterquality

● Conservation and management techniquesfor aquatic ecosystems

Students complete one assessment task for each unit in Year 11 and two assessment tasks for each unit in Year 12. The assessment techniques used in Aquatic Practices are:

Technique

Applied investigation Students investigate a research question by collecting, analysing and interpreting primary or secondary information.

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

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

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

Design General Subject

The Design subject focuses on theapplication of design thinking to envisage creative products, services and environments. Designing is a complex and sophisticated form of problemsolving that uses divergent and convergent thinking approaches that can be practised and improved. Designers are separated from the constraints of production processes to allow themtoappreciateandexploitinnovativeideas.

Studentswilllearnhowdesignhasinfluencedthe economic, social and cultural environment in whichtheylive.Theywillunderstandtheagency of humans in conceiving and imagining possible futures through design. Students will develop valuable 21st century skills in critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information&communicationtechnologies(ICT) skills. Collaboration, teamwork and communicationarecrucialskillsneededtowork indesignteamsandliaisewithstakeholders.The design thinking students learn is broadly applicabletoarangeofprofessionsandsupports thedevelopmentofcriticalandcreativethinking.

Students will develop an appreciation of designersandtheirroleinsociety.Theywilllearn thevalueofcreativityandbuildresilienceasthey experienceiterativedesignprocesses,wherethe bestideasmaybetheresultoftrialanderrorand a willingness to take risks and experiment with alternatives. Design equips students with highly transferrable, future-focused thinking skills relevanttoaglobalcontext.

Pathways

AcourseofstudyinDesigncanestablishabasis for further education and employment in the fields of architecture, digital media design, fashiondesign,graphicdesign,industrialdesign, interiordesignandlandscapearchitecture.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● describe design problems and design criteria

● Represent ideas, design concepts and design information using visual representationskills.

● analyse needs, wants and opportunities usingdata

● devise ideas in response to design problems

● evaluate ideas and design concepts to makerefinements

● make decisions about and use modeappropriate features, language and conventions for particular purposes and contexts.

Structure

Unit1

Stakeholder Centered Design

● ExperiencingDesign

● Designprocesses

● Designstyles

Assessment

Unit2

Commercial design

● Explore–clientneeds andwants

● Develop–collaborativedesign

Unit3

Human-centred design

● Designingwith empathy

Unit4

Sustainable design

● Explore–sustainable designopportunities

● Develop-redesign

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Formative assessment

Unit1

Unit2

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessment

Unit3

Unit4

DigitalSolutions

General Subject

DigitalSolutionsenablesstudentstolearnabout algorithms, computer languages and user interfacesthroughgeneratingdigitalsolutionsto problems. Students engage with data, information and applications to create digital solutions that filter and present data in timely andefficientwayswhileunderstandingtheneed to encrypt and protect data. They understand computing’s personal, local and global impact, and the issues associated with the ethical integrationoftechnologyintoourdailylives.

Students use problem-based learning to write computer programs to create digital solutions that:usedata;requireinteractionswithusersand within systems; and affect people, the economy andenvironments.Theydevelopsolutionsusing combinations of readily available hardware and software development environments, code libraries or specific instructions provided throughprogramming.

Studentscreate,constructandrepurpose solutionsthatarerelevantinaworldwheredata anddigitalrealmsaretransforming entertainment,education,business, manufacturingandmanyotherindustries.

Pathways

A course of study in Digital Solutions can establish a basis for further education and employmentinthefieldsofscience,technologies, engineeringandmathematics.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● recognise and describe elements, components,principlesandprocesses

● symbolise and explain information, ideas andinterrelationships

● analyseproblemsandinformation

● determine solution requirements and criteria

● synthesise information and ideas to determinepossibledigitalsolutions

● generatecomponentsofthedigitalsolution

● evaluateimpacts,componentsandsolutions against criteria to make refinements and justifiedrecommendations

● make decisions about and use modeappropriate features, language and conventions for particular purposes and contexts.

Structure

Unit1

Creating with code

● Understanding digitalproblems

● Userexperiences andinterfaces

● Algorithmsand programming techniques

● Programmed solutions

Assessment

Unit2

Application and data solutions

● Data-drivenproblems andsolution requirements

● Dataandprogramming techniques

● Prototypedata solutions

Unit3

Digital innovation

● Interactionsbetween users,dataanddigital systems

● Real-worldproblems andsolution requirements

● Innovativedigital solutions

Unit4

Digital impacts

● Digitalmethodsfor exchangingdata

● Complexdigitaldata exchangeproblems andsolution requirements

● Prototypedigitaldata exchanges

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Formative assessment

Unit1

Unit2

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessment

Unit3

Unit4

FurnishingSkills

Applied Subject

Furnishing Skills includes the study of the manufacturing and furnishing industry’s practices and production processes through students’ application in, and through trade learningcontexts.Industrypracticesareusedby furnishing enterprises to manage the manufacture of products from raw materials. Production processes combine the production skills and procedures required to produce products.Studentsengageinappliedlearningto demonstrate knowledge and skills in units that meetlocalneeds,availableresourcesandteacher expertise. Through both individual and collaborative learning experiences, students learn to meet customer expectations of product qualityataspecificpriceandtime.

Appliedlearninginmanufacturingtaskssupports students’ development of transferable 21st century,literacyandnumeracyskillsrelevantto future employment opportunities in the domestic, commercial and bespoke furnishing industries.Studentslearntorecogniseandapply industry practices, interpret drawings and technicalinformationanddemonstrateandapply safe practical production processes using hand/power tools and machinery. They communicate using oral, written and graphical modes, organise, calculate, plan, evaluate and adapt production processes and the products they produce. The majority of learning is done through manufacturing tasks that relate to business and industry. Students work with each other to solve problems and complete practical work.

Pathways

A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trades as, for example, a furnituremaker,woodmachinist,cabinet-maker,polisher, shopfitter, upholsterer, furniture restorer, pictureframer,floorfinisherorglazier.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● Demonstrate practices, skills and procedures.

● Interpret drawings and technical information.

● Selectpractices,skillsandprocedures.

● Sequenceprocesses.

● Evaluate skills and procedures, and products.

● Adaptplans,skillsandprocedures.

Unit1 Unit2

Unit3 Unit4

Cabinetmaking Furniture-making Interior furnishing Production in the bespoke furniture industry

Assessment

Furnishing Skills is a four-unit course of study. All units have two assessment instruments, multimodalandhigh-fidelityprototyping.

Exiting a course of study

Studentswillrequireacollectionofevidenceofworkfromunitstocompletedthroughoutthecourse todeterminetheirexitresult.Eachfoliowillinclude:

PracticalAssessment(portfolioofvisualevidence)

MultimodalPresentation(writtenorspoken)

Information&CommunicationTechnology

Applied Subject

Information & Communication Technology includes the study of industry practices and ICT processes through students’ application in and through a variety of industry-related learning contexts. Industry practices are used by enterprisestomanageICTproductdevelopment processestoensurehigh-qualityoutcomes, with alignment to relevant local and universal standardsandrequirements. Studentsengagein applied learning to demonstrate knowledge, understandingandskillsin unitsthatmeet local needs,availableresourcesandteacherexpertise. Through both individual and collaborative learning experiences, students learn to meet clientexpectationsandproductspecifications.

Appliedlearningsupportsstudents’development of transferable 21st century, literacy and numeracy skills relevant to information and communication technology sectors and future employment opportunities. Students learn to interpret clientbriefsandtechnicalinformation, andselectanddemonstrateskillsusinghardware and software to develop ICT products. The majorityoflearningisdonethroughprototyping tasks that relate to business and industry, and that promote adaptable, competent, selfmotivated and safe individuals who can work with colleagues to solve problems and complete practicalwork.

Pathways

A course of study in Information and CommunicationTechnologycanestablishabasis for further education and employment in many fields,especiallythefieldsofICToperations,help desks,salessupport,digitalmediasupport,office administration, records and data management, andcallcentres.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● Demonstrate practices, skills and processes.

● Interpret client briefs and technical information.

● Selectpracticesandprocesses.

● Sequenceprocesses.

● Evaluateprocessesandproducts

● Adaptprocessesandproducts.

Structure

Unit1 Unit2

3

App development Audio and Video Productions Digital imaging and modelling Robotics

Assessment

Information&CommunicationTechnologyisafour-unitcourseofstudy.Allunitshavetwoassessment instruments,multimodalandhigh-fidelityprototyping.

Exiting a course of study

Studentswillrequireacollectionofevidenceofworkfromunitstocompletedthroughoutthecourseto determinetheirexitresult.Eachfoliowillinclude:

● Project(portfoliodemonstratingprototypefunctionality)

● Productproposal(multimodalpresentation)

IndustrialGraphics

Applied Subject

Industrial Graphics Skills includes the study of industry practices and drawing production processes through students’ application in, and through a variety of industry-related learning contexts. Industry practices are used by enterprises to manage drawing production processes and the associated manufacture or construction of products from raw materials. Drawing production processes include the drawing skills and procedures required to produceindustry-specifictechnicaldrawingsand graphical representations. Students engage in applied learning to demonstrate knowledge and skills in units that meet local needs, available resources and teacher expertise. Through both individual and collaborative learning experiences, students learn to meet client expectationsofdrawingstandards.

Appliedlearningsupportsstudents’development of transferable 21st century, literacy and numeracy skills relevant to future employment opportunities in the building and construction, engineering and furnishing industrial sectors. Students learn to interpret drawings and technical information, and select and demonstrate manual and computerised drawing skillsandprocedures.Themajorityoflearningis done through drafting tasks that relate to businessandindustry.Theyworkwitheachother tosolveproblemsandcompletepracticalwork.

Pathways

AcourseofstudyinIndustrialGraphicsSkillscan establish a basis for further education and employment the building and construction, engineering and furnishing industrial sectors. With additional training and experience, potential employment opportunities may be found in drafting, licensed building designer and/orbuildingconsultant.

Objectives

Bytheconclusionofthecourseofstudy,students should:

● Demonstrate computer-aided drafting industry practices, and drawing productionskillsanddrawingprocedures.

● Interpret computer-aided drafting client briefsandtechnicalinformation.

● Select computer-aided drafting industry practices, and drawing production skills andprocedures.

● Sequence computer-aided drafting drawingproductionprocesses.

● Evaluate computer-aided drafting drawingproductionskillsandprocedures, drawings and computer-aided drafting models.

● Adapt computer-aided drafting drawing productionplans,skillsandprocedures.

Structure Unit1

Computer-aided manufacturing

Assessment

2

DraftingResidential Building Graphicsforengineering industry

Ineachunitofwork,studentscompletetwoassessments.

Exiting a course of study

Computer-aideddrafting andmodelling

Studentswillrequireacollectionofevidenceofworkfromunitstocompletedthroughoutthecourseto determinetheirexitresult.Eachfoliowillinclude:

● PracticalAssessment(computer-aideddrawings)

● MultimodalPresentation(writtenorspoken)

Drama General Subject

Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engagesstudentsinimaginativemeaning-making processes and involves them using a range of artistic skills as they make and respond to dramaticworks.

Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and theworldinwhichtheylive.Theylearnaboutthe dramaticlanguagesandhowthese contributeto the creation, interpretation and critique of dramatic action and meaning for a range of purposes.Theystudyarangeofforms,stylesand their conventions in a variety of inherited traditions,currentpracticeandemergingtrends, including those from different cultures and contexts.

Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and workindependentlyandcollaboratively.

Pathways

AcourseofstudyinDramacanestablishabasis forfurthereducationandemploymentinthefield of drama, and to broader areas in creative industriesandculturalinstitutions,includingarts administration and management, communication, education, public relations, researchandscienceandtechnology.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● demonstrate an understanding of dramatic languages

● applyliteracyskills

● applyandstructuredramaticlanguages

● analysehowdramaticlanguagesareusedto createdramaticactionandmeaning

● interpret purpose, context and text to communicatedramaticmeaning

● manipulate dramatic languages to create dramaticactionandmeaning

● evaluate and justify the use of dramatic languages to communicate dramatic meaning

● synthesise and argue a position about dramaticactionandmeaning.

Structure

Unit1

Share

Howdoesdrama promoteshared understandingsofthe humanexperience?

● Culturalinheritances ofstorytelling

● Oralhistoryand emergingpractices

● Arangeoflinearand non-linearforms

Assessment

Unit2

Reflect

Howisdramashapedto reflectlivedexperience?

● Realism,including MagicalRealism, AustralianGothic

● associatedconventions ofstylesandtexts

Unit3

Challenge

Howcanweusedrama tochallengeour understandingof humanity?

● TheatreofSocial Comment,including TheatreoftheAbsurd andEpicTheatre

● Associated conventionsofstyles andtexts

Unit4

Transform

Howcanyoutransform dramaticpractice?

● Contemporary performance

● Associated conventionsofstyles andtexts

● Inheritedtextsas stimulus

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Formative assessment Unit1

Formativeinternalassessment4(FA4):25%

● Examination–extendedresponse

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessment Unit3

4 Summativeinternalassessment1(IA1):

Summativeinternalassessment2(IA2):

● Project–dramaticconcept 20%

Summativeexternalassessment(EA):25%

● Examination–extendedresponse

Music General Subject

Music fosters creative and expressive communication. It allows students to develop musicianship through making (composition and performance)andresponding(musicology).

Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaningand/oremotiontoanaudience. Studentsuseessentialliteracyskillstoengagein amultimodalworld.Theydemonstratepractical musicskills,andanalyseandevaluatemusicina varietyofcontexts,stylesandgenres.

Pathways

Musicissuitedtostudentswhoareinterestedin pathways beyond school that lead to tertiary studies,vocationaleducationorwork.Acourseof study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science andtechnology.

The demand for creativity from employees is risinginaworldofrapidtechnologicalchange.As moreorganisationsvaluework-relatedcreativity and diversity, the processes and practices of Music develop transferable 21st century skills essential for many areas of employment. Specifically, the study of Music helps develop creative and critical thinking, collaboration, ICT skills, social/personal skills and communication all of which is sought after in modern workplaces.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● demonstratetechnicalskills

● explainmusicelementsandconcepts

● usemusicelementsandconcepts

● analysemusic

● applycompositionaldevices

● applyliteracyskills

● interpretmusicelementsandconcepts

● evaluate music to justify the use of music elementsandconcepts

● realisemusicideas

● resolvemusicideas.

Structure

Unit1 Unit2

Design

Throughinquiry learning,thefollowingis explored:

● Howdoesthetreatment andcombinationof differentmusic elementsenable musicianstodesign musicthat communicatesmeaning throughperformance andcomposition?

Assessment

Identities

Throughinquiry learning,thefollowingis explored:

● Howdomusiciansuse theirunderstandingof musicelements,concepts andpracticesto communicatecultural, political,socialand personalidentitieswhen performing,composing andrespondingto music?

Unit3

Innovations

Throughinquiry learning,thefollowingis explored:

● Howdomusicians incorporateinnovative musicpracticesto communicatemeaning whenperformingand composing?

Unit4

Narratives

Throughinquiry learning,thefollowingis explored:

● Howdomusicians manipulatemusic elementsto communicatenarrative whenperforming, composingand respondingtomusic?

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Formative assessment

Unit1 Unit2

Formativeinternalassessment4(FA4):25%

Examination

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessment

Unit3 Unit4

Summativeinternalassessment1(IA1):

internalassessment2(IA2):

Composition

Summativeexternalassessment(EA):25% ● Examination

MusicExtension(PerformanceorComposition)

General Subject

Music Extension is an extension of the Music General senior syllabus. It provides an opportunityforstudentswithspecificabilitiesin music to extend their expertise. Students select onespecialisationonly,andfollowanindividual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigatemusicconceptsandideasrelevantto theirspecialisation.

In the Composition specialisation (making), students create and resolve new music works. They demonstrate use of music concepts and manipulate music concepts to express meaning and/oremotiontoanaudiencethroughresolved compositions.

In the Performance specialisation (making), students realise music works, demonstrating technical skills and understanding. They make decisionsaboutmusic,interpretmusicelements andconcepts,andexpressmusicideastorealise theirperformances.

Pathways

A course of study in Music Extension can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, publicrelationsandscienceandtechnology.

The demand for creativity from employees is risinginaworldofrapidtechnologicalchange.As moreorganisationsvaluework-relatedcreativity and diversity, the processes and practices of Music Extension develop transferable 21st century skills essential for many areas of employment. Specifically, the study of Music helps develop creative and critical thinking, collaboration, ICT skills, social/personal skills andcommunication allofwhichissoughtafter inmodernworkplaces.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● applyliteraryskills

● evaluatemusicandideasaboutmusic

● examinemusicandideasaboutmusic

● express meaning, emotion or ideas about music

● applycompositionaldevices

● manipulatemusicelementsandconcepts

● resolvemusicideas

Structure

AsthiscourseisanextensionoftheMusicGeneralseniorsyllabus,itisonlyofferedtostudentswhohave completedUnits1and2oftheMusicGeneralcourse. ThereisnoUnit1or2forMusicExtension.

Unit3 Unit4

Explore

● Keyidea1:Initiatebestpractice

● Keyidea2:Consolidatebestpractice

Assessment

Emerge

● Keyidea3:Independentbestpractice

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessment

Unit3 Unit4

internalassessment2(IA2):

internalassessment3(IA3):

CompositionprojectorPerformanceproject 35%

Summativeexternalassessment(EA):25% ● Examination–extendedresponse

VisualArt

General Subject

Visual Art provides students with opportunities to understand and appreciate the role of visual artinpastandpresenttraditionsandcultures,as wellasthecontributionsofcontemporaryvisual artistsandtheiraesthetic,historicalandcultural influences. Students interact with artists, artworks,institutionsandcommunitiestoenrich their experiences and understandings of their ownandothers’artpractices.

Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experimentwithvisuallanguageandexpression.

Through an inquiry learning model, students developcriticalandcreativethinkingskills.They create individualised responses and meaning by applying diverse materials, techniques, technologiesandartprocesses.

In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribingaestheticvalueandchallengingideas.

Pathways

A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creativeindustriesand cultural institutions;and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, andscienceandtechnology.

Objectives

Bytheconclusionofthecourseofstudy,students will:

● implementideasandrepresentations

● applyliteracyskills

● analyse and interpret visual language, expression and meaning in artworks and practices

● evaluateartpractices,traditions,culturesand theories

● justifyviewpoints

● experimentinresponsetostimulus

● create meaning through the knowledge and understanding of materials, techniques, technologiesandartprocesses

● realiseresponsestocommunicatemeaning.

Structure

Unit1

Art as lens

Throughinquiry learning,thefollowingis explored:

● Concept:lensesto explorethematerial world

● Contexts:personaland contemporary

● Focus:People,place, objects

● Media:2D,3D,and time-based

Assessment

Unit2

Art as code

Throughinquiry learning,thefollowingis explored:

● Concept:artasacoded visuallanguage

● Contexts:formaland cultural

● Focus:Codes,symbols, signsandart conventions

● Media:2D,3D,andtimebased

Unit3

Innovations

Throughinquiry learning,thefollowingis explored:

● Concept:constructing knowledgeasartistand audience

● Contexts:contemporary, personal,culturaland/or formal

● Focus:student-directed

● Media:student-directed

Unit4

Narratives

Throughinquiry learning,thefollowingis explored:

● Concept:evolving alternate representationsand meaning

● Contexts:contemporary andpersonal,cultural and/orformal

● Focus:continued explorationofUnit3 student-directedfocus

● Media:student-directed

In Units 1 and 2 students complete four formative assessments. These are the same structure as the assessment that is completed in Units 3 and 4 so that students are familiar with these techniques.

Formative assessment

Unit1

Unit2

internalassessment2(FA2):

Project–inquiryphase2

Formativeinternalassessment4(FA4):25%

Examination

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessment

Unit3

Summativeinternalassessment1(IA1):

Investigation–inquiryphase1 15%

Summativeinternalassessment2(IA2): ● Project–inquiryphase2 25%

Unit4

internalassessment3(IA3):

Investigation–inquiryphase3

Summativeexternalassessment(EA):25%

Examination

VisualArtsinPractice

Applied Subject

In Visual Arts in Practice, students respond to authentic, real-world stimulus (e.g. problems, events,stories,places,objects,theworkofartists orartisans),seeingormakingnewlinksbetween art-makingpurposesandcontexts.Theyexplore visual language in combination with media, technologies and skills to make artworks. Throughout the course, students are exposed to two or more art-making modes, selecting from 2D,3D,digital(static)andtime-basedandusing these in isolation or combination, as well as innovatingnewwaysofworking.

When responding, students use analytical processestoidentifyproblemsanddevelopplans ordesignsforartworks.Theyusereasoningand decision-making to justify their choices, reflecting and evaluating on the success of their own and others’ art-making. When making, students demonstrate knowledge and understandingofvisualfeaturestocommunicate artisticintention.Theydevelopcompetencywith andindependentselectionofmedia,technologies and skills as they make experimental and resolvedartworks,synthesisingideasdeveloped throughouttherespondingphase.

Pathways

A course of study in Visual Arts in Practice can establish a basis for further education and employmentinarangeoffields,includingdesign, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.

Objectives

By the conclusion of the course of study, studentswill:

1. Use visual arts practices.

When making, students use art-making modes, media, technologies and skills to createartworks.Theydevelopindependence across the course of study, selecting and refininguseofvisualartspracticesaccording totheirstrengthsandinterests.

2. Plan artworks.

When responding, students analyse key features of purpose and context to plan artworks. They make decisions, explore solutions and choose strategies to achieve goals.

3. Communicate ideas.

Whenmaking,studentsusevisuallanguageto create artworks for specific purposes and in specific contexts. They interpret existing stimulus (e.g. problems, events, stories, places,objects,theworkofartistsorartisans) and generate and express individualised ideas or ways of working. Artworks may communicate representations, thoughts, feelings,experiencesorobservations.

4. Evaluate artworks.

When responding, students make judgments abouttheirownandothers’visualartsideas and artworks, reflecting on strengths, implications and limitations and applying theirlearningtoplanningforfutureartworks. Students select and use visual arts terminologyandlanguageconventionswhen producing written, spoken or signed evaluations.

Structure

The Visual Arts in Practice course is a four-unit course of study. The units may be studied in any order.

Looking inwards (self)

Studentsexploreand respondtoideasabout self.Theythink creativelyabouttheir ownandothers’cultures andconveyideasin conciseandengaging waystomakeartworks.

Assessment

Looking outwards (others)

Studentsrespondto issuesorconcernsthat takeplacelocally, nationallyand/or globally,andinvestigate howartistsorartisans respondtotheseintheir artworks.

Clients

Studentswork collaborativelywitha clienttodevelopcriteria anddesignsforartworks thatmeetclients’needs andexpectations,and agreeonessentialvisual language,media, technologiesand/or skills.

Transform and Exceed

Studentsrespondtoan artistorartisan’swaysof workingbycollatingand analysingartworksofa chosenpractitioner.

ForVisualArtsinPractice,assessmentfromthechosenUnits3and4isusedtodeterminethestudent’s exitresult,andconsistsoffourinstruments,including:

● Twoprojects

● Tworesolvedartworks

Project

Aresponsetoasingletask,situationand/orscenario

Twodifferentcomponents

Experimental Folio

● Upto8experimentalartworks:2D,3D, digital(static)and/ortimebased

Planning and Evaluation

Oneofthefollowing

● Multimodal:upto5minutes,8A4pagesor equivalentdigitalmedia

● Written:upto600words

Spoken:upto4minutes,orsignedequivalent

VisualArtwork

Studentsimplementthedesignproducttomakea visualartwork

Oneofthefollowing: Resolved Artwork

● 2D,3D,digital(static):upto4artworks

● Time-based:upto3minutes

MediaArtsinPractice

Applied Subject

Media arts refers to art-making and artworks composedandtransmittedthroughfilm,television, radio,print,gamingandweb-basedmedia.Students explore the role of the media in reflecting and shapingsociety’svalues,attitudesandbeliefs.They learn to be ethical and responsible users and creatorsofdigital technologiesandtobe aware of thesocial,environmentalandlegalimpactsoftheir actionsandpractices.

Students develop the necessary knowledge, understanding and skills required for emerging careers in a dynamic and creative field that is constantly adapting to new technologies. Learning isconnectedtorelevantartsindustrypracticeand opportunities, promoting future employment and preparingstudentsasagile, competent, innovative and safe arts workers, who can work collaboratively to solve problems and complete project-basedwork.

When responding, students use analytical processes to identify individual, community or globalproblemsanddevelopplansanddesignsfor media artworks. They use reasoning and decision making to justify their choices, reflecting and evaluatingon the successoftheir own andothers’ art-making. When making, students demonstrate knowledge and understanding of media arts practices to communicate artistic intention. They gain an appreciation of how media artworks connect ideas and purposes with audiences. Students develop competency with and independent selection of modes, media technologies and media techniques as they make design products and media artworks, synthesising ideasdevelopedthroughtherespondingphase.

Pathways

A course of study in Media Arts in Practice can establish a basis for further education and employment in a dynamic, creative and global industry that is constantly adapting to new technologies.

Objectives

Bytheconclusionofthecourseofstudy,students will:

1. Use media arts practices.

When making, students use media language, modes, technologiesandtechniquestomakemediaartworks. They develop independence across the course of study, selecting and refining use of media arts practicesaccordingtotheirstrengthsandinterests.

2. Plan media artworks.

When responding, students analyse key features of purpose and context to plan media artworks. They make decisions, explore solutions and choose strategiestoachievegoals.

3. Communicate ideas.

When making, students create media artworks that suit purpose and context. Students show making in both pre-production (e.g. design products) and production (e.g. media artworks) formats, and may use media language to communicate ideas (e.g. representations, thoughts, feelings, experiences, observations).

4. Evaluate media artworks.

When responding, students make judgments about mediaartsideasandmediaartworks,examiningthese in relation to planning and reflecting on strengths, implications and limitations. Students select and use mediaartsterminologyandlanguageconventionsand features when producing written, spoken or signed evaluations.

Structure

The Media Arts in Practice course is a four-unit course of study. The units may be studied in any order.

Personal viewpoints

Studentsexplorethe relationshipbetween mediaartsandthe developmentoftheir ownandothers’social values,attitudesand beliefs.

Assessment

Representation

Studentsexplorethe conceptof representationinmedia artworks.

Community

Studentsexplorethe conceptofcommunity andthewaysmediaarts cancelebrate,advocate forand/orinform audiences.

Persuasion

studentsexplorethe conceptofpersuasionin mediaartworks.

ForMediaArtsinPractice,assessmentfromthechosenUnits3and4isusedtodeterminethestudent’s exitresult,andconsistsoffourinstruments,including:

● Twoprojects

● Twomediaartworks

Project MediaArtwork

Aresponsetoasingletask,situationand/orscenario

Twodifferentcomponents

Design Product

● Audio:upto3minutes

● Movingimage:upto3minutes

● Stillimage:upto4mediaartworks

Planning and Evaluation

Oneofthefollowing

● Multimodal:upto5minutes,8A4pagesor equivalentdigitalmedia

● Written:upto600words

Spoken:upto4minutes,orsignedequivalent

Studentsimplementthedesignproducttomakea mediaartwork

Oneofthefollowing:

● Audio:upto3minutes

● Movingimage:upto3minutes

● Stillimage:upto4mediaartwork/s

Qualification Code and Title

CPC10120 Certificate I in Construction

ThisqualificationwillbedeliveredatSouthernCrossCatholicCollege onbehalfofregisteredtrainingorganisation-TownsvilleCatholic Education-

Registered Training Organisation and RTO Code

Subject Type

Course Delivery Mode and Location

RTO:31195. Seehttps://bit.ly/3aQRfm7

TheunitCPCCWHS1001Preparetoworksafelyintheconstructionindustry (ConstructionIndustryWhiteCard)isoneofthecoreunitsofthequalification.Thisunit willbedeliveredattheschoolbyTAFEQueensland–RTO0275.Formoreinformation onthisunit,see:https://tafeqld.edu.au/course/18/18519/general-constructioninduction-training-gcit-skill-set

VocationalEducationandTraining

Thetrainingandassessmentofthisqualificationwillbeface-to-faceand willtakeplaceatyourschool

Course Length 2years

Why study the qualification?

Entry requirements and prerequisites

Thispre-vocationalcourseinconstructionandisrecommendedasa pre-apprenticeshippathwaytoabuildingandconstructiontrade qualification.Thequalificationprovidesstudentswithbasicknowledge andskillsnecessaryforentryintoseveralbuildingandconstruction trades.

Therearenoentryrequirementsorpre-requisites.Studentsmust commencethiscourseatthebeginningofYear11.

Studentsmustsuccessfullycompleteallunitsofcompetency(coreand electiveunits)listedbelowtoachievethequalification:

CoreUnits

CPCCCM2004Handleconstruction materials

CPCCCM2005Useconstructiontools andequipment

CPCCCM1011Undertakebasic estimationandcosting

ElectiveUnits

CPCCOM1015Carryout measurementsandcalculations

CPCCCM2006Applybasiclevelling procedures

CPCCOM2001Readandinterpret plansandspecifications

Course Structure

Learning and Assessment

CPCCOM1012Workeffectivelyand sustainablyintheconstruction industry

CPCCOM1013Planandorganisework

CPCCVE1011Undertakeabasic constructionproject

CPCCWHS1001Preparetowork safelyintheconstructionindustry*

CPCCWHS2001ApplyWHS requirements,policiesand proceduresintheconstruction industry

Learningandassessmentwillincludeacombinationtheoryand practicalactivities.Inparticular,studentswillbeassessedinthe followingways:

● Practicalprojectsandportfolios

● Writtentasks

Work Placement

● Observations-practicalskills

● Oralquestioning

Thisqualificationdoesnothavemandatoryworkplacement.

Materials and Equipment Materials,equipmentandresourcesrequiredforcompletionofthe qualificationwillbeprovidedbytheschool.

Credit Transfer

Pathways

Cost

Program Disclosure Statement (PDS)

TownsvilleCatholicEducationwillrecogniseAQFQualificationsand StatementsofAttainmentissuedbyotherRegisteredTraining Organisations

Completionofthisqualificationwillprovidestudentswithskillsand knowledgetoapplyforentry-levelpositionsandapprenticeshipsin construction,carpentry,bricklaying,tiling,plumbing,plasteringand painting.

Studentsandparentsarenotrequiredtopayafeetocompletethis qualification.TownsvilleCatholicEducationwillcoverthefeeforTAFE Queenslandtodelivertheunit CPCCWHS1001 Prepare to work safely in the construction industry.

This document must be read in conjunction with the TCE RTO Program Disclosure Statement (PDS). The PDS outlines the services and training products that the TCE RTO provides, as well as those carried out by the school.

To access the aforementioned PDS, visit: shorturl.at/gu025

The information contained in this document is correct at date of publication: 04/04/2023

UEE22020 Certificate II in Electrotechnology (Career Start)

If you are looking to become a qualified electrician, this pathway course is a preapprenticeship program that articulates towards UEE30820 -Certificate III in Electrotechnology Electrician qualification.

Deliverymodel

Thequalificationisdeliveredface-to-faceatandbyRyanCatholicCollegeeveryWednesdayforone yearonbehalfofMajortraining(RTO6139).

Whatyouwilllearn

Thequalificationcomprisesofthefollowingunitsofcompetency:

UEECD0007 Apply work health and safety regulations, codes and practices in the workplace

CPCWHS1001Preparetoworksafelyintheconstructionindustry

UEECD0019Fabricate,assembleanddismantleindustrialcomponents

UEECD0020Fixandsecureelectrotechnologyequipment

UEECD0038 Provide solutions and report on routine electrotechnology problems

UEECD0046Solveproblemsinsinglepathcircuits

UEECD0009Carryoutroutineworkactivitiesinanenergysectorenvironment

UEECD0021 Identify and select components, accessories and materials for energy sector work activities

UEECO0002Maintaindocumentation

UEECD0052 Use routine equipment/plant/technologies in an energy sector environment UEERE0021 Providebasicsustainableenergysolutionsforenergyreductioninresidentialpremises

UEEAS0001Assembleelectroniccomponents

UEEAS0004Selectelectroniccomponentsforassembly

Entryrequirements

StudentsmusthavedemonstratedgoodresultsinMathematicsandScience,NAPLANandachieve thebenchmarkresultsinapre-coursetest.

Uniform Students will be required to purchase and wear an electrotechnology shirt, navy work pants and workboots.

Feesandcharges

NilStudentcontributionfeesforstudentseligibleforVETiS.However,studentswillberequiredto payRyanCatholicCollegea$500materialsandresourcesfeeand$60foranelectrotechnologyshirt. for information, read more at major.com.au

Qualification Code and Title SIT20322 Certificate II in Hospitality

Registered Training Organisation and RTO Code

Subject Type

Course Delivery Mode and Location

ThisqualificationwillbedeliveredatSouthernCrossCatholicCollege onbehalfofregisteredtrainingorganisation-TownsvilleCatholic EducationRTO:31195.Seehttps://bit.ly/3aQRfm7

VocationalEducationandTraining

Thetrainingandassessmentofthisqualificationwillbeface-to-faceand willtakeplaceatyourschool

Course Length 2years

Why study the qualification?

Thiscourseoffersyouanintroductiontohospitalityanddevelopsyour skillsandknowledge,preparingyouforyourstartintheindustry. Learnthebasiccookeryandfoodandbeverageskillstoworkeffectively andsafely,discoverhowtointeractwithcustomers,increaseyour hospitalityknowledgeandskillsandboostyourculturalawareness. Entry requirements and prerequisites

Therearenoentryrequirementsorpre-requisites.Studentsmust commencethiscourseatthebeginningofYear11.

Studentsmustsuccessfullycompleteallunitsofcompetency(coreand electiveunits)listedbelowtoachievethequalification:

CoreUnits

BSBTWK201Workeffectivelywith others

SITHIND006Sourceanduse informationonthehospitality industry

SITHIND007Usehospitalityskills effectively

SITXCCS011Interactwithcustomers

Course Structure

Learning and Assessment

SITXCOM007Showsocialandcultural sensitivity

SITXWHS005Participateinsafework practices

ElectiveUnits*

SITXFSA005Usehygienicpractices forfoodsafety

SITHFAB024Prepareandservenonalcoholicbeverages

SITHFAB025Prepareandserve espressocoffeeSITHCCC023Usefood preparationequipment

SITHCCC024Prepareandpresent simpledishes

SITHCCC025Prepareandpresent sandwiches

SITHIND005Usehygienicpractices forhospitalityservice

SITXINV006Receive,storeand maintainstock

TLIE0009Carryoutbasicworkplace calculations

*only6unitsaretobecompleted. Confirmtheselectedunitswiththe school.

Learningandassessmentwillincludeacombinationtheoryand practicalactivities.Inparticular,studentswillbeassessedinthe followingways:

● Practicalprojectsandportfolios

● Writtentasks

● Observations-practicalskills

Work Placement

Special Requirements

Materials and Equipment

Credit Transfer

Pathways

Cost

Program Disclosure Statement (PDS)

● Oralquestioning

● Industryplacement,thirdpartyreportandlog

Inordertomeettherequirementsofthecoreunit SITHIND007 Use Hospitality Skills Effectively,itismandatoryforstudentstocomplete twelve(12)serviceperiodsintheHospitalityIndustry.Someservice periodsmaybecompletedatschoolinasimulatedhospitality environment.Hospitalityindustryenvironmentswillneedtobe approvedbytheschooland/orRTO.Fastfoodoutletsdonotmeetthis requirement.

Aspartofthepracticalassessmentrequirements,studentswillbe requiredtoparticipateinfunctionsandeventsinsideandoutsideof schoolhours.

Materials,equipmentandresourcesrequiredforcompletionofthe qualificationwillbeprovidedbytheschool.

TownsvilleCatholicEducationwillrecogniseAQFQualificationsand StatementsofAttainmentissuedbyotherRegisteredTraining Organisations

Completionofthisqualificationwillprovidestudentswithskillsand knowledgetoapplyforentry-levelpositionsintheHospitalityIndustry whichincludehotels,resorts,restaurants,pubs,cruiseshipsand airlines.StudentscanalsocompleteadditionalVEToruniversitystudy toadvancethemselvesfurtherintheHospitalityIndustry.

Studentsandparentsarenotrequiredtopayafeetocompletethis qualification.

Alllearningresourcesareprovidedbytheschoolatnoadditionalcost toordinaryschoolfees.

This document must be read in conjunction with the TCE RTO Program Disclosure Statement (PDS). The PDS outlines the services and training products that the TCE RTO provides, as well as those carried out by the school. To access the aforementioned PDS, visit: shorturl.at/gu025

The information contained in this document is correct at date of publication: 04/04/2023

Qualification Code and Title

Registered Training Organisation and RTO Code

Subject Type

Course Delivery Mode and Location

CHC30121 Certificate III in Early Childhood Education and Care

ThisqualificationwillbedeliveredatRyanCatholicCollegeby registeredtrainingorganisation-TownsvilleCatholicEducation-RTO: 31195.Seehttps://bit.ly/3aQRfm7

VocationalEducationandTraining

Thetrainingandassessmentofthisqualificationwillbeface-to-facein TownsvilleonWednesdays.Studentswillcompleteonedaypermonth offace-to-facelessonsandthreedayspermonthofvocational placementinaschoolsetting.Face-to-facelessonswilltakeplaceat RyanCatholicCollege.

Course Length 1-1.5years

Why study the qualification?

Entry requirements and prerequisites

Thiscourseentry-levelqualificationistheminimumrequirementfor entryintotheearlychildhoodsettingssuchaslongdaycarecentres, outsideofschoolhourscare(OSHC),familydaycareandkindergartens. Learnhowtoprovidechildrenwitheducationandcare,helptoplan anddevelopeducationalprograms,andworkeffectivelyinanearly childhoodsetting.

Priortoreceivinganofferintothecourse,studentsmustprovide evidenceofavalidBlueCard(workingwithchildrencheck)

CHCECE030Supportinclusionand diversity

CHCECE031Supportchildren’s health,safetyandwellbeing

CHCECE032Nurturebabiesand toddlers

CHCECE033Developpositiveand respectfulrelationshipswithchildren

CHCECE055Meetlegalandethical obligationsinchildren’seducation andcare

CHCECE056Workeffectivelyin children’seducationandcare

CHCPRT001Identifyandrespondto childrenandyoungpeopleatrisk

HLTAID012ProvideFirstAidinan educationandcaresetting*

Course Structure Studentsmustsuccessfullycompleteallunitsofcompetency(coreand electiveunits)listedbelowtoachievethequalification: CoreUnits

CHCECE034Useanapprovedlearning frameworktoguidepractice

CHCECE035Supporttheholistic learninganddevelopmentofchildren

CHCECE036Provideexperiencesto supportchildren’splayandlearning

CHCECE037Supportchildrento connectwiththenaturalenvironment

CHCECE038Observechildrento informpracticeCHCECE054 Encourageunderstandingof Aboriginaland/orTorresStrait Islanderpeoples’cultures

HLTWHS001Participateinworkplace healthandsafety

ElectiveUnits

HLTFSE001Followbasicfoodsafety procedures

CHCPRP003Reflectonandimprove ownprofessionalpractice

*ThisunitHLTAID012ProvideFirst Aidinaneducationandcaresetting willbecompletedwithRTO–Coral SeaTraining(RTO32221).

Learning and Assessment

Learningandassessmentwillincludeacombinationtheoryand practicalactivities.Inparticular,studentswillbeassessedinthe followingways:

● Practicalprojectsandportfolios

Work Placement

Special Requirements

Materials and Equipment

Credit Transfer

Pathways

Cost

Program Disclosure Statement (PDS)

● Writtentasks

● Observations-practicalskills

● Oralquestioning

● Industryplacement,thirdpartyreportandlog

Inordertomeettherequirementsofthecourse,itismandatoryfor studentstocompleteaminimumof160hoursofvocationalwork placementinaregulatededucationandcareserviceinAustraliaand demonstratetherequiredknowledgeandskillswhileonplacement. Placementwillbecompletedononedayperweekonschooldaysand onschoolholidays.TownsvilleCatholicEducationandyourschoolmay beabletoassistyoutofindvocationalplacement.

Giventhiscourseispopularandstudentnumbersarecapped,students willbeselectedbasedonschoolattendanceandapplicationinGrade10. Itisalsohighlyrecommendedthatstudentsareup-to-datewith vaccinationsasplacementprovidersmayrequirethis.

Studentswillalsoberequiredtohavetransporttothehostschool–RyanCatholicCollegeandtheirplacementcentre.

Materials,equipmentandresourcesrequiredforcompletionofthe qualificationwillbeprovidedbytheschool.

Studentswillberequiredtopurchaseashirttobewornwhileon placement.

TheRTOwillrecogniseAQFQualificationsandStatementsof AttainmentissuedbyotherRegisteredTrainingOrganisations

Completionofthisqualificationwillprovidestudentswithskillsand knowledgetoapplyforentry-levelpositionsinearlychildhoodsettings suchaslongdaycarecentres,outsideofschoolhourscare(OSHC)and kindergartens.StudentscanalsocompleteadditionalVEToruniversity studytoadvancethemselvesfurtherintheindustry.

JamesCookUniversitywillacceptthiscoursefordirectentryintothe BachelorofEducation(EarlyChildhoodEducation)providingthatany prerequisitesubjectrequirementshavebeenmet.See https://www.jcu.edu.au/pathways-to-university/vettafe

Thetotalfeeforthiscourseis$1,200.Studentsandparentsare requiredtopaythefull$1,200aspartofschoolfees.Onsubmitting evidenceofcompletion,theschoolwillreimbursehalfofthecoursecost ($600)aspartoftheVETStudentSponsorshipProgram. Additionalmandatorycoursecostsinclude: ● vocationalplacementshirt–approx.$40

AlllearningresourcesareprovidedbytheschoolandRTOatno additionalcosttoordinaryschoolfees.

This document must be read in conjunction with the TCE RTO Program Disclosure Statement (PDS). The PDS outlines the services and training products that the TCE RTO provides, as well as those carried out by the school.

To access the aforementioned PDS, visit: shorturl.at/gu025

The information contained in this document is correct at date of publication: 04/04/2023

Qualification Code and Title

Registered Training

Organisation and RTO Code

Subject Type

Course Delivery Mode and Location

Course Length

Why study the qualification?

Entry requirements and prerequisites

TownsvilleCatholicEducation-RTO:31195.Seehttps://bit.ly/3aQRfm7

VocationalEducationandTraining

Thetrainingandassessmentofthisqualificationwillbeface-to-facein TownsvilleonWednesdays.Studentswillcompleteonedaypermonthof face-to-facelessonsandthreedayspermonthofvocationalplacementin aschoolsetting.Face-to-facelessonswilltakeplaceatSouthernCross CatholicCollege.

1-1.5years

Thisentry-levelqualificationwillprovideyouwithskillsandknowledge requiredtoworkasaschoolofficer–assistingstudentlearning(teacher aide)invariousschoolsettings.Itisalsorelevanttostudentswhowould liketobecomeateacher,wherefurtheruniversitystudiesarerequired. Learnhowtosupportteachersinprovidingschool-agedchildrenwith assistancewithlearning,literacy,numeracyandcommunicationskills.

Priortoreceivinganofferintothecourse,studentsmustprovide evidenceofavalidBlueCard(workingwithchildrencheck)

Studentsmustsuccessfullycompleteallunitsofcompetency(coreand electiveunits)listedbelowtoachievethequalification:

CoreUnits

CHCEDS033Meetlegalandethical obligationsinaneducationsupport environment

CHCEDS059Contributetothehealth,safety andwellbeingofstudents

Course Structure

Learning and Assessment

CHCEDS035Contributetostudent educationinalldevelopmentaldomains

CHCEDS060Workeffectivelywithstudents andcolleagues

CHCEDS034Contributetotheplanningand implicationofeducationalprograms

CHCEDS036Supportthedevelopmentof literacyandorallanguageskills

CHCEDS037Supportthedevelopmentof numeracyskills

CHCDIV001Workwithdiversepeople

CHCECE061Supportresponsiblestudent behaviour

CHCEDS057Supportstudentswith additionalneedsintheclassroom

ElectiveUnits

CHCPRT001Identifyandrespondto childrenandyoungpeopleatrisk

CHCDIS007Facilitatetheempowerment ofpeoplewithdisability

HLTWHS001Participateinworkplace healthandsafety

CHCECE054Encourageunderstandingof Aboriginaland/orTorresStraitIslander Peoples’cultures

CHCEDS050SupportAboriginaland/or TorresStraitIslandereducation

Learningandassessmentwillincludeacombinationtheoryandpractical activities.Inparticular,studentswillbeassessedinthefollowingways:

● Practicalprojectsandportfolios

● Writtentasks

● Observations-practicalskills

● Oralquestioning

● Industryplacement,thirdpartyreportandlog

Work Placement

Inordertomeettherequirementsofthecourse,itismandatoryfor studentstocompleteaminimumof100hoursofvocationalwork placementinanapprovedschoolsetting.Placementwillbecompletedin schoolhours,onschooldays.TownsvilleCatholicEducationandyour schoolmaybeabletoassistyoutofindvocationalplacement.

Special Requirements Studentswillalsoberequiredtohavetheirowntransporttothehost school–SouthernCrossCatholicCollegeandtheirplacementschool. Itisalsorecommendedthatstudentsareup-to-datewithgeneral vaccinations.

Materials and Equipment

Credit Transfer

Pathways

Cost

Program Disclosure Statement (PDS)

Materials,equipmentandresourcesrequiredforcompletionofthe qualificationwillbeprovidedbytheschool.

TownsvilleCatholicEducationwillrecogniseAQFQualificationsand StatementsofAttainmentissuedbyotherRegisteredTraining Organisations

Completionofthisqualificationwillprovidestudentswithskillsand knowledgetoapplyforentry-levelteacheraidepositionsinschool settings.StudentscanalsocompleteadditionalVEToruniversitystudyto advancethemselvesfurtherintheeducationindustry.

JamesCookUniversitywillacceptthiscoursefordirectentryintothe BachelorofEducation(EarlyChildhood,PrimaryorSecondary) providingthethatprerequisitesubjectrequirementshavebeenmet.See https://www.jcu.edu.au/pathways-to-university/vettafe

Thetotalfeeforthiscourseis$1050.Studentsandparentsarerequired topaythefull$1050aspartofschoolfees.Onsubmittingevidenceof completion,theschoolwillreimbursehalfofthecoursecost($525)as partoftheVETStudentSponsorshipProgram.

AlllearningresourcesareprovidedbytheschoolandRTOatno additionalcosttoordinaryschoolfees.

Thevocationalplacementshirtwillbeatanadditionalcosttostudents–approx.$40

This document must be read in conjunction with the TCE RTO Program Disclosure Statement (PDS). The PDS outlines the services and training products that the TCE RTO provides, as well as those carried out by the school. To access the aforementioned PDS, visit: shorturl.at/gu025

The information contained in this document is correct at date of publication: 04/04/2023

SIS30321CERTIFICATEIII

INFITNESS+ SIS20122CERTIFICATEII

INSPORTANDRECREATION

BinnacleTraining(RTOCode31319

HOW DOES IT WORK CAREERS PATHWAYS

Thisqualificationprovidesapathwaytoworkasafitness instructor in settings such as fitness facilities, gyms, and leisureandcommunitycentres.

Students gain the entry-level skills required of a Fitness Professional (Group Exercise Instructor or Gym Fitness Instructor).

Students facilitate programs within their school communityincluding:

› Communityfitnessprograms

› Strengthandconditioningforathletesandteams

› 1-on-1andgroupfitnesssessionswithmale adults,femaleadultsandolderadultclients

WHAT DO STUDENTS ACHIEVE?

›SIS30321CertificateIIIinFitness(max.8QCE Credits)

›Entryqualification:SIS20122CertificateIIinSport andRecreation

›ThenationallyrecognisedFirstAidcompetencyHLTAID011ProvideFirstAid

›CommunityCoaching-EssentialSkillsCourse (non-accredited),issuedbyAustralianSports Commission

›SuccessfulcompletionoftheCertificateIIIin Fitnessmaycontributetowardsastudent’s AustralianTertiaryAdmissionRank(ATAR)

›Arangeofcareerpathwayoptionsincluding pathwayintoSIS40221CertificateIVinFitness;or SIS50321DiplomaofSport-Thesequalifications offeredbyanotherRTO.

1300303715 admin@binnacle.com.au binnacletraining.com.au

FITNESS IN SCHOOLS Certificate II I in Fitness

GROUP EXERCISE INSTRUCTOR GYM FITNESS INSTRUCTOR

UNIVERSITY DEGREE

CERTIFICATE IV IN FITNESS OR DIPLOMA OF SPORT (These qualifications offered by another RTO)

EXERCISE PHYSIOLOGIST PERSONAL TRAINER

TEACHERPHYSICAL EDUCATION HIGH PERFORMANCE COACH

SPORT SCIENTIST SPORT DEVELOPMEN T MANAGER

WHAT DO STUDENTS ACHIEVE?

› Clientscreeningandhealthassessment

› Planningandinstructingfitnessprograms

› Deliver1-on-1andgroupfitnessprograms

› Exercisescienceandnutrition

› Anatomyandphysiology

Binnacle Training RTOCODE31319

Binnacle

SIS30321CERTIFICATEIII INFITNESS+ SIS20122CERTIFICATEII INSPORTAND RECREATION

(or as a Standalone Qualification: SIS30321 Certificate III in Fitness) RegisteredTraining Organisation:

Binnacle Training (RTO 31319)

Delivery Format: 2-YearFormat

Timetable Requirements: 1-TimetabledLine

Units of Competency:

Standardqualification–15units

DualQualification–Additional8 units

Suitable Year Level(s): Year11and12

Study Mode:

Combinationofclassroomand project-basedlearning,online learning(self-study)and practicalwork-related experience

Cost (Fee-For-Service):

$365.00 perperson(CertII entryqualification= $265.00+CertIIIGapFee= $100.00) (+ First Aid $55.00)

QCE Outcome:

Maximum8QCECredits

TER M 1

TOPICS

› Binnacle Lounge Induction

› The Sport, Fitness & Recreation (SFR) Industry

› Apply Knowledge of Coaching Practices PROGRAMS

› Coaching Program (Student Delivery): Plan and Deliver Coaching Sessions

› SFR Coaching Program (Supervisor): Assist with Delivering Coaching Sessions

TER M 2 TOPICS

› Perform Research and Create a Group Presentation

› Organise and Complete Work Tasks PROGRAMS

› Group Nutrition Presentation: Create and Deliver a Presentation to your Peers

› Community SFR Program #1: Plan and Conduct Community SFR Sessions for Participants

TOPICS

› Cardio and Conditioning Programs

TER M 3

› Anatomy and Physiology

› The SFR Industry PROGRAMS

› One-on-One Cardio Program

› Group Conditioning Sessions for Adolescent Participants

TER M 4 TOPICS

› Anatomy and Physiology

› First Aid Course: HLTAID011 Provide First Aid PROGRAMS

› Bootcamp Program (Teacher Facilitated): Assist with Delivering Bootcamp Sessions

› Community SFR Program #2: Plan and Conduct Community SFR Sessions for Participants

QUALIFICATION SCHEDULED FOR FINALISATION

SIS20115 CERTIFICATE II IN SPORT AND RECREATION

TER M 5 TOPICS

› Anatomy and Physiology

› Health and Nutrition Consultations PROGRAMS

› One-on-One Gym Program: Adolescent Client

› Conduct Consultations with a Client (Peer)

› Plan and Conduct Sessions (Scenario Clients)

TER M 6 TOPICS

› Screening and Health Assessments

› Specific Population Clients

› Older Clients PROGRAMS

› Fitness Orientation Program: Client Orientation

› Gentle Exercise Program: Participate in Gentle Exercise Sessions

› Mobility Program: Plan and Instruct Mobility Sessions

TER M 7 TOPICS

› Older Clients

› Specific Populations PROGRAMS

Group Exercise and Gym-based One-on-One Sessions:

› Female and Male Adults aged 18+; and

› Older adults aged 55+

HLTAID011 Provide First Aid

HLTWHS001 Participate in workplace health and safety

SISXEMR001 Respond to emergency situations

SISXIND001 Work effectively in sport, fitness and recreation environments

SISXCAI002 Assist with activity session

SISXIND002 Maintain sport, fitness and recreation industry knowledge

SISXCCS001 Provide quality service

BSBSUS211 Participate in sustainable work practices

UNITS OF COMPETENCY

BSBWOR202 Organise and complete daily work activities

BSBTEC201 Use business software applications

BSBTEC202 Use digital technologies to communicate in a work environment

BSBTEC203 Research using the internet

ICTICT203 Operate application software packages

BSBSUS201 Participate in environmentally sustainable work practices

BSBOPS304 Deliver and monitor a service to customers

BSBPEF301 Organise personal work priorities

SISFFIT035 Plan group exercise sessions

SISFFIT036 Instruct group exercise sessions

SISFFIT032 Complete preexercise screening and service orientation

SISFFIT033 Complete client fitness assessments

SISFFIT052 Provide healthy eating information

SISFFIT040 Develop and instruct gym-based exercise programs for individual clients

SISFFIT047 Use anatomy and physiology knowledge to support safe and effective exercise

Please note this 2024 Course Schedule is current at the time of publishing and should be used as a guide only. This document is to be read in conjunction with Binnacle Training’s Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training as RTO provides and those services carried out by the School as Third Party (i.e. the facilitation of training and assessment services). To access Binnacle’s PDS, please visit: www.binnacletraining.com.au/rto

BSB30120CERTIFICATEIII INBUSINESS

BinnacleTraining(RTOCode31319

HOW DOES IT WORK CAREERS PATHWAYS

This qualification reflects the role of individuals in a varietyofBusinessServicesjobroles.

The program will bedeliveredthroughclass-basedtasks aswellasbothsimulatedandrealbusinessenvironments attheschool-involvingthedeliveryofarangeofprojects andserviceswithintheschoolcommunity.

This program also includes the following:

› Student opportunities to design for a new product or service as part of our (non-accredited) EntrepreneurshipProject-BinnacleBoss

›Studentsexaminebusinessopportunitiesandparticipate inanIndustrydiscovery

An excellent work readiness program where students developarangeofessentialworkplaceskills.

BUSINESS IN SCHOOLS Certificate III in Business

UNIVERSITY DEGREE

CERTIFICATE IV / DIPLOMA (e.g. Business; Small Business Management)

BUSINESS OWNER BUSINES S MANAGE R

ACCOUNTANT / BUSINESS ADVISOR CUSTOMER SERVICE MANAGER

MARKETING MANAGER

SKILLS AQUIRED

› Leadership,innovationandcreativethinking

› Customerserviceandteamwork

› Inclusivityandeffectivecommunication

› WHSandsustainability

› Financialliteracy

› Businessdocumentation

WHAT DO STUDENTS ACHIEVE?

› BSB30120CertificateIIIinBusiness(max.8 QCECredits)

› SuccessfulcompletionoftheCertificateIIIin Businessmaycontributetowardsastudent’s AustralianTertiaryAdmissionRank(ATAR)

1300303715 admin@binnacle.com.au binnacletraining.com.au

BSB30120 CERTIFICATEIII INBUSINESS

RegisteredTraining Organisation: Binnacle Training (RTO 31319)

Delivery Format: 2-YearFormat

Timetable Requirements:

1-TimetabledLine

Please consult Binnacle Training to discuss Fast-Track options

Units of Competency:

13(6CoreUnits,7Elective Units)

Suitable Year Level(s): Year11and12

Study Mode:

Combinationofclassroomand project-basedlearning,online learning(self-study)and practicalwork-related experience

Cost (Fee-For-Service): $265.00 perperson

QCE Outcome:

Maximum8QCECredits

Binnacle Training RTOCODE31319

TER M 1

TER M 2

TOPICS

› Introduction to the Business Services Industry

› Personal Wellbeing in the Workplace

› Organise Personal Work Priorities PROJECTS

› Wellbeing in the Workplace

TOPICS

› Develop and Apply Knowledge of Personal finances PROJECTS

› Knowledge of Personal Finances

TOPICS

› Workplace Health and Safety

TER M 3

› Sustainable Work Practices PROJECTS

› WHS Processes at the ‘Go! Regional’ Travel Expo

TOPICS

› Inclusive Work Practices

TER M 4

› Engage in Workplace Communication PROJECTS

› Inclusivity and Communication in the Workplace

TOPICS

› Work in a Team

TER M 5

› Critical Thinking Skills PROJECTS

› Critical Thinking at Go! Travel

TOPICS

› Create Electronic Presentations

TER M 6

› Create Presentations Using PowerPoints

› Write Simple Documents PROJECTS

› Binnacle Boss (Part 1) – Business Proposal

TOPICS

› Critical Thinking and Problem Solving PROJECTS

TER M 7

› Binnacle Boss (Part 2) – Market Day / Entrepreneurship Expo

BSBPEF201

BSBPEF301

FNSFLT311

BSBWHS311

BSBSUS211

BSBXCM301

BSBTWK301

BSBXTW301

BSBCRT311

BSBTEC301

BSBWRT311

BSBTEC303

BSBOPS304

UNITS OF COMPETENCY

Support personal wellbeing in the workplace

Organise personal work priorities

Develop and apply knowledge of personal finances

Assist with maintaining workplace safety

Participate in sustainable work practices

Engage in workplace communication

Use inclusive work practices

Work in a team

Apply critical thinking skills in a team environment

Design and produce business documents

Write simple documents

Create electronic presentations

Deliver and monitor a service to customers

Please note this 2024 Course Schedule is current at the time of publishing and should be used as a guide only. This document is to be read in conjunction with Binnacle Training’s Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training as RTO provides and those services carried out by the School as Third Party (i.e. the facilitation of training and assessment services). To access Binnacle’s PDS, please visit: www.binnacletraining.com.au/rto

DeliveredinPartnershipwith Connect‘n’Grow®RTOnumber:405018

HLT23221CertificateIIinHealthSupportServices

Qualification description

Healthandcommunityservicestrainingislinkedtothelargestgrowthindustryin Australia,estimatedtogrowby20%overthenextfiveyears.Thisprogramprepares studentswiththebasicskillsforacareerinthehealthsectoraswellasprovidinga pathwaytofurtherstudy.Skillsacquiredinthiscourseincludecommunication,workplace healthandsafety,conductingbasichealthchecks,relevanthealthadministrationtasks, infectioncontrol,personaltimemanagementandworkingwithdiversepeople.

Refertotraining.gov.auforspecificinformationaboutthequalification.

Entry requirements

Therearenoentryrequirementsforthisqualification. Internationalstudentsmaybeabletoenroldependingontheirvisaand/ortheschool's CRICOSregistration.ContacttheVETCoordinatororConnect‘n’Growforfurther information.

Duration and location

Thisisa1-2yearcourse,deliveredonsiteinpartnershipwithConnect‘n’Grow®tosenior schoolstudents.

CourseUnits

Unit code Title

CHCCOM005 Communicateandworkinhealthorcommunityservices

BSBPEF202 Planandapplytimemanagement

BSBINS201 Processandmaintainworkplaceinformation

HLTWHS001 Participateinworkplacehealthandsafety

CHCDIV001 Workwithdiversepeople

HLTINF006 Applybasicprinciplesandpracticesofinfectionpreventionandcontrol

HLTHSS009 Performgeneralcleaningtasksinaclinicalsetting

HLTWHS005 Conductmanualtaskssafely

HLTHSS011 Maintainstockinventory

BSBOPS203 Deliveraservicetocustomers

CHCCCS010 MaintainahighstandardofService

CHCPRP005 Engagewithhealthprofessionalsandthehealthsystem

Obligation

Studentswillbeprovidedwitheveryopportunitytocompletethisqualification. Employmentisnotguaranteeduponcompletion.Studentswhoaredeemedcompetentin all12unitsofcompetencywillbeawardedthisqualificationandarecordofresultsby Connect‘n’Grow®,RTO40518.Studentswhoachieveatleastoneunitofcompetency(but notthefullqualification)willreceiveaStatementofAttainment.

Delivery modes

Arangeofdeliverymodeswillbeused duringtheteachingandlearningof thisqualification.Theseinclude:

● face-to-facetraining

● practicalsandscenarios

● onlinelearning

Fees

Thecostofthiscourseis$499. Studentsmaybeabletoaccess fundingtohelpsubsidisethecostof theirtraining.ContacttheVET CoordinatororConnect‘n’Grow®to explorepotentialoptions.

QCE Points

Maximum4

Assessment

Assessmentiscompetencybased. Assessmenttechniquesinclude:

● observation

● foliosofwork

● questionnaires

● writtenandpracticaltasks

Work experience

Studentsareencouragedtocomplete workexperienceinahealthor communityservicefacilityto strengthentheirskills,knowledgeand understandingofthesector.

Pathways

Thisqualificationmaycredittoward variousCertificateIII’sincluding:

● CertificateIIIHealthServices

Assistance

● CertificateIIICommunityServices

● CertificateIIIIndividualSupport (DisabilityandAgedCare)

HLT33115CertificateIIIinHealthServicesAssistance (includingHLT23221CertificateIIinHealthSupportServices)

Qualification description

Healthandcommunityservicestrainingislinkedtothelargestgrowthindustryin Australia,estimatedtogrowby20%overthenextfiveyears.Theseprogramscombineto providestudentswithentrylevelskillsnecessaryforacareerinthehealthsectorandalso provideapathwaytopursuefurtherstudy.Skillsacquiredinthiscourseincludefirstaid, effectivecommunication,workplacehealthandsafety,infectioncontrol,understanding commonmedicalterminology,conductinghealthchecks,recognisinghealthybodysystems andworkingwithdiversepeople.

Refertotraining.gov.auforspecificinformationaboutthequalification.

Entry requirements

Therearenoentryrequirementstocommencethefirstyearofthisqualification;however successfulcompletionoftheCertificateIIinHealthSupportServicesisrequiredtocontinue intotheCertificateIIIcoursework.

Internationalstudentsmaybeabletoenroldependingontheirvisaand/ortheschool's CRICOSregistration.ContacttheVETCoordinatorformoreinformation.

Duration and location

Thisisatwo-yearcourse,deliveredonsitetoseniorschoolstudentsandinpartnership withConnect‘n’Grow®.

CourseUnitsYear1(CertIIunits)

Unit code Title

CHCCOM005 Communicate and work in health or community services (Credit Transfer)

HLTWHS001 Participate in workplace health and safety (Credit Transfer)

CHCDIV001 Work with diverse people (Credit Transfer)

HLTINF006 Apply basic principles and practices of infection

CHCCCS010 prevention and control (Credit Transfer)

HLTHSS011 Maintain a high standard of Service (Credit Transfer)

CourseUnitsYear2(CertIIIunits)

Unit code Title

HLTAAP001 Recognise healthy body systems

BSBMED301 Interpret and apply medical terminology

BSBPEF301 Organise personal work priorities

HLTAID011 Provide first aid

HLTAID009 Provide cardiopulmonary resuscitation

HLTAID010 Provide basic emergency life support

CNCINM002 Meet community information needs

CHCCCS009 Facilitate responsible behaviour

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Obligation

Delivery modes

Arangeofdeliverymodeswillbeused duringtheteachingandlearningof thisqualification.Theseinclude:

● face-to-facetraining

● practicalsandscenarios

● onlinelearning

Fees

ThetotalFeeForServicecostofthese courses[CertIIandCertIII]is$998. Studentsmaybeabletoaccess fundingtohelpsubsidisethecostof theirtraining.ContacttheVET CoordinatororConnect‘n’Grow®to explorepotentialoptions.

QCE Points

Maximum8(upto4pointsfor completionoftheCertificateIIandup toafurther4pointsforcompletionof theCertificateIII).

Assessment

Assessmentiscompetencybased. Assessmenttechniquesinclude:

● observation

● foliosofwork

● questionnaires

● writtenandpracticaltasks

Work experience

Studentsarehighlyencouragedto completeaminimumof20hours workexperienceinahealthor communityservicefacilityto strengthentheirskills,knowledgeand employability.

Connect‘n’Grow®considersindustry experiencetobeaveryimportant inclusionoftheCertificateIII qualifications.

Pathways

Potentialoptionsmayinclude:

● VariousCertificateIVqualifications

● DiplomaofNursing

● BachelorDegrees(B.Nursing)

● entrylevelemploymentwithinthe healthindustry.

Studentswillbeprovidedwitheveryopportunitytocompletethisqualification.Employmentisnotguaranteeduponcompletion. StudentsdeemedcompetentinallunitsofcompetencywillbeawardedthequalificationandarecordofresultsbyConnect‘n’ Grow®.Studentswhoachieveatleastoneunitofcompetency(butnotthefullqualification)willreceiveaStatementofAttainment.

Principal

Assistant Principal Learning & Teaching (Secondary)

Assistant Principal Pastoral (Secondary)

Assistant Principal Religious Education (Secondary)

Assistant Principal Administration (Secondary)

English

Mathematics

Science

Humanities

Health & Physical Education

The Arts

Industrial, Technology and Design

Careers and Senior Pathways

Japanese

Digital Technologies

VET Program Leader

MsMeganWuersching mwuersching1@sctsv.catholic.edu.au

MrsVirginiaSnee vsnee1@sctsv.catholic.edu.au

MrChrisHorn chorn@sctsv.catholic.edu.au

MrsAnnettePoulsen apoulsen@sctsv.catholic.edu.au

MrsBreeDenniss bdenniss1@sctsv.catholic.edu.au

Curriculum Leaders

MrAndrewSnee asnee1@sctsv.catholic.edu.au

MsBelindaBenson bbenson1@sctsv.catholic.edu.au

MrHamiltonWright hwright1@sctsv.catholic.edu.au

MrsLaurenDee ldee@sctsv.catholic.edu.au

MrAndrewBent abent3@sctsv.catholic.edu.au

MrsCatherineEdwards cedwards8@sctsv.catholic.edu.au

MrsVeronicaHorn vhorn@sctsv.catholic.edu.au

MrsThereseEscriva tescriva@sctsv.catholic.edu.au

MrMarkIvory mivory@sctsv.catholic.edu.au

MrHarleyFoley hfoley2@sctsv.catholic.edu.au

MrSamDeLuca sdeluca1@sctsv.catholic.edu.au