choosing subjects for year 11 & year 12 · choosing subjects for year 11 & year 12 . ......

Choosing subjects for Year 11 & Year 12

In Years 11 and 12, Hillbrook is a place where students choose a post-compulsory course of study, commit themselves to putting their full effort in, take pride in themselves and the school, accept responsibility for their decisions and actions, and continue to grow as people. This requires independent approaches to motivation and learning, and a commitment to being a responsible and positively involved member of our school community.

This booklet details the subjects offered in Year 11 and Year 12 at Hillbrook. For more detailed information ensure you take the opportunities to talk with the Subject Coordinator of the subject.

Choosing subjects should involve the following:

Choose subjects you are good at, enjoy and will find challenging. Include subjects which together form a balanced curriculum i.e. Maths, Sciences,

Humanities, Arts, Practical. Be realistic in your aspirations and subject selections. Look at post Year 12 options and tertiary prerequisites within the above constraints. Bracket your tertiary study alternatives around your ability. By choosing subjects you are good at, enjoy and will find challenging will give you the

best opportunity to maximise your OP at the end of Year 12.

Don’t choose subjects because:

Someone has told you it will get you a higher OP. You will get the best result through acombination of challenging yourself and doing the subjects you’re best at.

Your brother or sister did it. Your friends are doing it. You may or may not have certain teachers.

How to choose subjects

Online Submission

We use an online submission system. Students will be asked to enter their preferences on the first occasion. We use this data to determine the ‘lines’.

Students are then asked to enter their final selections online using the final line structure. The due dates will be communicated to students.

Sample email instructions

A sample email to students giving directions for using the online submission system is as follows;

Dear Student

Please submit your subject preferences using Web Preferences.

Step 1: Click here to open Web Preferences

If the link doesn’t work go to: www.webpreferences.com.au Student Access Code: HA134-2399-403170 Password: 1Q2O9Z

Step 2: Selecting Preferences Follow the instructions given to make your selections using the “Add new preference” button. All subjects on offer will appear in the drop down boxes.

Step 3: Validating and Submitting your Preferences. The “Preference Validation” page will display your selected preferences in the order you selected them. If you are happy, continue by clicking the “Submit Valid Preferences”.

Step 4: Finishing. You have five (5) login opportunities to change and fine tune your selections.

Remember, by pressing “Submit” you agree that you have discussed your preferences with your parents and they agree with them.

https://www.webpreferences.com.au/StudentPortal/UnsecuredPages/HashLogin.aspx?Credential=VFHVJrDM7f%2f%2bl%2bHmwGVlt9CAdzqTrKiJtJ5IQ2mBhlw%3d

http://www.webpreferences.com.au/

Sample Subject Selection Details

When students logon to the online system they will be greeted with the following instructions;

Welcome to your Subject Selection process.

The following steps will guide you through the process.

You need to select:

1. English as your first subject2. One Mathematics subject (either Math A or Math B)3. Four (4) elective subjects & two (2) reserves

Please note:

Please order your four electives from preference 3 in order of importance. Preference 3should be your highest priority and Reserve 2 your lowest.

The number of classes to be run in a subject will depend upon the number of students whoselect that subject in their preferences.

If the school decides not to run a subject that you have selected, then it may be replaced byone of your reserve subjects.

Please be mindful of your preferences as they will determine which subjects are placed onwhich lines for your final choice.

By submitting these preferences you acknowledge that you have discussed these choices with your parents and they agree with the selections made.

ACCOUNTING

Why should I study Accounting?

Accounting is a ‘real world’ skill that will equip you in many facets of life. So, whether you are planning on studying business at university or planning to be creative and entrepreneurial by starting your own business, accounting knowledge is vital to success.

Accounting is the language of business. This language communicates information about businesses to interested people to enable them to make important business and financial decisions. It is the backbone of all businesses and throughout the global financial crisis was one area of business that was still thriving.

The study of Accounting is of benefit to students because it:

provides a strong background in business enables students to participate more effectively and responsibly in a changing business

environment provides information useful to individuals in the management of their personal financial

affairs provides foundation knowledge in the discipline of accounting prepares students for further education, training, employment or running a business promotes the development of numeracy, effective communication and logical reasoning introduces students to relevant ICTs assists students to appreciate the necessity for accuracy and the presentation of high-

quality work

What do I study?

The accounting procedures taught are consistent with the practices of the accountingprofessional bodies, the Certified Practising Accountants (CPA) and the CharteredAccountants Australia New Zealand (CA ANZ).

During the course, students will study:

principles of double-entry accounting preparation of accounting records preparation of financial reports Income Statement, Balance Sheet and Cash Flow

Statements analysis and interpretation of financial reports in order to make imporant business

decisions use of ICT relevant to the preparation of accounting records and reports – accounting

packages and spreadsheets control of the major financial elements of a business – cash, credit transactions, inventories

and non-current assets personal financing and investing digital business

How do I learn?

The learning experiences involved in Accounting reflect the active and practical nature of the course. Students can be involved in a wide range of learning activities to achieve the aims and objectives of the subject.

Together with many of the more traditional teaching and learning activities, students may be involved in activities which include practice class sets, group work, interesting excursions, debates and discussions, research activities, case studies, use of technology, assignments and projects, collection and interpretation of newspaper and magazine articles, guest speakers, videos, statistics and data analysis.

The learning experiences often present students with realistic accounting situations and encourage them to develop their knowledge and skills and express opinions about accounting issues.

How will I be assessed?

Secondary schools have individual procedures for the assessment of student performance and the reporting of student achievement. A wide range of assessment techniques will be used to determine the relationships between student achievement and the exit criteria of the course.

These criteria are:

knowledge and procedural practices interpretation and evaluation (including communication) applied practical processes

Assessment techniques used can include objective/short answer response items, extended response items, practical application items, and response to stimulus materials, and assignments.

ANCIENT HISTORY

Why should I study Ancient History?

Ancient History is a fascinating area of study, rich in wonderful stories of human endeavour, achievement, tragedy and disaster. While the ancient world may seem remote and quite divorced from the problems of the present, the study of Ancient History can help students make sense of the world as it is today. The nature and impact of various cultural and religious developments, the responses of societies to complex social and economic challenges, the issues of justice, discrimination and violence and the exercise of power were as much part of the ancient world as they are of ours.

The study of Ancient History focuses on the ability to develop and express reasoned opinions. Many professions and occupations value people who have these attributes and skills. Studies in Ancient History may help young people gain employment in advertising, journalism, public relations, the field of law, the public service, teaching, the travel industry, and research work in a variety of fields such as consumerism and industrial relations. Studies in numerous tertiary courses are all greatly aided by knowledge of history and the skills developed through its study.

What do I study?

The course is structured as follows:

God Kings and the quest for immortality – A study of ancient Egyptian history under the pharaohsand their unique civilisation, culture, beliefs and practices.

The Golden Age of Athens - An inquiry into the foundations of Greek democracy and the PersianWars and the most crucial turning points in the history of Western civilisation.

Meet the Spartans –As well as a study of the militaristic warrior society of Sparta, and an in depthinvestigation of Ancient Greece.

Epic Rome – A study of revolutionaries, martyrs and despotic dictators. The collapse of the RomanRepublic and the rise and fall of the Roman empire. Accompanied by a study into one of the mostinfluential groups within Roman society – gladiators.

God’s War – A study the Crusades over several centuries of the Middle Ages that gave rise toEuropean nations, transformed the Christian church and created military orders such as theTemplars, Hospitallers and Teutonic Knights. As well as an investigation into the consequences ofthe Crusades that still resonate today.

How do I learn?

The emphasis is on ‘doing’ history; not just reading off a list of facts and figures but investigating the surviving evidence in an attempt to re-create what life was really like in the past and to draw links with the present. Students consider what [and how] historians have written, what artifacts have been left behind and what has been ‘left out’ of the historical narrative, in order to critically reflect upon motivations, beliefs, the politics and the consequences of the actions of ancient people. This sets up a framework for students to make sense of modern life.

‘Doing’ history means developing a number of personal skills important to the modern world. Critical thinking skills are integral to the subject and emphasis is placed upon helping the students develop these abilities. This is combined with the skills of problem solving where the students are encouraged to develop logical explanations for various issues and importantly, to justify their decisions. At the absolute heart of history, both Ancient and Modern, is inquiry and research. The ability to seek out, effectively select and filter, and make sense of the available data is of paramount importance in an age that can best be described as a period of “information explosion”.


There are three items of assessment per semester, with students completing a test, a research assignment (either written or multi-modal e.g. orals, animated presentations, websites, dramatic performances, video presentations, etc) and an essay response.

There are three criteria for assessment, based on the skills that are developed in research, in dealing with historical sources and problems and in communicating historical knowledge and ideas.

ART

Why should I study Art?

We are constantly exposed to the visual images that surround us in an increasingly visual world. The study of Visual Art gives us the tools to interpret and make meaning using visual imagery. It teaches us visual literacy.

It enables students to give visual form to thoughts, feelings, ideas and beliefs that they may find difficult to put into words. It develops their ability to interpret, respond to and communicate experiences. The study of Visual Art will draw on the practices of art workers as models for learning and appreciation of the arts.

The study of Visual Arts in conjunction with other subjects contributes significantly to the overall general educational goals of social, emotional, intellectual, physical and aesthetic development of the student. It enables students to develop creative thinking, problem solving and decision making skills which are invaluable life skills. Visual Art provides holistic education for everyone.

What do I study?

Art is a two year course of study and is based on units of work that comprise concepts, focuses and media areas.

Concepts are the unit organisers that direct student learning and integrate making and appraising. Focuses are individual student pathways that define interpretations and responses to concepts. Media areas cover skills, techniques and processes.

In Year 11, the units of work comprise:

Personal Environment explored through drawing, painting or mixed media and sculpture Local Environment explored through photography, mixed media, digital media and printmaking Two appraising tasks are assessed in Year 11. These are related to the units of work studied.

In Year 12, the units of work comprise:

Global Environment explored through a media area of the student’s choice 21st Century explored through a media area of the student’s choice Two appraising tasks are assessed in Year 12. These are related to the units of work studied.

Students select their own media area in which to work for both units of study in Year 12. This course moves from being teacher directed at the beginning of Year 11 to student directed in Year 12 whereby the student makes increasingly complex decisions and choices about their artwork. Media areas could include; film, photography, printmaking, painting, sculpture, ceramics, drawing or combinations of media in the creation of “Bodies of Work”.

How do I learn?

In Year 11, learning is largely teacher-guided, but the students will experience increased levels of emphasis on independent learning. The four units studied in this year include a focus on 2D media, 3D media, time based media (photography and film) and printmaking.The aim is for Visual Art students to become self-directed learners as they develop skills over the course of a year. In Year 12, learning is more autonomous with the teacher acting more as the facilitator. In both years, students are encouraged to research and explore ideas and concepts, develop ideas through experimentation, resolve visual problems and reflect upon the creative process in the production of bodies of work. The visual diary or digital presentation becomes the record by which this process is documented.


Students will be required to show ability in three criteria:

Visual Literacy Define visual problems and communicate solutions with relevant concepts, focuses, contexts and

media; Create and communicate meanings through the use of visual language and expression; and, Research, develop, resolve and reflect to demonstrate a personal aesthetic (style/expression).

Application Construct meaning using knowledge and understanding of materials, techniques, technologies and

art processes, and select, explore and exploit materials, technologies, techniques and art processes,informed by researching, developing, resolving and reflecting.

Appraising Analyse, interpret, evaluate and synthesise information about visual language, expression and

meanings in artworks, relevant to concepts, focuses, contexts and media; Justify a viewpoint throughresearching, developing, resolving and reflecting, and use visual art terminology, referencing andlanguage conventions.

Assessable items include experimental and resolved artworks and researched tasks. Typically, there are four units of work studied in Year 11 with two appraising assessments per year. Appraising assessment instruments are constructed to relate to units of work studied each semester. Year 12 requires two “Bodies of Work” created in any media area and two appraising assessments per year followed by a smaller extension folio. Bodies of Work are usually submitted in early May and early September rather than the usual end of semester assessment times. The extension folio allows students to expand upon a researched idea to produce a folio over a 6 week unit.

Year 11 assessment is formative whilst Year 12 is summative.

BIOLOGICAL SCIENCE

Why should I study Biological Science?

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

This subject provides a foundation in biological knowledge, understanding and skills for those students who wish to pursue tertiary study in a range of careers, including those in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism.

However, even if you want to be an accountant or an engineer, you, your body, what you put in it and what comes out of it, are a part of the living world. Not only that, but you have an impact on all other parts of the living world and the environment that supports us all. We all need to make the best decisions regarding how to support and sustain life.

What do I study?

Biological Science is the study of living things. Their structure, how they work and, most importantly, their interactions with each other and their environment.

The major areas of study within Biology include:

Cell Biology: going deep inside a cell, the basic building block of life, to see what it is made of andhow they work.

Biochemistry: how organisms work at the level of atoms. Diversity and Classification: how living things are the same and how they are different. Ecology: how living things interact with each other and the environment. Genetics and Evolution: how information is passed on from one generation to the next. What was

life like once? What will it be like in the future? Plant Physiology and Anatomy: What is a plant made of? Why? Mammalian Physiology and Anatomy: What are you made of? Why? Pathogens and Disease: What causes disease? How can we fight it?

How do I learn?

Biology is a practically based subject, with lots of laboratory and some field work. There is a two day camp in Year 11 where we study ecology human impact on the environment. In Year 12 we have 2 separate day trips investigating human anatomy and disease. All practical work is reinforced with class discussion and problem solving activities. Much of the work is group based, which promotes communication and team work. Biology is a word-based science, so there is a lot of background reading and research involved. Concentrating and participating actively in class as well as a disciplined homework program is essential.


Biology is assessed in three major ways:

Extended Response - This involves research of a topic and responding in many ways i.e. oralpresentation, journal, debate or written form.

Written Task - This is any written response but must be done under exam conditions. Extended Experimental Investigation - This involves an open-ended research task that must include

designing and conducting experiments and evaluating the data obtained from them, then writing afinal report (one per year).

The study of Biology requires extensive reading and the mastering of a vast vocabulary. It’s a bit like learning a new language, so small repetitive doses are better than big hits at the end. It is recommended that you are achieving at least a B in Junior Science and enjoy reading a lot!

CHEMISTRY Why should I study Chemistry? Chemistry provides an understanding of the materials around us and why they behave as they do. Chemistry is considered the central Science and thus is essential for intending Science, Medical or Engineering students. Chemistry will also benefit students intending to become vets, nutritionists, nurses, jewellers, mechanics, and nursery workers and so on.

Chemistry promotes observational and reporting skills and logical thinking. Development of complex reasoning skills is an integral part of the course. By working together on projects and experiments, students enhance their team skills, and develop practical skills that are useful in many areas where care and precision are needed.

What do I study? The course will be structured so that the theory is developed progressively, with the most complex work being undertaken in Year 12. There is a large emphasis on practical work. Units include:

Moles and Stoichiometry: Chemical Fundamentals, how chemists measure matter. Structure and Bonding: the study atomic theory, chemical bonding and the structure and properties of

elements and compounds. Biofuels: Investigating energy and alternative fuels. Rates of Reaction: what factors influence the rate. Study of Gases: exploring intermolecular forces and the physical properties of gases. Fermentation: making and testing of wine and cheese, leading to understanding of equilibrium and

acid/base chemistry. Corrosion and shipwrecks: Investigating how ships corrode and how Science can restore them. Organic chemistry: exploration of organic chemistry, synthesis and design to examine the

characteristic chemical properties and chemical reactions displayed by different classes of organiccompounds

How do I learn? Chemistry is taught with a series of practical experiments illustrating the theories discussed in class. Many students find this the most enjoyable aspect. Some experiments are computer interfaced. Other classroom experiences include teacher instruction, videos, individual problem solving, virtual experiments, Internet searches, and model building.

How will I be assessed? There are two types of assessment: Supervised Assessment: Exams. Extended Experimental Investigation: Students design and carry out an experiment, then analyse the

results and write a report.

There are three items of assessment per semester.

It is strongly recommended that you are achieving at least a ‘B’ in Junior Science and Mathematics.

DRAMA

Why should I study Drama?

Studies in Senior Drama make a major contribution to students’ intellectual, emotional and social growth. Through a study of Drama, students are provided with experiences which develop self-confidence, self-discipline and social skills. Through the wide range of situations which Drama provides, public and private, students learn to communicate more effectively when speaking and writing. Students explore and test out values and ethics, and expand their cultural knowledge and understandings, of contexts past and present, Australian and global. They hone vocal, gesture and movement skills, learn about artistic form and style; and extend their range of higher intellectual skills and key competencies.

Students may be interested in pursuing a career in the performing arts or media. In fact, any career which involves social interaction and public presentation, from medicine to commerce, from the office to the shop floor, will be enhanced by the study of Drama. Professions like law, teaching, public relations or advertising will benefit more directly. Studying Drama during Years 9 and 10 is not a pre-requisite for Year 11 Drama; however an interview with the Co-ordinator is required to determine suitability for the course.

What do I study?

Drama is one of the world’s great art forms, and is a way for human beings to understand themselves and their surroundings. It is a unique way for students to blend intellectual and emotional experience, in order to help define their identity both within their own community and the broader society.

Through exploring, performing and studying dramatic styles and conventions, plays and the theatre, students develop higher intellectual skills, empathy, social linguistic and communication competencies. They learn to research, interpret, extrapolate, select and classify information: to hypothesize, problem-solve, engage in teamwork, negotiate, make judgments and decisions as they create and study dramatic action and text. These are all key skills for playing a full and active part in a multi-cultural and changing society.

How do I learn?

First and foremost, the students study the elements of Drama, as they are manifested in a range of contexts, styles and forms, within the following content areas:

The study of Australian drama gives students an understanding of distinctively Australian dramaticvoices. It draws from standard works, and texts which are innovative in form or style. It may focuson themes, images or changing cultural attitudes.

Other significant forms of world drama are also to be addressed, with texts selected from majorforms and styles in the traditions of Europe, Asia, Africa or the Americas.

In student devised drama, students create their own work from concept to execution. This maytake the form of complex improvisations, transforming improvisation into script, and individual orgroup-devised work for particular audiences.

In addition regular access to amateur and professional theatre is important, with parents and family joining the students in reflection and discussion on performances. Some of this will be arranged by the school and student attendance is expected. Parents encourage students by providing an environment where the students can feel confident to practice and rehearse.


The assessment plan for this course includes a broad range of practical and written tasks such as:

Forming tasks – analysis of text for performance, improvisation, directing. Presenting tasks – student devised drama, scripted text. Responding tasks – assignments, tests, seminars.

Typically, there will be one of each of these tasks per semester.

ECONOMICS

Why should I study Economics?

All citizens make decisions on a wide variety of economic problems of personal, local, national and international significance. The media covers economic issues extensively. Economics helps students to understand these issues so that they make informed decisions about them. The course focuses on Australian issues and Australian society ensures its relevance to students.

What do I study?

The course is divided into mandatory core elements which introduce students to:

the general nature of economics and the economic problem thinking like an Economist and cost benefit analysis government policies and objectives international trade and relations

In addition there are seventeen (17) electives to choose from. Examples of these are:

population environmental economics the Stock Market globalisation income distribution

How do I learn?

The course encourages the inquiry method of learning to enable students to follow their own areas of interest. Students will engage in many different learning experiences including: studying newspapers, debating, discussing issues, identifying trends in events, interpreting information and a lot of group work. In fact in an effort to ensure up-to-date study and relevance to students, textbooks have been replaced with newspapers and other current sources of information.


Throughout the course you will be assessed on a variety of assessment instruments, including:

Short answer test (definitions, multiple choice questions etc). Research assignments – one semester each year this assessment will be a Written Presentation - then

the next semester this will be a Non-written presentation (eg video clip, TV documentary, politicalcartoon, debates).

Extended writing Tests which access class work and includes editorials, letters to the editor, essaysand feature articles.

ENGINEERING TECHNOLOGY

Why should I study Engineering Technology?

Engineering Technology is designed for students in the senior phase of learning who have an interest in the practical application of science, mathematics and technology. The course provides an opportunity for students to gain an understanding of engineering in its broadest sense. It will also provide students with the opportunity to pursue a wide variety of professional pathways, especially those that involve scientific research and problem solving skills including, all engineering streams, the built environment, industrial design, and applied sciences and technology.

The course of study draws upon the fundamental principles of science, mathematics and technology, reinforcing conceptual ideas through practical workshop and laboratory activities.

What do I study?

Engineering Technology is primarily concerned with concepts related to the study of engineering materials and engineering mechanics. Units similar to those in Mathematics B, Physics and Chemistry are touched on. The engineering design process is highlighted through the practical projects. Other areas of study include Technology, Industry and Society and Control Systems.

Students undertake a variety of activities involving investigative and/or experimental techniques such as testing of materials, formulation and solution to/of problems, analysis of engineering solutions, modelling solutions and prototyping. These activities provide a framework by which theoretical concepts and principles can be investigated and applied.

How do I learn?

The subject matter is taught surrounding a real world context, for example: Agriculture, Aerospace, Appropriate Technology, Biomedicine, Communication, Construction, Energy, Manufacturing, Mining, Sustainability and Transportation.

The majority of the subject content will be delivered in a classroom; however, there are practical activities that require access to a variety of settings. These may include the workshop, science laboratories, computer rooms and field trips.


The assessment program will involve regular (end of term) written examinations to conclude each unit of work. Technical Engineering Reports (extended written responses) will accompany each semesters practical design challenge. Additionally, there will be some assessment items requiring a multimodal presentation.

The achievement level awarded each to student on exit from the course will be based on the fullest and latest information about student performance in the criteria of Knowledge and Application, Investigative and Analytical Processes and Evaluation and Technical communication.

ENGLISH

Why study English? Senior English aims to empower students to use language to make meaning of their world. The subject recognises and promotes effective communication skills in Standard Australian English to enable individuals to share in and contribute to current and future local, national and global communities and cultures.

Senior English requires students to write, speak or sign, view, listen, and think critically. In studying literary and non-literary texts and through creating their own texts, students will conceptualise, imagine, appreciate, experiment, speculate, reflect, make decisions, analyse and evaluate. They are encouraged to enjoy and appreciate texts, and to understand the power texts have to influence, tell stories of a culture and promote shared understandings.

What do I study? Each of the four semesters has a different focus:

Versions of the Truth: Advertising, News Media and Young Adult Novels The Reader, the Performer, the Writer: Drama Study and Short Story Writing Here and Now: Australian Literature and Film Out of the Past: Shakespeare, Poetry and Novels

Texts studied include novels, popular culture texts, poetry, plays, media, film, non-fiction, reflective texts and multimodal works.

How do I learn? Learning experiences are designed to develop students’ proficient and independent language use. This occurs as they speak, listen to, write, view, read and perform. Learning experiences include group work, use of the writing process, researching, brainstorming, discussions, reading, analysing and producing texts.

How will I be assessed? Assessment is gathered for two main purposes: formative and summative. Usually all assessment in Year 11 is formative and all assessment in Year 12 is summative.

Students are required to demonstrate achievement in the following dimensions. Understanding and responding to contexts Understanding and controlling textual features Creating and evaluating meaning

Decisions on exit levels of achievement as based on the performance on 6 tasks: 2 spoken e.g. public speech, monologue, seminar 4 written e.g. short story, analytical essay, feature article

Over 50% of written work is undertaken under test conditions. English is a compulsory subject for all students at Hillbrook.

ENGLISH EXTENSION (Year 12 only)

Why study English Extension?

English Extension offers Year 12 students an exciting and challenging two-semester extension of senior English. The subject offers more challenge than senior English, including expectations of accelerated independence, increased intellectual demands and assessment task requirements. This subject builds on the literature study students undertake in senior English, giving opportunity to specialise in the theorised study of literature for two semesters.

Literature includes a broad range of forms, such as novels, poetry, short stories, plays, film and nonfiction works. In this subject, students have opportunities to read with, across, and against these literary forms. It embraces texts across a range of cultural contexts as well as past and present works valued for their form and style and recognised as having enduring value.

Who may study English Extension?

English Extension is designed for students in Year 12 who have a special interest in literature and literary analysis. The nature of learning and assessment in English Extension demands that students are able to work independently on intellectually challenging tasks.

To study this subject, students must:

have completed two semesters of senior English or equivalent be concurrently studying a further two semesters of senior English in Year 12

What do I study?

English Extension introduces students to a variety of theoretical approaches used to analyse and evaluate literary texts. Students learn about and apply a number of theoretical approaches to the literary texts they study.

A course in English Extension is organised around three sequential and developmental units of study:

Readings and defences Complex transformation and defence Exploration and evaluation

Unit 1 focuses on building students’ knowledge and understanding of different theoretical approaches and the application of these approaches to literary texts to produce individual readings. Students also learn to produce a defence by which they analyse the reading they have produced, explaining how the theoretical approach used has allowed them to make meaning of the text in particular ways.

Unit 2 builds on Unit 1 by exploring the relationship between writing practices and reading positions. This involves investigating the invited readings of texts that students might want to challenge and constructing alternative meanings by intervening in those texts. Complex transformation relates to repositioning readers in purposeful ways and must be theoretically defensible.

Unit 3 enables students to evaluate their learning, offering them opportunities for in-depth exploration of texts. This unit gives students opportunities to explore how theoretical approaches can complement one another or clash in producing close readings of literary texts.

How are students assessed?

Assessment is both written and spoken or signed. Students complete three major tasks. Task 1 is a written response and defence. Task 2 consists of a written complex transformation and a spoken defence, while Task 3 is a written analytical exposition.

At Hillbrook, English Extension is offered as an off line course, that means students will meet with their teacher outside normal timetabled lessons. Traditionally, students ‘drop’ a subject to facilitate their study of English Extension.

GEOGRAPHY

Why should I study Geography?

Senior Geography covers a broad range of topics that investigate the world we live in and our impact on this. For those of you who have already been on Geo camp to Boonah and the Scenic Rim, you will have had some experience of the kind of course work you will do for Year 11 and 12. Our course depends on working in the field to gain knowledge of real issues in our environment whether they are local, national or international.

Geography provides skills for tertiary studies and future employment. It is one subject that covers all the Common Curriculum Elements (CCEs) as tested in the QCA tests written in Year 12. You will develop important presentation skills such as note-taking and report-writing, mapping, graph and table construction, sketches and diagrams, skills valued by universities and employers. You will use I.T. in practising many of these skills, which is relevant to the developing field of GeographicInformation Systems or spatial technology.

Geography leads directly to careers. The independent learning and research skills developed during your study of Geography are considered valuable in fields as diverse as urban and social planning, advertising, recreation management, environmental monitoring, wildlife management, meteorology, engineering, journalism, satellite imagery, spatial technology, social work and teaching.

Geography broadens horizons. It will help you to appreciate the world around you: the landscape, the people and the dilemmas facing our environments.

Geography at Hillbrook presents a number of global, national and local issues and helps you to come to make your own decisions about these. Geography is about awareness and understanding. By the end of the course you should have developed a willingness to relate to the environment, show concern for condition of human life and the planet and act on this. Overall, you should have the confidence and knowledge to challenge existing values in environmental, social, cultural and economic issues.

What do I study?

The course is divided into four semesters. Topics covered include:

Managing Coastal Environments Sustaining Biodiversity Feeding the World’s People Permaculture –priciples,ethics and application Sustaining Urban Environments Creating liveable streets and vibrant communities Managing Catchments Responding to Natural Hazards

Geography is about environments, so it is important that much of our work takes place in those environments. Fieldwork enables you to develop skills in gathering information to assist you in applying the work covered in class. Sometimes you will design and organise your own fieldwork. You will also work in groups or individually to use resources in libraries, government departments and private agencies. We occasionally have resource people who come to our classes as guest speakers or we visit them. In the past we’ve spoken to representatives from Brisbane Forest Park, Kelvin Grove Urban Village and Caboolture Shire Council. We also use textbooks and internet resources to obtain information.


The assessment in Year 11 Geography is formative, which means it is preparation for the summative work in Year 12. It allows us to work together in Year 11 to develop geographical ways of thinking and applying information.

Assessment items in Geography include reports, short answer tests, practical exercises, stimulus response essays and seminars. Students should expect to complete about four pieces of assessment each semester. Only one of these is take-home assessment, the remaining tasks are done in class.

How do I learn?

GERMAN The study of German in Years 11 and 12 follows on from the Years 8 to 10 courses. It should be considered only by those students who have achieved at least a ‘B’ in the Junior Course.

Why should I study German?

The study of a second language is internationally recognised as an integral part of a generaleducation, and the importance of knowing a language other than English is acknowledged in TheAdelaide Declaration on National Goals for Schooling in the 21st Century.

The study of a second language contributes to a student’s personal, educational, intellectual andcultural development.

It promotes clear and critical thinking, clarity of expression, cognitive flexibility and problem solvingability, all of which have important applications for other learning areas. It has been shownrepeatedly in international studies that students who learn a second language show improvement intheir overall academic performance.

It enhances career opportunities when combined with other areas of study, e.g. the arts, scienceand technology and commerce.

It fosters cross-cultural understanding and develops a respect for people of other languages andcultures.

It increases self-esteem through the acquisition of new and different communication skills andthrough learning to interact with people of other cultures.

The German language, spoken in Germany, Austria and Switzerland, provides access to an importantpart of the rich cultural tradition of central Europe and among the most influential Europeancountries. The study of German enables students to gain access to the cultural, historical, artisticand literary contributions to society of Germany and other German speaking countries.

German belongs to the same language family as English, sharing many grammatical and otherlinguistic features. Learning German helps in the development of the analytical awareness of thestudent's own language.

German is the language of one of Australia’s major trading partners and one of the major industrialnations of the world. As well, Germans make up one of the largest contingents of tourists to visitAustralia each year.

The study of German does not involve any assignment work, and is a good companion subject toothers which may involve a great deal of research and writing.

What do I study?

The units of work each term are based on the following themes:

family and community leisure, recreation and human creativity school and post-school options social issues

Within these themes different topics are chosen, with an emphasis always on the work being up to date and relevant to the students.

How do I learn?

Students will be expected to read a variety of written materials, such as magazine articles and Webpages. Students will also be expected to listen regularly to Podcasts posted up on Hillbrook Online and work from online links provided during the course. Education Perfect is an additional online resource that students are encouraged to use throughout each term. Vocabulary and grammar will build up gradually, through the topic based approach. It is important that the students study regularly for short periods of time, revisiting the work from class, as this is far more effective than long sessions.

To develop the necessary speaking and listening skills, classes will be conducted as much as poss ib le in the target language. However, the course is not structured or certified as a “German Immersion Course”. Students will also be expected to write short texts and stories in German, to practise their writing skill.


Assessment will follow the pattern that the Year 10 language students are familiar with: Receptive skills – Listening & Reading (responding and reasoning) and Productive Skills – Speaking & Writing (creatingand responding). In Year 11, two of these skills (one productive and one receptive skill) only will beassessed each term.

In Year 12, students are assessed in one receptive and one productive skill in Term One. Three skill areas in Terms Two and Three and one or two skill areas in Term Four. Year 12 assessment is summative. There is no assignment work in Senior German.

Entry bonus scheme

To support Australia-wide initiatives to encourage students to study languages, Griffith University, QUT and the University of Queensland offer two bonus points for successfully completing languages other than English (LOTE) subjects to Grade 12 Level.

How it Works

Students applying through QTAC to the universities mentioned above will be awarded bonus points towards their entry rank on the basis of 2 points for passing an approved language other than English (LOTE).

The maximum LOTE bonus per student is 2 points so studying two languages would only give you 2 points. Queensland school leavers should note that Bonus points are not OPs, they are ranks.

Bonus ranks are applied automatically and although they do not

It is necessary to have studied junior German in order to study German in the senior school.

GRAPHICS

Why should I study Graphics?

The ability to communicate effectively is an essential requirement in every field of endeavour and often our communication requirements are inadequately served by the spoken and written word. Graphics is therefore designed to provide a wide cross-section of learning experiences in the major areas of graphical design and communication.

Senior Graphics is about experiencing the journey of solving design problems graphically and presenting graphical products in real world contexts. You will use a design process to identify and explore the design needs or opportunities of target audiences; research, generate and develop ideas; and produce and evaluate graphical solutions.

What do I study?

You will solve graphical problems in all of three design areas, with elective studies in Year 12: Industrial Design product and engineering design Graphic Design graphic symbolism and design Built Environment architecture, landscape architecture and interior design

At Hillbrook, we are committed to the use of technology as a natural tool for learning and producing high quality outcomes in the classroom. Graphics, as a subject discipline with close links to industry, is taking a leading role in this endeavour, with each student having access to their personal work station, with dedicated space for sketching, planning and designing, as well as a computer and large screen monitor, similar to that of the workplace.

Graphics contributes to your understanding and proficient use of technologies. It develops communication, presentation, analytical and problem-solving skills. Through the course, students will apply design elements, graphical processes, presentation techniques, software applications, Australian Standards, and use of presentational equipment and aids.

At the conclusion of the course, students should be well equipped and confident with using computer software and hardware and able to express ideas graphically with increasing sophistication. Graphics is intellectually challenging, promoting students’ personal pride and self-esteem.

How do I learn?

As you study Graphics, you will learn to: Use design processes in graphical contexts Formulate design ideas and solutions using the design factors, which include:

o user-centred designo design elements and principles of design and technologieso legal responsibilitieso design strategieso project managemento sustainability and materials

Create and communicate design solutions in the form of graphical representations, including a range ofsketches and drawings

Apply industry conventions where applicable Develop design solutions for a range of audiences, including corporate clients and end-users.


Assessment in Graphics gives you opportunities to demonstrate your ability in the following criteria as applicable to solving design problems and representing ideas and solutions graphically:

Knowledge and understanding Analysis and application Synthesis and evaluation

Assessment instruments include design folios and examinations.

Design folios record the design process you have used to solve a design problem. These folioswill contain some written information, but will mostly consist of graphical representations ofyour ideas and solutions.

Examinations will mostly require you to sketch and draw ideas and solutions in response tosmall design problems or aspects of larger ones.

How can family help?

Your parents and carers may help you by: Discussing different views of current design issues with you Helping you find suitable websites, documentaries, journals and other resources Encouraging you to take part in school-based activities, including field trips, and

extracurricular activities Offering their services as guest speakers if they are involved in this area of study or a related

industry Encouraging safe and ethical behaviour Communicating with your teachers to understand the work you are undertaking at senior level,

and becoming familiar with assessment requirements

HOME ECONOMICS

Why should I study Home Economics?

Home Economics has a unique place in the school curriculum in that it offers students opportunities to discover and further develop critical and creative capabilities that enhance individual and family wellbeing. In turn, these attributes can be used in their personal and professional lives, informing their future decisions and actions.

Home Economics effectively draws from a range of disciplines in order to form optimal and sustainable living for individuals, families and communities. The capacity to draw from such disciplinary diversity is a strength of Home Economics. The content base upon which home economics education draws include clothing, consumerism, community, services, design, families, food, food science, health, human development, living environments, management, nutrition, textiles and much more.

Home Economists educate, inform and advise government, industry and community, to assist individuals to make better lifestyle choices. Career opportunities are available in community and education agencies such as health, families, housing and community services as well as in industries related to design, fashion, food and textiles.

What do I study?

Hillbrook offers two different strands of Home Economics. The first is the traditional strand, covering all three areas of study in detail.

The second strand is a food major, where the main emphasis of the course will cover nutrition, food science, food preparation and food related diseases in detail.

The remainder of the course will provide a basic cover for the mandatory requirements for Home Economics from the other two areas of study.

The two year courses for both the traditional and food major strands are structured around three areas of study. These are:

Individuals, Families and Communities Nutrition and Food Textiles and Fashion

Traditional Home Economics Course:

Year 11 Year 12 Unit 1: Sustainable Health

Area of Study: Nutrition and Food Individuals, Families and Communities

Unit 3: Sustainable Relationships

Areas of Study: Individuals, Families and Communities Textiles and Fashion

Unit 2: Fashion with A Conscience

Area of Study: Textiles and Fashion Individuals, Families and Communities

Unit 4: Empowerment for Healthy, Independent Living

Areas of Study: Nutrition and Food Individuals, Families and Communities

Food Major Home Economics Course:

Year 11 Year 12 Unit 1: Sustainable Health

Area of Study: Nutrition and Food Individuals, Families and Communities

Unit 3: Sustainable Relationships

Areas of Study: Individuals, Families and Communities Food and Nutrition

Unit 2: Sustainable Food and Fashion with A Conscience

Area of Study: Nutrition and Food Textiles and Fashion Individuals, Families and Communities

Unit 4: Empowerment for Healthy, Independent Living

Areas of Study: Nutrition and Food Individuals, Families and Communities

How do I learn?

Home Economics uses an inquiry approach to investigate issues and design challenges that are related to individual and family wellbeing in the context of maintaining healthy and sustainable local and global communities.

Students will develop their reasoning skills through thinking critically and creatively by analysing, synthesising, evaluating and justifying the issue or design challenge relevant to the wellbeing of individuals, families and communities.

An issue is a matter which has significance to the wellbeing of individuals, families orcommunities. It can be viewed from a range of view points and tends to elicit a range of viewsor opinions, providing a framework where students will be able to develop the skills of researchand investigation for critical and informed reasoning.

In a design challenge or practical task students will use the Design Process to organise processesof planning and managing resources, exploring, using, developing and refining skills to create aproduct that meets the intended purpose in both food and textile contexts. Reflection in allstages of planning and production will be used to determine and justify the effectiveness ofthese actions.


Assessment in Home Economics enables students to demonstrate achievement in the following three dimensions:

Knowledge and Understanding – applying knowledge and understandings from the three areas ofstudy across a range of situations.

Reasoning and Communicating Processes – using research techniques such as analyticalexpositions or research reports to investigate an issue related to an area of study or resolving adesign challenge. Students will be required to complete independent research.

Practical Performance – producing a product in food and textile contexts which will involveplanning, evaluating and reflecting as well as the performance of a range of practical skills.

To determine a student’s level of achievement, the following techniques will be used and combined in a variety of ways across assessment instruments:

Supervised written assessment Research assessment Product assessment

It is recommended to have studied junior Home Economics in order to study Home Economics in the senior school.

INFORMATION TECHNOLOGY SYSTEMS

Why should I study Information Technology Systems?

Information Technology Systems (ITS) is a subject aimed at solving problems and creating opportunities through information technology (IT). Whether the problems are keeping in contact with friends (solved with Facebook), making it easy to sponsor African children (solved through the World Vision website) or trying to make a road safety message memorable (done with video, graphics or an animation), solutions have to be developed and IT makes it possible.

Problems to be solved and opportunities continue to evolve as technology becomes more pervasive. Who would have thought we need that many apps for a phone! ITS is a creative, practical discipline which seeks to prepare students to meet these demands and be responsive to emerging technologies and trends. It provides students with the knowledge, skills, processes and understandings of the systems supporting both the information and the technology it is communicated with.

The project-based nature of ITS provides opportunities for the development of a wide range of thinking skills (systems, design and computational) in substantial depth.

In their studies, students will collect, analyse and organise information in various forms, and plan and organise research and investigations. Individually and in groups, they will solve problems associated with a variety of IT contexts.

Overall, this course will prove especially relevant to students in the way it prepares them to cope with, and harness to their advantage, the rapid changes and significant opportunities associated with digital technologies and information systems, now and into their future.

This subject may lead to employment in such areas as IT support, graphic and multimedia manipulation, or tertiary study in the fields of user experience (UX) design, multimedia design, games design, website design and animation.

What do I study?

Students study the following interwoven threads throughout their two year course of study:

Theory and techniques The problem-solving process Project management Client relationships Social and ethical issues

These five threads are taught within a context to give them meaning and purpose. This course will use a variety of contexts, such as:

Game design Graphic design Interactive media App design and mobile technologies Multimedia design Networking Video production

In Year 11 Graphic Design Fundamentals Web Design Fundamentals Animation Design Fundamentals Multimedia Design Fundamentals Mobile Technology Fundamentals

In Year 12

Game Design and Development 1 Game Design and Development 2 Graphic Design and Development Fusion - Integrated Software Design and Development (IT, business & design) Video Production


In any semester of the two year course of study, students would be expected to complete five of the following types of assessment:

Written examinations Extended written responses Practical tasks Product - practical and project based tasks Multi-modal tasks

JAPANESE

Why should I study Japanese?

Because of Australia’s location within the Asia-Pacific region, Japanese has an important place in the curriculum. As Queensland students visit Japan on short-term and long-term exchanges, knowledge of Japanese is an advantage both in enriching the travel experience and in providing a valuable educational experience. Australia is also a popular destination for Japanese tourists and a large number of Japanese students wishing to study here. Students of Japanese have the opportunity to develop language skills which will enhance their career prospects. Japan provides Australia with its largest overseas market and opportunities in commerce, technology, law, health care, international affairs, tourism and education are available to students who have a knowledge and understanding of Japanese language and culture. With the established trade and business links between Australia and Japan, comes an expansion in the range of job opportunities available to those young Queenslanders with knowledge of the Japanese language.

What do I study?

The course involves a study of a variety of topics within the themes of:

Family and community Leisure, recreation and human creativity School and post-school options Social issues

The primary aim is development of communicative proficiency. Students learn to comprehend more complex material delivered at a faster rate and show a greater degree of fluency in maintaining conversations on specific topics. Students are also able to read and write in Hiragana, Katakana and Kanji (within a prescribed list) on topics such as personal relationships, family life, holiday planning and itineraries, school, student exchanges, current affairs and adolescence to name but a few.

How do I learn?

In the course of their studies in senior Japanese, both individually and in groups, students will be involved in communicating ideas, information, opinions, arguments and conclusions in a variety of formats and for a variety of audiences. They will collect, analyse, organise, and evaluate the quality and validity of information gained from a variety of sources and presented in a range of forms and genres. Students will plan and organise activities both within and outside the school context. As part of their learning and classroom experiences, students will have opportunities to use and apply a range of technologies, particularly those relating to the use of computers.


Students will be assessed in all four macro skills — listening, speaking, reading and writing.

Typically these will be assessed using supervised tests. Assignment work is not used for summative assessment in this subject.

In Years 11 and 12, one receptive skill (listening and reading) and one productive skill (speaking and writing) will be assessed each term.

In Year 12, students are assessed in one receptive and one productive skill in term one and in three skill areas in terms two and three and one or two skill areas in term four. Year 12 assessment is summative.

Entry bonus scheme

To support Australia-wide initiatives to encourage students to study languages, Griffith University, QUT and the University of Queensland offer two bonus points for successfully completing languages other than English (LOTE) subjects to grade 12 Level.

How it Works

Students applying through QTAC to the universities mentioned above will be awarded bonus points towards their entry rank on the basis of 2 points for passing an approved language other than English (LOTE).

The maximum LOTE bonus per student is 2 points so studying two languages would only give you 2 points. Queensland school leavers should note that Bonus points are not OPs, they are ranks. While OPs number 1 to 25 the equivalent ranking system numbers from 100 to 1. This means there may be up to 3 ranks within each OP band.

Bonus ranks are applied automatically and although they do not change the students OP they may result in entry being possible to a course for which they might not otherwise have qualified.

It is necessary to have studied Junior Japanese in order to study Japanese in the senior school.

MATHEMATICS A

Why should I study Mathematics A?

Mathematics A is a course designed to develop the mathematical skills necessary for students to take their place as informed and critical members of society. A major emphasis of the course is that of decision making. There is also a focus on using mathematical arguments and models as a means of solving problems.

This is a course for students who intend to pursue career paths that do not require knowledge of more abstract forms of mathematics, such as those studied in Mathematics B and Mathematics C. It satisfies the requirements of many courses at both TAFE and University level, however, a number of tertiary courses, especially those in the areas of Science, Engineering, Medical Studies, Surveying, or other mathematically related careers have prerequisites that include the study of Mathematics B and/or Mathematics C. Students should check what the requirements are for any tertiary courses in which they are interested.

The study of Mathematics A is recommended to all students who studied Essential Mathematics (E-Maths) in Year 10, as well as for those who found abstract ideas in the Year 10 Mathematics course, such as algebra, difficult. Despite the less demanding nature of the mathematics studied in this course, it should not be perceived as an easy option.

What do I study?

Mathematics A consists of five core topics and two elective topics chosen by the school.

Core topics:

Managing money I and II — earnings, currency, bank interest, credit cards, loans, taxation,budgeting, investments.

Elements of applied geometry — simple trigonometry, area and volume, distance, latitude,longitude and time zones.

Linking two and three dimensions — scale drawings and plans, geometry of structures,estimation of quantities and costs, perpendiculars and levels.

Data collection and presentation — graphical and tabular presentations, methods for describingand summarising data.

Exploring and understanding data — summary statistics, simple probability, interpretation ofreports in the media.

Elective topics:

Maps and compasses land measurement —practical use of a variety of maps, compass bearings,orienteering, navigation, site plans.

Operations research: Networks and queuing – analysis of networks using shortest path, spanningtrees and critical paths, queuing systems.

How do I learn?

Students will participate in a wide range of activities that focus on the use of mathematics in life related problem solving and decision making.

Examples of these activities include:

constructing and analysing a roof truss using knowledge of geometry optimizing a sprinkler system for a garden examining how statistics are used in the media, for example, in advertising or in weather reports examining how statistics could be used to analyse data following an orienteering path and reading maps


Students will be assessed in a variety of ways.

These include: undertaking pen and paper tests, constructing models, using computer software, using graphics calculators, writing reports, writing extended modelling and problem solving assignments, writing research articles, carrying out investigations or giving oral presentations on a prepared topic.

Students will be assessed according to three criteria: Knowledge and procedures, Modelling and problem-solving, Communication and justification.

Mathematics is a compulsory subject for all students at Hillbrook. All students must choose either Mathematics A or Mathematics B.

MATHEMATICS B

Why should I study Mathematics B?

Mathematics B aims to provide the opportunity for students to participate more fully in life-long learning. It is recommended for students wishing to pursue further study and training at tertiary level in areas such as: science and engineering; health science; information technology and computer science; mathematical applications in industry, trade and commerce and social and economic planning; pure mathematics; mathematics and science education; other mathematically related careers.

As Mathematics B is a prerequisite for some tertiary courses, students are strongly urged to inquire about the requirements of any courses for which they are considering applying.

Mathematics B deals with mathematics of a more abstract nature than Mathematics A, although there is still a strong emphasis on the application of this knowledge to real life situations. The type of mathematics studied in this course is of a challenging nature and is therefore recommended to only those students who have demonstrated at least a high level of competence (B) in Mathematics in Year 10. It is particularly important that students intending to study Mathematics B have demonstrated an ability to deal with higher order thinking tasks.

What do I study?

The topics to be studied include:

Introduction to functions — including polynomial, trigonometric, periodic, exponential,logarithmic and others.

Rates of change — instantaneous and average rates of change. Periodic functions and applications — recognition of periodic functions, sketching,

investigating shapes and relationships, general forms of periodic functions. Exponential and logarithmic functions and applications — exponential functions, logarithmic

functions, the relationships between them, compound interest, annuities. Optimisation — use differentiation as a tool in a range of situations which involve the

optimisation of continuous functions. Introduction to integration — techniques and applications of integration. Applied statistical analysis — types of variables and data, stem-and-leaf and box-and-whisker

plots, probability, random sampling, discrete and continuous probability distributions.

How do I learn?

Students will participate in a wide range of activities such as:

calculating the amount of interest generated over a given period using a graphingcalculator or a suitable computer software package

discussing how instantaneous rates of change may be used to measure the sensitivityof the human body to various stimulants or sedatives

using computer software and graphing calculators in the investigation of optimal pointsand optimal values in life-related situations

discussing different sampling situations, possible difficulties and sources of bias; use mathematics in design applications find models and analyse the motion of an object



They include: undertaking pen and paper tests, using computer software or calculators, writing extended modelling and problem solving assignments, writing research articles, carrying out investigations or giving oral presentations on a prepared topic.

Students will be assessed according to three criteria: knowledge and procedures, modelling and problem solving, communication and justification.

Mathematics is a compulsory subject for all students at Hillbrook. All students must choose either Mathematics A or Mathematics B.

MATHEMATICS C

Why should I study Mathematics C?

Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence of students in mathematics beyond the level of Mathematics B and to provide further opportunity for students to participate more fully in life-long learning. Students are encouraged to develop their full mathematical potential and extend the knowledge acquired in Mathematics B. They are encouraged to recognise the dynamic nature of mathematics through problem solving and applications in life-related situations. Opportunities are provided for students to appreciate and experience the power of mathematics, and to see the role it plays as a tool in modelling and understanding many aspects of the world’s environment.

Like Mathematics B, this course deals with more abstract mathematical concepts and is thus suitable for students who have a particular interest in mathematics, and are competent and confident students in this subject. Mathematics C must be studied in conjunction with Mathematics B.

There may be a number of tertiary courses that specify the study of Mathematics C as a prerequisite. As with Mathematics B, students should check the entry requirements of any courses in which they are interested, as these vary from year to year.

What do I study?

Mathematics C contains six core topics and two option topics.

Core topics: Structures and Patterns – arithmetic and geometric progressions, permutations and

combinations, patterns of Pascal’s triangle and Fibonacci sequence, finite differences, methodsof proof.

Introduction to Groups – properties of groups. Real and Complex Number Systems – rational and irrational numbers, complex numbers, use

of complex numbers in trigonometric proofs, DeMoivre’s theorem and other applications; Matrices and Applications – matrix definition, matrix relationship to vectors, operations with

matrices, group properties of matrices, applications using matrices. Vectors and Applications – definition of vectors, operations with vectors, scalar product, vector

product, applications using vectors. Calculus – integrals, integration by parts, differential equations, approximations using

derivatives, applications using calculus.

Option topics: Dynamics - straight line motion, objects on an inclined plane, projectile motion, effects of

resistance (air) and friction on motion. Chaos Theory - utilises the power of technology to demonstrate how iterative procedures can

be used to develop patterns.

How do I learn?

Students will participate in a wide range of activities that focus on the use of mathematics to solve problems set in both purely mathematical and life-related contexts.

Examples of these activities include:

exploring the use of complex numbers in circuit theory, vibrating systems or aerofoil designs investigating the application of matrices in economics models or game theory predicting the most probable weather pattern by studying the changes over time of probabilities

associated with weather conditions comparing the forces used in locomotion, for example, walking, hopping, jogging and cycling exploring the use of differential equations in carbon dating, radioactive decay, population

growth and atmospheric conditions



They include: pen and paper tests, using computer software or calculators, reports, extended modelling and problem solving assignments, research articles, investigations or oral presentations on a prepared topic.

Students will be assessed according to three criteria: Knowledge and procedures, Modelling and problem-solving, Communication and justification.

MODERN HISTORY

Why should I study Modern History?

Modern History is an important subject as it provides students with an understanding of the contemporary world and its problems. The study of the recent past gives students an understanding of the forces which have shaped modern societies and helps their understanding of the world in which they live.

Through the study of Modern History students, are able to acquire a broad range of inquiry and social skills. Student abilities to think critically, make judgments about society and express these orally and in writing are developed. These skills are valued in many employment areas. As well as making a contribution to the general education of all students, Modern History provides students with a good background for many tertiary courses, especially Arts, Law, Education, Economics, Commerce, Political Science, Journalism, Public Relations, Business and Social Work. Through studying Modern History, students should be more ready to cope with the present, and influence the future.

In 2011, Ancient and Modern history students embarked upon a combined tour which was aptly named Romulus to the Reichstag. The tour included destinations such as Rome, Pompeii, Florence, Venice, Munich and Berlin. Whilst it is completely optional the opportunity to visit ancient and modern historical sites certainly enhanced the students learning experiences. We envisage that such tours will periodically occur.

What do I study?

Four semester units are studied over two years. In each semester students are able, as a class, to select the topics for depth study. The units are:

Year 11

Vive Le Revolution: Investigating the ideology and influence of the French Revolution, and thesubsequent Napoleonic era.

Tumultuous Times: Student will be asked to investigate a historical or contemporaryrevolution of their choice.

Blood and Iron; Jackboots and Swastikas: Investigating the emergence of Germany as a nation,looking particularly at the essential characteristics of German nationalism from Bismarck toHitler.

The Cold War: Students will investigate an event of the Cold War to show the significance ofthis event in building or reducing Cold War tensions.

Year 12

Imperialist Dogs: Inquiry into Belgium Imperialism and its log term effects on the Congo.

Imperialism Gone Wild: Students will be asked to investigate an example of Imperialism from Japanese in Korea, the British in India to America in Chile, just to name a few examples.

Perfectly Intractable: Students will examine the Arab Israeli conflict.

Intractable 2: Students will investigate another intractable dispute, such as Northern Ireland, Kashmir or Iraq.

Expanding Horizons: This inquiry will deal with the evolving nature of Australia’s global involvements, from Imperial “Mummy’s Boy” to the idea of Australian engagement with Asia.

How do I learn?

Historical study is based on inquiry. Inquiry is developed through selected in-depth studies in which students identify historical issues, investigate the issues and make judgments about them. Sources of information are crucial in any in-depth study and students critically evaluate primary sources (e.g. diaries, letters, parliamentary speeches, newspaper articles written at the time of the event) and secondary sources (the opinions of others after the event).


There are three items of assessment in Semester 1 and two items in Semester 2, with students completing a test, a research assignment (either written or multi-modal e.g. orals, websites, dramatic performances, video presentations, etc) and an essay response.

There are three criteria for assessment, based on the skills that are developed in research, in dealing with historical sources and problems and in communicating historical knowledge and ideas.

MUSIC

Why should I study Music?

Music makes life better. It allows you to engage in an artistic endeavour like no other. In addition to this there are many other benefits to being a musician. Music is an important part of cultural life. It makes a significant contribution to personal, social and cultural identities, it offers a unique form of self-expression and communication, and it assists students to understand the world around them.

Fundamental to the study of music is the development of creativity and expressiveness, self-discipline, concentration, listening skills and fine-motor skills. The subject Music will help students develop important interpersonal skills and a sense of responsibility and teamwork. It will lead to an informed awareness of the world at large, improve language and mathematical abilities, develop analytical skills and enhance self-esteem. Students who study music can be inspired to create and enjoy music. They gain insight, discover sensibility and learn to balance self-discipline with artistic freedom.

The study of music can develop an enduring love of and lifelong involvement with music, as well as open up job opportunities. Such opportunities include not only tertiary courses or professional careers in music but also early childhood or primary teaching, secondary, arts administration, music therapy, radio and television work, library work, sound recording, advertising. Full-time or part-time work in bands, orchestras, ensembles, musicals, operas and choirs is both enjoyable and profitable for competent musicians. Study music because you love it and you want it to be a part of your life. Study Music because it makes life better.

What do I study?

Senior Music seeks to develop a broad and integrated understanding of music. It is studied through the three interrelated dimensions of musicology, composing and performing, which all incorporate higher-order thinking skills and expressive responses. In musicology, students learn about music and apply this knowledge to understand and evaluate a variety of repertoire. In composing, students acquire, develop and apply knowledge of music writing and problem solving to create music as recordings and/or notated scores. In performing, students display musical performing skills, which may include playing, singing, conducting, improvising, and accompanying.

Over the two year course, the three dimensions are studied through units.

They are:

Folk Music Western Art Music Jazz Vocal Music Into the 21st Century Independent Study

How do I learn?

As students perform, compose and analyse, they develop their musical skills and achieve a heightened appreciation and understanding of music. They also write about the music they study. Thus, students learn by participating actively in classroom music. They are also encouraged to be involved in appropriate musical activities outside the classroom.


Students will be given the opportunity to display achievement in musicology, composing and performance. They are assessed according to the assessment plan outlined in the school’s work program, which will include a broad range of practical and written tasks. Students will be asked to play musical instruments or sing (individually or in groups), read and interpret music scores and write music for voices and instruments. They will complete short and extended written tasks including visual and aural analysis of music, and may present research assignments and multimedia oral presentations.

There are three items of assessment per semester.

MUSIC EXTENSION (Year 12 only)

Why should I study Music Extension?

Music Extension is an exciting and challenging course designed for students who have a real passion for music and wish to specialise even further. Music Extension is available to students in Year 12 who are currently studying Music through Year 11 and 12.

What do I study?

Students will choose one of three specialisations: Composition Musicology Performance

As a composer, musicologist or performer students are encouraged to develop technique and skills in their chosen specialisation and to communicate music ideas to an audience through compositions, musicological presentations or performances.

How do I learn?

Because the focus is on self-directed, independent learning students play a large roll in planning the course of study.

In the Composition specialisation, students will create their own music in a style or genre that allows them to best display their skills as a composer. Compositions may be vocal or instrumental, solo or ensemble, notated or recorded, and may be generated by electronic means and contemporary technologies.

In the Musicology specialisation, students will be engaged in a research-based study of music. This specialisation may involve document study, archival research, field research, stylistic analysis, and/or cross-disciplinary studies. The range of fields within Musicology includes historical musicology, ethnomusicology, philosophy of music, psychology of music, and acoustics.

In the Performance specialisation, students will perform as a soloist, a member of an ensemble, an accompanist, a conductor, or any combination of these. Students are encouraged to select repertoire in the style/s or genre/s that allows them to best display their emerging skills as a performer and which allow them to demonstrate the exit standards described in the syllabus.


Assessment is divided into Investigating and Realising tasks. All students complete an investigation task in semester one. This task requires students to investigate an area of personal musical interest by exploring, analysing and synthesising evidence from a range of musical sources and presenting their findings. Realising tasks are completed in semesters one and two. These tasks are directly related to the area of specialisation. Composers submit compositions, as recordings and/or scores, performers play in front of an audience and musicologist submit research tasks in the form of written, oral or multimedia presentations. An optional, second investigating task may be undertaken in semester two. If completed, the result for this task completely replaces the first investigation task.

At Hillbrook, Music Extension is offered as an off line course, that means students will negotiate with their teacher the times they meet. Traditionally, students ‘drop’ a subject to facilitate their study of Music Extension and that time then becomes a dedicated Music Extension study lesson.

PHYSICAL EDUCATION

Why should I study Physical Education?

To understand how the theoretical concepts of improving human performance can be applied to develop individual and team performance. Physical Education focuses on the complexity of, and interrelationship between the psychological, biomechanical, physiological and sociological factors which influence individual and team performance.

Learning in, about and through physical activity will enable students to acquire knowledge, skills, understandings, capacities and attitudes. Physical activities are used as a theoretical focus. Students apply concepts such as planning psychological strategies for pre-match preparation, examining the impact of equity, access and enjoyment of participation and using exercise science concepts to increasing their own key relevant fitness capacities.

In particular you will:

personalised theoretical concepts by learning how to applying principles to improve your ownperformance

be involved in co-operative projects such as performing in team situations develop critical judgements regarding improving personal performance and involvement in

physical activity consider the wider, complex, social issues which surround access, equity and enjoyment in

physical activity understanding how to apply exercise science and training principles to your own training

What do I study?

Students will use four physical activities; Volleyball, Lifesaving, Touch and Athletics to examine how the theoretical concepts can be applied to improve personal performance, training, practice and participation.

Learning physical skills:

skill acquisition theory to maximise skill development and personal application of this inpractice

psychology of learning physical skills; and application of this to improve mental foundation ofperformance

biomechanical bases of learning physical skills and application of this in selection of trainingmethods

Biological bases of training and exercise:

energy for physical activity and application of this to personal training methods training, exercise and physical performance acquiring and evaluating physical performance capacities

Access and equity to physical activity in Australian society at various levels:

the impact that equity and access to physical activity has to self and others considering social and personal belief systems, social norms and the inadvertent barriers these

can create understanding enablers and barriers to participation at the individual, interpersonal,

institutional, structural and cultural levels

How do I learn?

We examine experiences through physical activities and address relevant information about these activities. The course is varied and involves thinking skills akin to both science and humanities and thinking processes associated with physical performances. For example students will use the physical activities to evaluate, explore and reflect on how factors such as psychological, biomechanical, physiological, and sociological, influence performance.

Students will need to apply this academic approach through independent and co-operative tasks.


Assessment techniques will include physical, oral and written activities. The assessment program includes such tasks as the demonstration of; skills, tactics and strategies, research reports, written essays and multi modal presentations.

The achievement level awarded to a student at exit will be based on performance in the following criteria:

Acquiring Appling training

Evaluating

facts, skills, knowledge, physical capacities and physical skills principles, strategies, concepts, tactics and methods of improving performance via trainingphysical performance, decision making, justify ideas, appraising information

There are four items of assessment per semester – two practical and two theoretical.

PHYSICS

Why should I study Physics?

Physicists seek the scientific reasons why the Universe is as it is and behaves as it does. Physics is concerned with the discovery, understanding and application of the fundamental laws of nature.

Through a course of study in Physics you should develop:

the capacity to work scientifically in physics contexts the skills to engage in informed scientific inquiry and safe investigation techniques beyond the

school context to solve Physics problems an ability to use technology productively in Physics an ability to understand and appreciate the Physics encountered in everyday life a capacity to work as part of a team engaging in cooperative activity an ability to communicate understandings of Physics an appreciation of the issues and impacts of Physics

The work is intellectually demanding and requires a strong ability to work independently. Overall, the course is interesting and demanding, giving you the chance of gaining significant insights into the place of Physics and Science itself in society.

What do I study?

The topics that will be studied in this course will include:

Thermal Physics Electricity Nuclear Physics Linear Motion Waves Gravity Electromagnetism Revolutions in Modern Physics


Assessment in Physics takes place in two main forms:

Experimental Analysis Tasks:

Experimental analysis task include analysis tests and extended experimental investigations.In experimental analysis tasks, you will analyse simulated experimental data to explainerrors, trends, patterns and anomalies, as well as suggest improvements. In extendedexperimental investigations you will conduct a research project over a period of weeks. Thefinal report is based on the data gathered directly during the investigation. One of theseinvestigations will be done in each of the two years.

Written Tests:

Written tests consist of calculations, explanations and responses to stimuli. These are testscarried out under usual exam conditions. Approximately three of these are used each year.

Students who wish to study Physics must study Maths B rather than Maths A. It is recommended that students should be achieving at a B standard in both Year 10 Science and Maths to seriously consider studying Physics at a Year 11 & 12 level.

SCIENCE 21

Why should I study Science 21?

Science 21 is an invaluable part of the general education for journalists, mechanics, architects, humanity students, artists, flight attendants and everyone really. It is appropriate as it offers a broad background in science and its applications in society. Science is one way of knowing; based on physical observations and measurements.

What do I study?

The course consists of five major focus areas:

Structures and properties of matter: Molecular nature of matter, gases, liquids, solids,solutions and radioactivity.

Living Systems: Cells, genes, genetics, evolution and ecosystems. Earth and Space: Structures and properties of the earth, global cycles and the atmosphere and

solar systems and the universe. Energy: Forms of energy, forces and motion. Information and Communication: Methods of storing, retrieving, transferring and interpreting

information.

How do I learn?

Students learn by listening to teacher exposition, viewing videos, observing the real thing, researching in the resource centre, completing field reports, compiling scientific journals and participating in laboratory experiments.


Science 21 is assessed in four major ways:

Supervised Assessment: Exams. Extended Practical Investigations: Students design and carry out an experiment, then analyse

and evaluate the results and write a report. Non Experimental Investigation: Students collect and analyse secondary data obtained through

their own research. This can include written and non written assignments. Collection of work: Students are required to make a folio of short responses to a series of tasks

relating to a single topic. This can include written and written work.

Science 21 is an ideal course for students who wish to continue their studies of general Science rather than the specific strands of Biology, Chemistry or Physics. This subject suits students of all abilities who wish to further their scientific knowledge and to develop their ability to think scientifically.

TECHNOLOGY STUDIES

Why should I study Technology Studies?

Technology Studies challenges you to understand and appreciate technological innovation and its impact on society. You will learn about the purposeful application of knowledge, resources, materials and processes to develop solutions to real-world design problems by generating innovative ideas and producing products.

In Technology Studies you will examine and create solutions to design problems. Design problems are based on identifying a need or responding to an opportunity.

What do I study?

Technology Studies challenges students to design and produce objects that meet human needs. It requires them to:

Identify and analyse human needs and wants, taking into account predetermined constraints andcontext

Respond to design tasks by investigating, considering and selecting appropriate resources andstrategies that may resolve the design situations, and by applying relevant knowledge from thethree areas of study

Devise and implement plans or strategies to solve the design problems Produce creative responses in the form of real, practical and innovative engineered products,

prototypes or models Evaluate the outcomes, impacts and outputs

How do I learn?

You will develop an understanding of real-world product design and production processes. Technology Studies provides opportunities for you to develop lifelong skills in strategic thinking, practical problem solving, information analysis, creative thinking and project management.

Using a design process you will investigate design problems from a variety of contexts, while considering the human needs of individuals and communities, or in response to identified opportunities. You will explore and analyse design factors to develop ideas and produce products through the practical application of manufacturing technologies and materials. Products are created because they meet a need and confirm your design decisions. Through studying Technology Studies you will develop the skills to manage resources and risks effectively to develop solutions to design problems. You will critique and evaluate ideas and products against design criteria, justify design decisions and make recommendations for improvement.


Assessment in Technology Studies gives you opportunities to demonstrate your knowledge and understanding of how to develop solutions to design problems using a design process. You will analyse design problems and apply design factors, then develop ideas and produce products, evaluating your processes and solutions as you work.

Assessment instruments include: Design folios — These involve undertaking and documenting a design process where you develop

ideas and produce products in response to a design problem. You will document your processusing both visual and written communication, which may include freehand sketches, drawings,computer-generated images, photographs, animations, videos, annotations, paragraphs andextended writing.

Reports — These involve analysing the relationship between a product and society, and mayinclude proposing solutions, expressing and justifying a point of view or explaining and evaluatingan issue.

In Year 12, you will be expected to complete two to three assessment responses, including at least one design folio and one other assessment.

How can family help? Your parents and carers may help you by:

discussing different views of current technology issues with you encouraging and helping you find suitable websites, documentaries, journals and other resources encouraging you to take part in school-based activities, including field trips, and extracurricular

activities offering their services as guest speakers if they are involved in a technology-related area of study

or industry encouraging safe and ethical behaviour communicating with your teachers to understand the work you are undertaking at senior level, and

becoming familiar with assessment requirements

choosing subjects for year 11 & year 12 · choosing subjects for year 11 & year 12 . ......

Documents