william ross state high school individual student result on the queensland core skills test (qcs ......

WILLIAM ROSS STATE HIGH

SCHOOL

SENIOR SECONDARY CURRICULUM HANDBOOK UNIVERSITY PATHWAY

Success Through Commitment

1

An Important Message to our Senior Students . . . In the past, post-compulsory schooling was seen mainly as a preparation for higher education. Today, however, more and more jobs and careers have as their pre-requisite a Queensland Certificate of Education (QCE) irrespective of achieving an OP (Overall Position). We are reaching a period when almost all young people will complete a full secondary education. Whatever your particular reasons for continuing your studies at William Ross State High School as a senior student, it is important for you to make the best use of your time over the next two years. To do this, you must have a number of clear and realistic personal goals that you plan to achieve by certain stages during your senior schooling. Your SET (Senior Education and Training) Plan will help you to set clear and realistic individual goals by providing a focus for discussion with other students, your parents and with teachers on many aspects of the Senior School. If you are clear on your goals, and you are prepared to work to achieve them, you are well prepared to achieve success. Each student will be monitored by Administration on their commitment to their senior studies. A variety of interviews are held with students and parents when we believe a lack of commitment and engagement has been shown. In the senior school students are expected to conduct themselves as young adults. The possibility of a mature and friendly relationship between staff and students is one of the great things about being in the Senior School and something both students and teachers value and remember. Mutual respect, demonstrated by common courtesy and co-operation, is the basis for a good working relationship between teachers and students. A senior student at William Ross has many opportunities to exercise courtesy and co-operation and build good relationships with teachers, administration and fellow students. If you, as a Senior Student, make the right decisions, your time at school will be, like that of many students before you, a valuable and rewarding experience which will prepare you to follow your chosen path in life with success. Mr Allan Evans Principal

3

CONTENTS

AUTHORITY SUBJECT

An Important Message to our Senior Students Accounting 17

Information for Students and Parents 1 Ancient History 18

Subject Selection at William Ross State High School 2 Biology 19

Types of Subjects Offered 3 Business Management 20

Australian Qualifications Framework 5 Chemistry 21

Choosing a Course of Study 6 Chinese 22

Eligibility for Tertiary Entrance 7 Drama 23

Field Positions 8-10 English 24

Queensland Certificate of Education 11-13 Film, Television and New Media 25

Student Resource Scheme & Bring Your Own Device 15-16 Geography 26

Glossary of Terms 47 Graphics 27

Health Education 28

Home Economics 29

Information Technology Systems 30

Japanese 31

Legal Studies 32

Mathematics A 33

Mathematics B 34

Mathematics C 35

Modern History 36

Music 37

Physical Education 38

Physics 39

Visual Art 40

Instrumental Music 41

Certificate II in Skills for Work and Vocational

Pathways

42

Certificate III in Active Volunteering 43

Certificate III in Early Childhood Education and Care 44

Certificate III in Fitness 45

Certificate III Education (RATEP) 46

1

INFORMATION FOR STUDENTS & PARENTS _______

William Ross State High School has a range of subject options that cater for the variety of its senior students. Students are encouraged to explore the various pathways available to them, to ensure that they obtain the knowledge and skills required to achieve their career goals. Before enrolling in the Senior School, students should be aware that there is an expectation of full compliance with the terms of the ‘Senior School Commitment’. This booklet is provided to assist students, and their parents in making appropriate subject selections for Years 11 and 12. A wise choice in subject selection is vitally important on results, student outcomes, QCE attainment and OP results.

William Ross State High School students are required to complete a Senior Education and Training Plan (SETP) in term 3 of Year 10. This plan is designed to map out what, where and how a student intends to study during their senior phase of learning. The SETP will assist students to structure their learning around their abilities, interests and ambitions. The school and students will annually review the SETP to monitor progress towards each student’s intended learning goals. Each student will present their SETP to a teacher, and their parents/guardians during a 20 minute interview.

Education Queensland mandates this initiative and all students are expected to complete a Senior Education and Training Plan (SETP).

This book should be read in conjunction with a number of other important publications. Especially helpful at this point are the: Job Guide; Pathways to Further Education and Training; Occupations Related to Subjects in Years 11 and 12; and Options after Year 10. Please refer to the Useful Internet Sites on page 13 of this booklet. Additional Information section of this book. At the completion of Year 12, students will be eligible for some or all of the following certificates. The combination of these certificates is referred to as the Student Education Profile.

SENIOR STATEMENT

This statement is issued by the Queensland Curriculum and Assessment Authority (QCAA) to ALL students who complete Year 12. The Senior Statement records three pieces of information

the subjects studied, the number of semester units completed and a single Level of Achievement per subject

the successful completion of vocational education units of competency included in subjects where appropriate

the individual student result on the Queensland Core Skills Test (QCS Test). If the student completes a University pathway.

QUEENSLAND CERTIFICATE OF EDUCATION (QCE)

The QCE is Queensland’s Senior Schooling qualification, awarded by the Queensland Curriculum and Assessment Authority (QCAA) to all students when they complete the senior phase of learning - usually at the end of Year 12. The QCE recognises a variety of broad learning options and offers flexibility in what, where and when students learn. To be awarded a QCE, students will need to undertake successfully a significant amount of learning in a set pattern, at a set standard that includes basic requirements in literacy and numeracy. A wide range of learning including academic subjects, vocational education and workplace learning undertaken whilst at school. Different types of learning contribute different credits towards a QCE.

TAFE CERTIFICATE

These Certificates are issued by individual TAFE Colleges to students who complete TAFE accredited subjects/course either as part of their studies while enrolled at William Ross State High School. These subjects may also be recorded on the Senior Statement.

CERTIFICATE I, II AND III

These certificates are issued through either the school, TAFE or the external training provider on the successful completion of all the relevant units of competency for each certificate.

STATEMENT OF ATTAINMENT

These statements are issued through either the school, TAFE or the external training provider periodically on the successful completion of vocational educational units of competency.

2

SUBJECT SELECTION at WILLIAM ROSS STATE HIGH SCHOOL _________

It is important to note that whilst it is understood that student goals and aspirations may change over the course of two years, subject selection is something that must occur only after consultation with parents, students and school staff. There may be scope for some future changes to be made, as long as the requirements of the QCE are continually met, the consequences of subject changes during year 11 and 12 must are considered carefully.

The following need to be considered carefully:

1. MANDATORY CHOICES All students must select subjects according to their SET Plan and Career Goals. All students MUST choose six (6) subjects - one (1) must be an English and one (1) must be a Mathematics and the other four (4) are electives of the students own choice.

2. CHOOSING SENIOR SUBJECTS At William Ross State High School we understand how crucial it is for each student to make the best decisions when selecting their senior subjects. Students should choose subjects:

that they enjoy.

in which they have shown ability or aptitude.

in which they have experienced success.

which will develop skills, knowledge and attitudes useful throughout their lives.

which optimise opportunities to reach their potential.

are pre-requisites for tertiary or further studies/courses.

3. PREREQUISITES FOR SENIOR SUBJECTS William Ross State High School works to ensure that students make realistic, goal oriented subject selections for their senior studies in order to avoid unnecessary subject changes as a consequence of subject selections for which they do not possess the underlying skills and/or knowledge base. As such, a range of Year 11 subjects have Year 10 prerequisite achievement levels that generally relate to standards of achievement in Year 10 English, Mathematics, Science and Humanities. Students are only permitted to select these Year 11 subjects if they meet the identified Year 10 prerequisites.

In situations where a student does not have the necessary Year 10 prerequisites, but wishes to study a subject with prerequisites, they must make an appointment with the Deputy Principal of Senior Schooling to discuss their individual situation. Students who select Year 11 subjects for which they do not have prerequisites and have not consulted with the relevant Head of Department, will be required to reselect.

4. SUBJECT CHANGES All Students will work throughout Year 11/12 towards the attainment of a Queensland Certificate of Education. It is most important that students make appropriate subject selections from the commencement of Year 11 to avoid unnecessary subject changes which may affect QCE attainment. As such, it should be noted, that whilst individual cases will be considered on their merits, in general, subjects selected for Senior are to be studied for at least 4 semesters (i.e. the whole of Year 11 and 12).

5. Final subject offerings will depend upon the number of students electing to do a specific subject. Subjects

will only be offered if student numbers are viable.

Please note: Parents and Students should be aware that in any Certificate Courses, the school must have certain teachers and

equipment to run the courses. If the school loses access to these resources we will attempt to provide students with alternative

opportunities to complete the course and related qualifications.

3

TYPES of SUBJECTS OFFERED

There are three types of subjects which are offered through Senior Studies at William Ross State High School. Authority Subjects Authority Registered Subjects VET (Vocational and Education & Training) Training Packages (both internal and external)

AUTHORITY SUBJECTS These subjects

Derived from the state-wide syllabus developed by the Queensland Curriculum and Assessment Authority (QCAA)

Have school work programs reviewed and accredited by the QCAA Have standards of assessment reviewed and accredited by the QCAA Contribute to a student’s eligibility for University entrance Contribute to Overall Position (OP) and Field Position A student must study 5 Authority Subjects to be eligible for an OP Contributes 4 credits over 2 years toward the QCE

AUTHORITY REGISTERED SUBJECTS

These subjects Are derived from Study Area Specifications (SASs) developed by the QCAA Are vocationally oriented and may include national recognition of vocational units of competency Have study plans approved by QCAA Do NOT contribute to a student’s eligibility for tertiary entrance (through an OP) but do contribute to your

Selection Rank/OP equivalent. To be eligible for Selection Rank you can study no more than 4 Authority Subjects and sitting for the QCS test may improve your Selection Rank.

Are recorded on the Senior Statement and the School Exit Statement Have a practical orientation Contribute 4 credits over 2 years towards the QCE

VOCATIONAL EDUCATION AND TRAINING PACKAGES/COURSES

These courses Carry a National Accreditation at a specific level of competence Result in the issue of a specific certificate upon successful completion of all the Units of Competency Are recorded on the Senior Statement and the School Exit Statement Contribute to credits for the QCE (up to 8 credits for a Certificate III course) (Please see QCAA website for

variations to credit points for different certificates) www.qcaa.qld.edu.au Can be delivered by any registered RTO – William Ross State High School/TAFE/private provider May streamline into Higher Certificates or Diplomas

4

SUBJECTS OFFERED 2017

CODE DEPARTMENT

QCAA No. / VET

Certificate No.

QC

E P

OIN

TS

Accounting ACC Business 000060 4

Ancient History AHS Humanities 000020 4

Biology BSC Science 000042 4

Business Management BMN Business 000064 4

Chemistry CHM Science 000040 4

Chinese CHI Languages 000011 4

Drama DRA The Arts 000088 4

English ENG English 000001 4

Film, Television & New Media FTM The Arts 000093 4

Geography GEG Humanities 000024 4

Graphics GPH Practical Technology 000076 4

Health Education HED HPE 000067 4

Home Economics HEC Practical technology 000071 4

Information Technology Systems ITN Practical Technology 000065 4

Japanese JAP Languages 000009

Legal Studies LEG Business 000029 4

Mathematics A MAA Mathematics 000036 4

Mathematics B MAB Mathematics 000037 4

Mathematics C MAC Mathematics 000038 4

Modern History MHS Humanities 000021 4

Music MUS The Arts 000091 4

Physical Education PED HPE 000068 4

Physics PHY Science 000041 4

Visual Art ART The Arts 000080 4

Certificate II in Skills for Work and Vocational Pathways

VSW VET FSK20113 4

Certificate III in Early Childhood Education and Care

VET CHC30113 8

Certificate III in Active Volunteering VET CHC34015 8

Certificate III in Fitness VET SIS30313 12

Certificate III Education (RATEP) VET 8

5

AUSTRALIAN QUALIFICATONS FRAMEWORK

The Australian Qualifications Framework (AQF) provides a comprehensive, nationally consistent yet flexible framework for all qualifications

in post-compulsory education and training. The Framework was introduced Australia wide on 1 January 1995.

The AQF comprises twelve national qualifications issued in the secondary schools sector, in the vocational education and training sector (TAFE

and registered private providers) and in the higher education sector (mainly universities). QUALIFICATIONS BY SECTOR OF ACCREDITATION

SCHOOLS SECTOR ACCREDITATION VOCATIONAL EDUCATION &

TRAINING SECTOR ACCREDITATION HIGHER EDUCATION SECTOR

ACCREDITATION

Senior Secondary Queensland Certificate of Education (QCE)

Vocational Graduate Diploma Vocational Graduate Certificate Advanced Diploma Diploma Certificate IV Certificate III Certificate II

Doctoral Degree Masters Degree Graduate Diploma Graduate Certificate Bachelor Degree Associate Degree, Advanced Diploma, Diploma

For further explanation refer to AQR Website www.aqf.edu.au

Rationalises school, industry, vocational and academic qualifications into a single system of twelve qualifications. It supports flexible education and training pathways between schools, TAFE institutions, private training institutions, universities, training in the workplace and lifelong experience.

Flexible Education and Training Pathways The AQF is a system of rational interconnections which remove traditional barriers between education sectors by creating a pathways concept to education. The AQF supports efficient continuous learning and the elimination of wasteful repetition of learning by promoting:

The articulation of education and training programs – programs designed so that they interconnect in a variety of logical ways, across schools, TAFE, adult education centres and university, across fields of study and across qualifications levels.

Credit transfer arrangements – official credits granted towards qualifications through formal arrangements at institutional level.

Recognition of Prior Learning (RPL) – credits granted towards qualifications through assessment of an individual’s knowledge and skills gained through training, work and life experience.

http://www.aqf.edu.au/

6

CHOOSING a COURSE of STUDY Career Pathway It is very helpful if you have a few career choices in mind before choosing your senior subjects. If you are uncertain about career choices then it is wise to choose a pathway that will keep several career options open to you. Students are also able to move between levels of study and training throughout their career. When choosing a career pathway it is important to remember that all learning and all subjects have value. It is also important to note that all subjects provide a variety of skills that will equip students for entry to the workforce either after Year 12 or after further training or study. Current trends have shown that after year 12, one third of all students will go directly to the workforce, one third will continue training through traineeships, apprenticeships and TAFE courses, and one third will go directly to university study. If students choose to enter the workforce, secure an apprenticeship/traineeship or continue their education at TAFE, they will be choosing the Vocational Pathway. This pathway also gives students the opportunity to apply for a Selection Rank if they wish to apply for a tertiary course through QTAC. If a student’s pathway requires them to complete further study at university level, they will follow the University Pathway. There are many possible journeys students can take within and between the two main pathways mentioned above. These pathways are outlined in more detail on the following pages. Students who are uncertain about the pathway most appropriate to their interests and abilities are advised to consult the Guidance Counsellor before making their subject selections.

AUTHORITY SUBJECT PRE-REQUISITES

ENGLISH English “B” Achievement in Year 10 English

MATHEMATICS Mathematics A “C” Achievement in Year 10 Mathematics Mathematics B “B” Achievement in Year 10 Mathematics Mathematics C “B” Achievement in Year 10 Mathematics SCIENCE Physics “B” Achievement in Mathematics and study Mathematics B Chemistry “B” Achievement in Mathematics and study Mathematics B Biology “B” Achievement in Year 10 Science and English

BUSINESS AND HUMANITIES Business Management “B” Achievement in Year 10 English/Mathematics Accounting “B” Achievement in Year 10 Mathematics and “B” in English Geography “B” Achievement in Year 10 English Ancient History “B” Achievement in Year 10 English Modern History “B” Achievement in Year 10 English Legal Studies “B” Achievement in Year 10 English HEALTH & PHYSICAL EDUCATION Physical Education “C” Achievement in Year 10 English Health Education “C” Achievement in Year 10 English LOTE Chinese “C” Achievement in Year 10 Chinese Japanese “C” Achievement in Year 10 Japanese THE ARTS Drama “C” Achievement in Year 10 Drama and English Visual Art “C” Achievement in Year 10 Visual Art and English Music “C” Achievement in Year 10 Music and in English Film, Television & New Media “C” Achievement in Year 10 MTV and English TECHNOLOGY Graphics “C” Achievement in Year 10 Mathematics Home Economics “C” Achievement in Year 10 English INFORMATION TECHNOLOGY Information Technology Systems “C” Achievement in Year 10 English and MTV.

7

ELIGIBILITY for VOCATIONAL ENTRANCE

To be selected for entry to a vocational institution direct from full time schooling students:

must satisfy identified prerequisite subjects for specific vocational courses. These are outlined in the QTAC Vocational Prerequisites booklet.

must be eligible for an Overall Position (OP) or use a QTAC Selection Rank allocated to them.

should sit the QCS test

should be eligible for the primary and secondary Field Positions stated for that specific vocational course.

may be required to apply via interview, folio, audition or special entry. To be eligible for an OP, students must:

complete 100 Weighted Semester Units (WSU) of Authority subjects ie 20 semester units multiplied by the common weighting of 5.

study at least three (3) of five (5) Authority subjects for all four (4) semesters.

sit for the Queensland Core Skills (QCS Test). A QTAC Selection Rank is a scale from 99 (highest) to 1 (lowest) used to allocate places in vocational courses. For OP ineligible students, a selection rank is calculated using the levels of achievement for the student’s best 20 semesters of senior study in Authority, Authority-registered and VET subjects. Specific schedules are used to allocate points values to subject results and a selection rank range is then calculated. QCS test results (if available) can then be used to moderate the rank upwards. Note that a poor QCS result cannot have a negative effect on selection rank. To be eligible for a FP in any specific field, students must:

be eligible for an OP.

complete 60 Weighted Semester Units (WSU) of Authority subjects in that particular field. Students who are unsuccessful in gaining entry straight from Year 12 to their preferred Vocational Course can articulate into this course by reapplying to QTAC after they have completed further study according to the Australian Qualifications Framework. Students apply for Vocational Entrance to QTAC at the end of Term 3 in Year 12 by the online application system. WHAT IS AN OP? OP stands for Overall Position. It records a student’s rank order position in the state relative to all other students who are eligible for entry into tertiary institutions based on overall achievement in Authority Subjects. It is recorded as a number from 1 (highest) to 25 (lowest). It is used to select students for entry to tertiary institutions. WHAT IS AN FP? FP stands for Field Position. It records a student’s rank order position in the state in five specific areas (A-E) relative to all other students who are eligible for each specific tertiary course. There are five (5) fields. Students may be eligible for one or more of these fields depending on their subject choice. FIELD A: Extended written expression involving complex analysis and synthesis of ideas. FIELD B: Short written communication involving reading, comprehension and basic English and Foreign Language expression. FIELD C: Basic numeracy involving simple calculations and graphical and tabular data. FIELD D: Solving complex problems involving mathematical symbols and abstractions. FIELD E: Substantial practical performance involving physical or creative arts or expressive skills. When needed, vocational institutions use FPs (after using the OP) to discriminate between students. QSA Field Position weights are on the next page.

8

FIELD POSITIONS

Subject Weights Table for use in Year 12 in 2016 This table is for use by students completing (Qld) Year 12 in 2017

SYLLABUS FIELD A FIELD B FIELD C FIELD D FIELD E

Accounting 3 3 5 3 1

Ancient History 5 4 2 NA 3

Biology 5 4 4 3 2

Business Management 4 3 4 3 2

Chemistry 4 3 5 5 2

Chinese 1 5 1 NA 3

Dance 2 1 1 NA 5

Drama 3 2 1 NA 5

English 5 4 1 NA 3

Film, Television & New Media 3 2 2 NA 5

Geography 4 5 4 3 2

Graphics 1 3 5 3 4

Health Education 5 2 3 2 2

Home Economics 3 4 3 2 4

Information Technology Systems 3 3 3 3 3

Legal Studies 5 4 2 1 2

Mathematics A 1 2 5 4 NA

Mathematics B 1 2 5 5 NA

Mathematics C 1 2 5 5 NA

Modern History 5 4 2 NA 3

Music 3 1 2 1 5

Physical Education 3 1 3 2 5

Physics 4 3 5 5 2

Visual Art 4 2 2 NA 5

9

FIELD ELIGIBILITY - AN EXAMPLE




Biology 5 4 4 3 2


Chemistry 4 3 5 5 2

Chinese 1 5 1 NA 3

Dance 2 1 1 NA 5

Drama 3 2 1 NA 5

English 5 4 1 NA 3


Geography 4 5 4 3 2

Graphics 1 3 5 3 4









Music 3 1 2 1 5


Physics 4 3 5 5 2


A total equal to or greater than 15

indicates eligibility TOTAL =

20 21 14 7 16

This student has chosen 6 Authority subjects and is eligible for

Fields A, B and E You can calculate your field eligibility on the next page.

FIELD ELIGIBILITY CALCULATOR (for those students eligible for an OP)

1. Circle the six Authority subjects you have chosen

2. Circle the corresponding field scores for each of your chosen subjects

3. Add each of the circled numbers in each column from A to E

4. A total of 15 or greater indicates eligibility for that field

10

FIELD ELIGIBILITY - YOUR SUBJECTS




Biology 5 4 4 3 2


Chemistry 4 3 5 5 2

Chinese 1 5 1 NA 3

Dance 2 1 1 NA 5

Drama 3 2 1 NA 5

English 5 4 1 NA 3


Geography 4 5 4 3 2

Graphics 1 3 5 3 4









Music 3 1 2 1 5


Physics 4 3 5 5 2


A total equal to or greater than 15

indicates eligibility TOTAL =

Please Note: It is not essential that you qualify for all five fields. Depending on your combination of subjects you may qualify for two fields only or up to five fields. There is no advantage in qualifying for more fields. It is more important that you choose subjects that are suited to your interests and abilities. Check your Tertiary Prerequisites for 2014 booklet to see which fields are relevant for your courses of interest. Remember that field positions are often not used by tertiary institutions, so don’t alter your selection just to become eligible for more fields.

11

QUEENSLAND CERTIFICATE of EDUCATION (QCE) _______

The Queensland Certificate of Education (QCE) is Queensland’s senior schooling qualification. It is a school-based qualification awarded to young people who are eligible at the completion of the senior phase of learning, usually at the end of Year 12. The QCE confirms achievement in contributing studies of a significant amount of learning at a set standard and pattern while meeting literacy and numeracy requirements.

How does the QCE work?

The QCE recognises broad learning options and offers flexibility in what is learnt, as well as where and when learning

occurs. A wide range of learning can contribute towards the QCE, including senior school subjects, vocational education

and training, workplace learning recognised by the QCAA and university subjects’ undertaken while at school.

Achievements in different types of learning attract different credit values. A credit is the minimum amount of learning

at the set standard that can contribute towards the QCE. Students must have at least 20 credits in the required

pattern and fulfil other requirements to be awarded a QCE.

You need:

20 credits

Sound Level of Achievement, Pass or equivalent

at least 12 credits from completed Core courses of study

plus an additional 8 credits from

combination of any courses of study

but a maximum of 6 credits from Preparatory courses of

study

and meet literacy and numeracy requirements

to gain a QCE

QCE Eligibility

in a set

pattern

at a set

standard

an amount of learning

12

Planning for QCE

The Senior Education and Training Plan (SETP) helps each student structure their learning around their abilities,

interests and ambitions. The SETP then maps out what, where and how a student will study during their senior phase

of learning – usually Years 10, 11 and 12. The plan is agreed between the student, their parents of carers and the school.

It should be finalised by the end of Year 10. Schools and individual students will review the SETP annually to monitor

their progress towards its attainment. The plan can be updated at any time.

Monitoring progress

When a student is registered with QCAA, an individual learning account is opened for them. The learning account

records the learning undertaken during the senior phase of learning, as well as where, when, and the results are

achieved. Students may use their learning account to track their progress towards a QCE, vocational certificate of

Queensland Certificate of Individual Achievement.

Students will be able to view their individual learning accounts at

www.studentconnect.qsa.qld.edu.au

Awarding a QCE Normally QCE's will be awarded to students at the completion of Year 12. If a student completes Year 12

without achieving a QCE their learning account remains open, regardless of their age. Once they become eligible for the QCE, the QCAA will issue the certificate in the following July or December

To be eligible for a QCE, a young person must complete 20 credits, in the required pattern. At least one credit must be from core studies completed while enrolled at a school. They must also have met the literacy and numeracy requirements.

Credits can accumulate in a learning account for up to 9 years after entering the compulsory participation phase (generally the beginning of Year 11). After this time, earlier credits will expire and the student will begin accumulating credit again for a period of a further 9 years, and so on.

The Senior Statement and Statement of Results will be transcripts of the learning account, recording all contributing studies undertaken and the results achieved.

Students who complete Year 12 will receive a Senior Statement in December of that year.

Students leaving early (before the Year 12 finishing day) and eligible for the award of a QCE will receive a Statement of Results when the QCE is issued.

Students leaving early (before the Year 12 finishing day) without qualifying for the award of a QCE may apply for a Statement of Results after the Quality Assurance processes have been completed.

After finishing Year 12, students will automatically receive a Statement of Results if they undertake a Senior External Examination or become eligible for the award of a QCE.

Where does a learning account lead?

A learning account stores information about the difference types of learning that a student may undertake. The

account records enrolments and achievements in contributing studies that may lead towards: a QCE

a Senior Statement

a Statement of Results

a Vocational Education and Training (VET) certificate

a Queensland Certificate of Individual Achievement (QCIA)

an Overall Position (OP) and Field Positions (FP’s).

http://www.studentconnect.qsa.qld.edu.au/

13

Types of Learning and Requirements A wide variety of courses of study may contribute towards the QCE. Contributing studies are classified in four categories::

Core

Preparatory

Enrichment

Advanced Different types and amounts of learning attract different amounts of credit towards the QCE. Credit is assigned when a minimum standard of achievement has been reached. A young person must achieve at least 20 credits to be eligible for a QCE. A minimum of 12 credits must come from completed core courses of study. The remaining 8 credits may come from a combination of core, preparatory, enrichment or advanced courses, with a maximum 4 credits contributing from preparatory studies. Partial completion of a core course of study may also contribute some credit.

Where do I get more Information?

QCAA Student Connect Postal address: PO Box 307, Spring Hill, QLD 4004 Office address: Ground floor, 295 Ann Street, Brisbane QLD Phone: 3864 0299; 1800 804991 Fax: 3221 2553 Web: www.studentconnect.qcaa.qld.edu.au Email: [email protected]

QTAC LTD Postal address: PO Box 1331, Milton QLD 4064 Office address: Level 2, 33 Park Road, Milton QLD 4064 Phone: 3858 1222 Fax: 3367 1164 Web: www.qtac.edu.au

Queensland Universities and TAFE Queensland Australian Catholic University www.acu.edu.au Bond University www.bond.edu.au Central Queensland University www.cqu.edu.au Griffith University www.griffith.edu.au James Cook University www.jcu.edu.au Queensland University of Technology www.qut.edu.au The University of Queensland www.uq.edu.au University of Southern Queensland www.usq.edu.au University of the Sunshine Coast www.usc.edu.au Southbank Institute of Technology (SBIT) www.southbank.edu.au

Useful Internet Sites TAFE Queensland www.tafenorth.edu.au Queensland Curriculum and Assessment Authority www.qcaa.qld.edu.au Jobs guide https://education.gov.au/job-guide Australia’s National Career Information Service, my future www.myfuture.edu.au

http://www.studentconnect.qcaa.qld.edu.au/

mailto:[email protected]

http://www.qtac.edu.au/

http://www.acu.edu.au/

http://www.bond.edu.au/

http://www.cqu.edu.au/

http://www.griffith.edu.au/

http://www.jcu.edu.au/

http://www.qut.edu.au/

http://www.uq.edu.au/

http://www.usq.edu.au/

http://www.usc.edu.au/

http://www.southbank.edu.au/

http://www.tafenorth.edu.au/

https://education.gov.au/job-guide

http://www.myfuture.edu.au/

14

To be eligible for the QCE, students must complete 20 credits …

Students must attain between 12 and 20 credits from completed core courses of study. Students may also include up to 8 credits from a combination of core, preparatory, enrichment or advanced courses.

Core Credit Preparatory Credit Enrichment Credit Advanced Credit

Authority or Authority-registered

subject 4

Certificate I vocational qualification

– maximum of 2 can count 2

a level of a recognised certificate or award

in areas such as music, dance, drama,

sport and community development

1 a one-semester university subject

undertaken while at school 2 A Senior External Examination 4

VET Certificate II 4

VET Certificate III-IV 8

Employment skills development

Program – only 1 can count 2

a negotiated community or self-directed

project 1

a two-semester university subject

undertaken while at school 4 School-based apprenticeships and 6

Traineeships 4

Tailored training program 4 a re-engagement program

– only 1 can count

160 hours (20 days) of structured

workplace learning that an employer

endorses

1

competencies in a diploma or

advanced diploma over at least a

semester (or its equivalent)

2 International learning program 4

achieve the required standard… and include literacy and numeracy

Course of study Set standard Literacy Numeracy

Authority subjects and Authority –registered

subjects

Vocational education and training

University courses/subjects/units undertaken

while still at school

International learning course of study

Recognised awards and certificates

Workplace, community and self-directed

at Least a Sound level of Achievement

competence

at least a pass as defined by the course

at least a pass as defined by the course

awarded

at least a pass as defined by the project

at least a Sound level of Achievement in a semester

of an Authority or Authority-registered English

subject; or

competence in VET modules LIT 204 or LIT 205 or

a pass in a literacy course recognised by the QCAA

(NRS Level 3 or above); or

at least a Sound Level of Achievement in the

Literacy strand of Authority –registered Literacy

and Numeracy; or

at least a C on the Queensland Core Skills Test

at least a Sound Level of Achievement in a semester

of an Authority or Authority-registered mathematics

subject; or

competence in VET modules NUM 204 or NUM 205;

or

a pass in a numeracy course recognised by the QCAA

(NRS Level 3 or above); or

at least a Sound Level of Achievement in the

Numeracy strand of Authority-registered Literacy and

Numeracy; or

at least a C on the Queensland Core Skills Test

* Some Certificates III and VI are exempt and will attract less than 8 credits + Students studying a program consisting of only Authority-registered subjects must at least a sound in 18 of the required 20 credits. Up to 2 from part-complete subjects may be Limited Achievement. (Semester 1 or 2)

15

Finance and the Student Resource Scheme

At the initial enrolment interview parent/caregiver are asked if they intend to join the Student Recource Scheme. It is here that the Student Recource Scheme Participation Agreement form is completed and where the parent/caregiver indicate YES, they wish to participate. If they tick NO, they will be resposible for providing their child with all items that would otherwise be provided by the scheme as detailed in the Subject Requirement List. It is impreritive that the SRS Participation Agreement form is completed and signed by the parent with either the YES or NO box ticked. Full payment into the scheme can be made on enrolment or by week 2, Term 1, 2018. The standard parent participation fee for 2018 will be $280 for all year levels and is not available in part. Note: The cost equates to as little as $7.00 per week or $1.40 per day.

Parents need to be strongly encouraged to make full payment of the SRS Participation of $280. Delaying

full payment sees the school at risk in not receiving the revenue it has planned on within the school

budget.

Instalment Plans For those parents/caregivers who may be experiencing financial difficulty, you can make an appointment with the Principal or Deputy Principal to discuss an installment plan. All installment plans need to be negotiated and approved by Friday week 4, Term 1, 2018. Parent/caregivers should know that if an Installment Plan is not honoured, i.e. if the agreed payments are not made, the student will be unable to participate in non-compulsory educational activities such as school excursions, senior formal, block sport and representative sport or receive their Student ID card. There are 4 Instalment Plan options available at William Ross SHS. Instalment Plans 1 and 2 can be approved by the Deputy

Principal or BSM. Instalment Plans 3 & 4 can only be approved by the Principal on appointment.

Instalment Plan 1

School Payment Plan

Approved by DP or BM

4 x $70 instalments

Payments made week 4, week 6, week 8, week 10 of Term 1 2018.

The SRS Participation Agreement form details this option.

All instalments need to be finalised by the end of Term 1, 2018.

Instalment Plan 2

Centrepay Payment Plan

Approved by DP or BM

Centrepay Forms need to be completed and the agreed regular payments need to be detailed on the SRS Participation Agreement form.


Instalment Plan 3

Centrepay Payment Plan

Approved by Principal only

Centrepay Forms need to be completed and the agreed regular payments need to be detailed on the SRS Participation Agreement form.


If this cannot be achieved, the date can be extended to the end of Term 3, but this will require an appointment with the Principal for approval.

Instalment Plan 4

Alternative Payment Plan

Approved by Principal only

Payment plans that are outside the scope of the Plans 1 to 3 can only be approved by the Principal.

These plans need to be itemised in detail and passed onto the both BSM and Accounts Receivable Officer

Important Information to share with Parents/Caregives who enter into an Instalment Plan

Student will not receive a Student ID if there is no evidence of regular payments being made.

Students will be withdrawn from optional activities as listed above if agreed regular payments are not made.

16

Bring Your Own Device (BYOD) Factsheet

Do you want your child to succeed? Do you want your child to have the latest technology to support their learning?

If you answered yes, then our BYOD program is the best choice to secure your child’s academic success!

In 2018 we are offering our students the opportunity to use a personally owned (BYOD) and approved laptop at school

to support their learning. The use of a BYOD laptop provides a seamless transition between home and school; and

enables your child to focus on the learning/classroom content rather than the technology used to support them.

Applications to participate in our BYOD Program are now being accepted for 2018. Please complete and return the

attached BYOD application form to our administration office. Note that only approved applications will be authorised

to access our ICT infrastructure.

BYOD laptops MUST meet the following minimum specifications. ** Our ICT infrastructure is Windows/Microsoft based;

however if you prefer Apple/MAC devices, please ensure the specifications are equivalent to the following: **

Operating System Windows 8 or Windows 10. (or MAC equivalent)

Processor i5 or i7

RAM 4GB

Hard Drive (storage) 500GB or more

Screen size 13.3” or larger

Ports Audio & USB 1x USB, 1 x HDMI

Wi-Fi 802.1 g/b/n

Battery life 6+ hours

Carry case strong and water resistant

Anti-virus software must remain current

Office Suite must have Office Suite https://portal.office.com

Suggested BYOD Devices include:

Up to $500 Up to $1000 Up to $1500 Up to $2000

Lenovo Idea Pad 110 A6

Most suited to Junior students in Years 7 – 9 needing internet access and for general classwork and

assessment.

Dell Inspiron 15 3000

Most suited to students in Years 9 – 10 needing a device for completion of classwork using general purpose software

(Office suite).

Microsoft Surface Pro 4

Most suited to students in Years 10 – 12 needing a light, touch screen device. It’s great for sketching and drawing using 3D drawing tools. Other uses include: coding, music composition, research and general purpose classroom use.

Dell Inspiron 15-7000

Most suited to senior students studying: Film & TV, Graphics, Information Technology or other subjects requiring a large, high powered computer. Great for using AutoCAD and the Adobe Creative Suite software packages.

** We also recommend that students acquire a portable POWER PACK, should they need to recharge throughout the day **Disclaimer: The devices listed above

have been tested within the school environment and should meet the needs of our students. The school does not provide technical support to BYOD students,

aside from the initial ‘joining to our network’. The school also monitors student use of ICT Infrastructure and disciplinary action will be taken if necessary.

Laptop use and responsibility

BYOD laptops are the responsibility of the student at all times. Students must keep the device with them throughout the day,

and it MUST be brought to school fully charged. Note that the BYOD device can only be used during class-time for curriculum

related activities, and only at the direction of their teacher.

https://portal.office.com/

17

ACCOUNTING

Authority QCE POINTS: 4

Reasons to study this subject Accounting is becoming an increasingly important area of expertise required by expanding market demand throughout the world. Gone are the days when accountants sat behind an office desk punching out figures. Accountants are now valued financial advisors in all industries as well as advisors to many private citizens. The study of accounting enables students to understand the processes involved in recording, classifying, analysing, interpreting and reporting accounting information as a basis for planning, control and effective decision making. Students are provided with opportunities to develop skills in managing financial resources which can be applied at a personal level and in the business environment. They are encouraged to think logically, to apply accounting principles in a consistent and effective manner, and to become independent learners. Current relevant technologies, especially “Mind Your Own Business” - MYOB Software, will also be an integral part of the study of this subject.

Pre-Requisites Students should have at least a “B” Achievement in Year 10 Mathematics and at least a “C” Achievement in English.

Topics of Study Semester 1 – Core Studies 1

Introduction to accounting

Accounting for cash

Accounting for accounts receivable

Semester 2 – Core Studies 2

Balance-day adjustments

Accounting for Inventories

Managerial Decision Making


Budgeting (spread-sheeting)

Accounting for Non currents assets

Accrual accounting (spread-sheeting)


Integrated accounting package

Internal controls

Personal financing and investing

Learning Experiences Students will be involved in a range of experiences which may include:

Guided and independent practice in the application of accounting procedures

Use of computers – Mind Your Own Business (MYOB) software and Office 365 (Spreadsheets and Word Processing)

Group work Case Studies

Discussions and Debates Assignments and projects

Research activities Statistics and data analysis

Audio visuals Practical class challenges

Guest Speakers Excursions to James Cook University or other venues

Assessment The assessment is based on three criteria:

Knowledge and Procedural Processes

Interpretation and Evaluation

Applied Practical Processes These are measured through the use of a range of assessment techniques which may include:

Objective short answer tests

Extended answer tests e.g. essays, extended written response exams e.g. analytical essays, reports

Practical work which may be handwritten or computer printouts

Response to stimulus exams - newspaper articles, cartoons, financial data

Possible Careers Students of Accounting will benefit in any career that involves management of finances on a personal or business level. The student may pursue a career as an Accountants, Financial Advisors, Executive Officers, Systems Analyst, Stock Broker, leadership/management roles in any industry, or operate a business.

Expenses All texts and reprographics are provided through the Textbook & Resources Contribution Scheme. Students may also have additional costs for excursions, and visits to James Cook University.

For further information contact the Head of Department Business & Information Technology Mrs Roz Norgaard - [email protected]


18

ANCIENT HISTORY


Reasons to study this subject Many of the most popular tourist destinations in the world are those associated with ancient civilizations. Through the study of Ancient History, we can really appreciate the significance of these sites as well as understand how the modern world has been influenced by the peoples and achievements of the distant past. Learning through history develops specific historical understandings and skills. These are the foundation of historical literacy. They are also skills that are valuable in the everyday lives of young people and adults. The evaluation and interrogation of sources of evidence is fundamental. Students learn that these sources can be subjective, value-laden, ambiguous or incomplete. The interaction with sources also illustrates that language is a powerful tool. It changes over time and may come to them translated or interpreted by others. Students who study Ancient History should acquire many independent learning skills that are attributes of a lifelong learner

Pre-Requisites

Students should have at least a “B” Achievement in Year 10 English

Topics of Study SEMESTER 1 - Studies of Archaeology

The nature of archaeological evidence (Background)

Archaeological methodologies and techniques(Inquiry)

Case studies Lake Mungo, Ice Man (Linking)

Heritage issues (Bridging) SEMESTER 2 - A Study of Pharaonic Power in Egypt

The significance of the Nile and geography on Egypt( Background)

The relationship between the power of the pharaoh and religion/ The rise and fall of the pharaohs/ Changes and continuities of Pharaonic power (Inquiry)

The Influence of Groups in Ancient Societies

The major groups in Ancient Egyptian society ( Bridging)

Either the status and attitudes of women or The role and power of the priestly class or the role and significance of families in Ancient Egypt (inquiry)

SEMESTER 3&4 - Studies of Power

The emergence of Sparta/Athens in Ancient Greece(Linking)

The Persian invasions of, and their impact on, Greece( Inquiry) or the cause and effect of the Peloponnesian War on the Greek world (Inquiry)

Studies of Political Centrism in Ancient Rome

The Republic system and the impact of expansion. (Background)

Breakdown of the republic system - The Gracchi Brothers. (Inquiry)

The role of Julius Caesar (Linking)

The centralisation of power under the Augustan Principate. (Inquiry)

Studies of Europe in Transition

The downfall of the Roman Empire (Linking)

The emergence and effect of the Viking civilisation on Europe (Inquiry)

Learning Experiences Students will be engaged in a range of learning experiences including: Discussion and debates, individual and group projects and assignments, utilising community resources and speaker, field studies, bulletin boards and other visual aids, using case studies, games and simulations where appropriate, viewing filmstrips applicable to various units, identifying bias, historical essay writing, participating in exercises such as roleplaying and discussion, selecting and using a variety of materials, including newspapers and magazines, to follow current economic issues, utilising graphic and statistical information for analysis and interpretation, using computing skills and software, library research and independent study based on a variety of reference materials.

Assessment Students will be assessed using:

Short Response

Research Assignment

Response to Stimulus Test

Non-written presentation

In-class essay

Possible Careers Ancient History is a useful subject for students who may be aiming to undertake tertiary studies. It is also helpful for students who move into a range of careers including:- Tourism, Diplomat, Journalist, Photographer, Author, Solicitor, Library Technician, Criminologist, Writer, Clerk, Tour Guide, Art Critic, Political Scientist, Travel Consultant, Law Clerk, Museum Curator, Historian, Playwright, Foreign Affairs Officer, Library Assistant, Archaeologist, Bookseller, Any Career which requires investigative research

Expenses All texts and reprographics are provided through the Textbook & Resources contribution scheme. The only extra expenses are for excursions.

For further information contact the Head of Department Humanities Ms Kim Noack – [email protected]


19

BIOLOGY

Authority QCE POINTS: 4 Reasons to study this subject Biology is the study of life in its many manifestations. It encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in those systems. The study of Biology provides students with opportunities to:

gain insight into the scientific manner of investigating problems relating to the living world

experience the processes of science, and how they lead to the discovery of new knowledge

develop a deeper understanding and appreciation of the living world. Participation in Biology enables students to engage in creative scientific thinking and apply their knowledge in practical situations. It also will help students foresee the consequences of their own and society’s activities on the living world and so will enable them to participate as informed and responsible citizens in decision-making processes, the outcomes of which will affect the living world now and in the future.

Pre-Requisites At least a “B” Achievement in Year 10 Science and a “B” Achievement in Year 10 English.

Topics of Study YEAR 11

YEAR 12

SEMESTER 1 SEMESTER 3 The Meaning of Life Surviving Ecosystems Biotechnology SEMESTER 2 SEMESTER 4 Ecological Change Biological Research Immunology Behaving Badly

Learning Experiences Students will participate in:

solving problems as an individual or member of a team

collaborative learning, planning and organising activities, and solving problems

film, video and slide audio visual observation

case studies or surveys teacher explanation and questioning library research

media presentations laboratory activities and experiments assignment work

independent research study constructing models excursion and field work

oral reports using information technology computer software simulation

searching the internet classroom debates

Assessment Assessment in Biology is both formative – used for diagnostic purposes and summative – used to determine a Level of Achievement. A number of different test instruments are applied. These will include: Extended Response – students will have substantial responsibility for the management of the task that may involve second hand data, research information, analysis, and synthesis. The task will be presented in one of the following forms: non- experimental investigation, oral presentation, seminar presentation, multimedia presentation, debate, hypothetical, extended written response to stimulus material, Written Task – this task will be conducted under supervised conditions and focuses on individual responses. It may take a variety of forms such as: short responses, paragraph responses, multiple choice questions, graphs, tables, diagrams and data, article for scientific publication. Extended Experimental Investigation – this task is conducted to answer an open-ended practical research question, and involves planning, executing, evaluating and presenting a final report. The final presentation will take one or more of the following forms: scientific report, seminar or debate, article for a scientific magazine, feature article for newspaper or magazine, multimedia presentation, journal or scientific log book, oral presentation.

Possible Careers Some careers that involve the study of Biology are – bacteriologist, biochemist, biologist, botanist, ecologist, nutritionist, entomologist, forester, nurse, geneticist, horticulturist, marine scientist, microbiologist, doctor, oceanographer, pathologist, science teacher, veterinary scientist, and zoologist.

Expenses School fees for Biology are used to cover the cost of photocopied material, audio visual resources, computer software, and the provision, use and maintenance of laboratory equipment, chemicals, and plant and animal matter.

For further information contact the Head of Department, Science, Ms Shelley De Ruyter - [email protected]

20

BUSINESS MANAGEMENT Authority QCE POINTS 4 Reasons to study this subject Through this subject, young people have the opportunity to develop an appreciation of issues challenging business organisations and managers locally, nationally and globally. Business practices include innovation, entrepreneurial creativity, strategic planning, management, marketing and information and communication technologies. In an increasingly dynamic and global society, it is important for young people to make informed and rational decisions about business organisation and management. The context of business provides a realistic setting where students’ understanding of organisation and management can be developed as it applies not only to the business organisation but also to the student’s personal life. Business Management contributes to the development of an enterprising culture in Australia and identifies the contribution that such a culture

could make to improving economic and community wellbeing. Students will be equipped with a variety of meaningful skills and knowledge that

contribute to their Overall Position (OP). Business management has grounding in all areas of business management and prepares students well

for business management study at University. The study of Accounting would further advantage students studying Business Management..

Pre-Requisites

At least a “B” Achievement in Year 10 English and a “C” in Mathematics.

Topics of Study SEMESTER 1 Management Practices Marketing Management SEMESTER 2 Business Development Apprentice Trumps Marketing

SEMESTER 3 Operations Management Human Resources Management SEMESTER 4 Strategic Human Operations Financial Management

Learning Experiences Students will be involved in a range of experiences that may include: Practical excursions and field work, Group work, discussions and debates, research activities, use of computers, assignments and projects, statistics and data analysis, guest speakers, audio visuals, case studies, document design, record keeping and oral presentation and enterprise and ventures.

Assessment The assessment will be based on three criteria:

Knowledge and Understanding

Applying & Analysing

Evaluating & Communicating These are measured through the use of a range of assessment techniques which may include:

Objective Short Answer Tests

Extended Answer Tests - essays, reports

Oral Presentations

Practical work

Response to stimulus material - cartoons, newspapers, graphs etc

Possible Careers Students can pursue further education & employment in the fields of small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management & corporate systems management, systems analyst, financial controller. There is a range of career opportunities available to students taking BCT such as teaching, office work, banking and operating a small business.

Expenses All texts and reprographics are provided through the Textbook and Resources Contribution Scheme. Students may also have additional costs for excursions.



21

CHEMISTRY


Reasons to study this subject The study of Chemistry engages students in an exciting and dynamic investigation of the material universe. Chemistry helps us explore matter by understanding the links between the macroscopic properties of the world, and the subatomic particles and forces that account for those properties. The application of chemistry enables us to make sense of the physical world.

The study of Chemistry provides students with:

a means of enhancing their understanding of the world around them;

a way of achieving useful knowledge and skills;

a stepping stone for further study.

Pre-Requisites At least a “B” Achievement in Year 10 Mathematics and will study Mathematics B in year 11 and 12. Topics of Study: Units of work will be based on the following Key Concepts: Structure

All matter is composed of atoms.

Materials can be categorised and represented symbolically and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.

Reactions

Specific criteria can be used to classify chemical reactions.

Chemical reactions involve energy changes.

The mole concept and stoichiometry enable the determination of quantities in chemical processes.

Specialised qualitative and quantitative techniques are used to determine the quantity, composition and type of reaction.

Chemical reactions are influenced by the conditions under

which they take place and, being reversible, may reach a state

of equilibrium

Learning Experiences: Students of Chemistry will be involved in:

collecting, analysing and organising information

communicating ideas and information in a variety of forms

planning and organising activities

solving problems

researching from primary and secondary sources, including internet research

interpreting data, from wide-ranging sources including media

developing decision making skills

analysing strategies and evaluating effectiveness or improvements

formulating hypotheses and testing them through fieldwork, experiments, interviews and research

engaging in active research projects, independently and with groups and teams Assessment: Assessment in Chemistry is both formative – used for diagnostic purposes and summative – used to determine a Level of Achievement. A number of different test instruments are applied. These will include: Extended Experimental Investigations– this task is where the student investigates a hypothesis or answers practical research questions and focuses on planning and problem solving using primary data generated through experimentation. The final presentation is a written scientific report. Supervised Assessment – this task will be written and conducted under supervised conditions and may take any of the following forms short items – multiple choice questions, questions requiring single word or sentence responses, practical exercises, paragraph responses, responses to seen or unseen stimulus materials Extended Response Task – this task is developed in response to a chemical question, circumstance or issue. The student has substantial responsibility for managing the task. The task may take any of the following forms written – report, assignment, article non written – oral, multimodal presentation Possible Careers: Most tertiary courses in science have Chemistry as a pre-requisite. Some careers requiring Chemistry are – biochemist, botanist, chemical engineer, industrial chemist, dietician, food technologist, forensic scientist, nurse, geneticist, marine biologist, doctor, microbiologist, metallurgist, pathologist, pharmacist, science teacher, veterinary scientist, and zoologist.

Expenses: School fees for Chemistry are used to cover the cost of photocopied material; audio-visual resources; computer software; the

provision, use and maintenance of laboratory equipment; and chemicals.



22

CHINESE


Reasons to study this subject

Chinese is a valuable language for Australians to learn. An important part of being literate in the 21st Century is to be able to manage communication and knowledge transferred across languages and cultures. To understand the cultures of other people, it is essential to understand how their language works. Learning another language can also enhance literacy in English. Through the study of another language, students have the opportunity to compare how the two languages work and so gain a better understanding of English as a language system. Learning another language helps reduce racism and cultural misunderstandings. As Australia looks more to Asia, our need to understand and communicate with our neighbours increases. Being able to speak their language will help expand trading opportunities and improve employment prospects in a global economy. Students who study languages frequently achieve high results in other subjects, because language learning teaches valuable problem solving skills and promotes higher order thinking.

Pre-Requisites

At least a “C” Achievement in Yr10 Chinese. Students who do not meet mandated requirements may be able to enter this course of study at the

discretion of the Head of Department.

Topics of Study Units of work involve students in a wide range of functional language uses. These contexts include travel, health, entertainment, hobbies, geography, festivals, history and Chinese culture. Students will also engage in aspects of Chinese literature and music.

Learning Experiences Students will be engaged in: activities which provide opportunities for students to develop their listening, speaking, reading and writing abilities in a practical manner in simulated contexts;

Focused learning episodes which allow students to reflect on aspects of language and learning within the context of real- life and life-like activities. This involves the use of authentic Chinese materials and texts.

A visit to China (dependent upon logistics, funding & numbers)

An opportunity for students to have in-country experience with scholarship programs.

Active participation in speaking competition, cultural dance, music and celebration of festivals.

Role playing & discussion

Connection with native speakers

Individual & group projects

Immersion in culture

Assessment Assessment is continuous (i.e. occurs at the end of each unit of work rather than at the end of each term). Students are assessed in a range of listening, speaking, reading and writing tasks, across a variety of genres.

Possible Careers Senior Chinese would be a useful subject for those students looking at careers in tourism, hospitality, banking, business, foreign affairs, education and the armed forces.

Expenses All texts and reprographics are provided through the text-hire scheme. A Chinese dictionary is also advised for home study. It is advisable for students to have a USB/memory stick.

For further information contact the Head of Department, Arts and Languages, Mrs Isabella Shatte – [email protected]


23

DRAMA


Reasons to study this subject: In the subject Drama, students have opportunities to learn about a range of forms and styles of the dramatic art form and gain understandings of human experience in different cultures, times and places. Drama connects students to creative, technical and other cognitive processes and provides opportunities for them to imagine and explore beliefs, feelings, behaviours and relationships across many situations and contexts.

Pre-Requisites

A “C” Achievement in Year 10 English.

Topics of Study

SEMESTER 1

• The Real Story - Realism

• Responding to Live Theatre

SEMESTER 2

• What is Real?

• Absurdism/ Expressionism/ Non-Realism

SEMESTER 3

• Reimaging Style

• Elizabethan Theatre/ Greek Theatre/ Physical Theatre

SEMESTER 4

• Responding to Live Theatre

• More than meets the smile -G pic Theatre/ Political Theatre/ Contemporary Indigenous Theatre

Learning ExperiencesStudents will be engaged in a range of activities including:

• Voice and movement training

• Study of dramatic texts and performances

• Exercises to explore dramatic form and develop concentration, observation, characterisation, dialogue

• Exercises in verbal Dynamics and non-verbal communication

• Improvisation technique

• Performances in variety of contexts, including public

• Script writing and analysis.

Assessment Assessment is continuous. Students are assessed over a range of spoken and written tasks, across a variety of genres. Year 12 work is used in determining exit levels of achievement. Students will also be required to perform in front of a formal audience for assessment authenticity.

Possible CareersA course of study in Drama can establish a basis for further education and employment in the fields of theatre and the broader arts industry, and in education. The knowledge, understanding and skills built in Drama connect strongly with careers in which it is important to understand different social and cultural perspectives on a variety of subjects and issues, and to communicate meaning in imaginative, aesthetic and artistic ways.

Expenses Students as a group are required to attend 1 professional performance each year. Cost will be approx. $10 per show.

For further information contact the A/Head of Department, The Arts & Languages, Mrs Isabella Shatte ([email protected])


24

ENGLISH



Language is not just a means of communication – it is a central aspect of life. We live in a world of technological and social complexity, a world

in which success is often determined by our ability to use language effectively. Senior English offers students opportunities to develop their

ability to use language appropriately and effectively in a variety of social contexts, and to develop an appreciation of language and how it works

in the world

Pre-Requisites

At least a ‘B’ Achievement for Year 10 English

Topics of Study Units of work involve students in a wide range of language uses, across a range of genres including: literary texts (prose, poetry, drama) non-literary texts (documentaries) and mass media (documentaries)

Students will be required to study a range of both Australian and non- Australian texts, and:

Be involved in a variety of activities (including writing, reading and viewing novels, plays, documentaries, feature films, short stories, poems and media texts)

Communicate using spoken, written and visual and electronic modes for a variety of purposes (including informing, persuading and

entertaining).

Learning Experiences Students will be engaged in a range of:

activities which provide opportunities for students to think, speak, listen, write and read for real purposes;

life-like activities which provide opportunities for students to engage with simulated contexts;

focused learning episodes which allow students to reflect on aspects of language and learning within the context of real-life or life- like activities.

Assessment Assessment is purposeful, systematic and the ongoing collection of information about student learning it occurs at the end of each unit of work rather than at the end of each term. Students are assessed over a range of spoken and written tasks, under a range of conditions across a variety of genres. Judgements about student achievement made at exit from a course of study must be based on the fullest and latest information available. Senior English is a prerequisite for most tertiary courses. It is also a preferred option for many TAFE Diploma and Associate Diploma courses.

Possible Careers Senior English is a prerequisite for most tertiary courses. It is also a preferred option for many TAFE Diploma and Associate Diploma courses.

Expenses All texts and reprographics are provided through the text hire scheme. It is advisable for students to have a USB/memory stick. Possible additional costs include: Visiting theatre troupe performance (one per year) -$10.00 approx. English competitions $10.00 approx

For further information contact the Head of Department, English, Ms Anna D’Ilario – [email protected]


25

FILM TELEVISION & NEW MEDIA


Reasons to study this subject The subject Film, Television and New Media provides opportunities for students to develop their potential to meet ever-changing and widening personal and social needs through film and television literacy. It does this by developing:

an awareness that skills and knowledge can assist in interpreting how the media constructs reality.

an understanding that those who construct media products are motivated, controlled and constrained in various ways, including i.e. economically, politically, organisationally, technically, socially and culturally.

an understanding of the changing nature and variety of technologies used to create media products.

an informed appreciation of the range of expressive forms and techniques that film and television employs to communicate meaning.

students as critically informed and aesthetically appreciative audiences of film and television in all their contexts.

self-discipline and independent learning, responsibility, a sense of personal worth, confidence and teamwork skills, all of which are transferable to a range of work options and life paths.

an informed and enduring involvement with film and television.

an appreciation of a range of cultures and ideologies within Australia and in the rest of the world.

Pre-Requisites

At least a “C” Achievement for Year 10 English and Year 10 MTV.

Topics of Study

SEMESTER 1 The beginning of the Silver Screen -Production Fundamentals-genre study -Australian Film Industry

SEMESTER 2 Media Marketing Propaganda Power Images of Youth and Videos

SEMESTER 3 News verse News – Documentary Styles to inform and entertain. SEMESTER 4 Short Film and Foreign Films

Learning ExperiencesFilm, Television and New Media provides opportunities for students to:

operate as working journalists within their school and local community

become competent in audio recording and videography and new media such as gaming and animation learn to analyse media products

learn the processes and conventions employed by media workers in all levels of production

Assessment Assessment is continuous. Students are assessed over a range of practical and theoretical tasks. Year 12 work is used in determining exit levels of achievement.

Possible Careers Film, Television and New Media is suitable for the full range of students. Students looking at opportunities as writers, Journalists, Editors and Directors in the media and creative film industry, or in public relations would particularly benefit.

Expenses All texts and reprographics are provided through the text-hire scheme. Additional costs include:

excursions to film venues when required - $10.00 approx. per visit. Students require a 8GB (min) USB and a SD card. For further information contact the Head of Department, Arts & Languages, Mrs Isabella Shatte - [email protected]


26

GEOGRAPHY


Reasons to study this subject The study of Geography can lead to a vast number of career opportunities based on the knowledge and skills geographers have enabling them to make decisions about the world and its people. Geography requires students to be “investigators”. Students are challenged to inquire into and obtain a better understanding of the increasingly complex world in which we live. Geography helps students to evaluate the social and environmental dimensions of the world and evokes feelings for environments and people in environments. In particular, focus is placed on the changing patterns of the Earths places whether it be natural or human-made.

Pre-Requisites

At least a “B” Achievement in Year 10 English & a “B” in Humanities

Topics of Study SEMESTER 1 Managing the natural environment. Responding to natural hazards Managing catchments SEMESTER 2 People and development Feeding the world’s people Exploring Disease

SEMESTER 3 Social environments Sustaining rural and urban communities Connecting People and Places SEMESTER 4 Resources and the Environment Living climate change Sustaining biodiversity

Learning Experiences Field work

Mapping

Practical

Resources and Speakers

Exercises/Community

PowerPoint/Internet

Action Research/Individual

Group Projects

Report Writing

Discussions and Debates

Seminar Presentations

Computing Skills -

Viewing Films and Related Audio-Visual Material

Assessment Short-response tests, stimulus-response essays, reports, practical exercises and seminars.

Possible CareersGeography is a useful subject for a range of career options including: Wildlife/Fisheries Management Retail Management Public Service – (researcher / administrator) Private Business – (researcher / administrator) Tourism Planning Computing Environmental Planning Real Estate Mining companies

Land Management Foreign Affairs Statistics Aid Agencies Pollution Control Laboratory work Architecture & Planning GIS Tourism Town Planning

Expenses All texts and reprographics are provided through the Textbook & Resources Contribution Scheme. However, because of the nature of field work, camp and practical exercises, students choosing Senior Geography should expect extra costs of approximately $60 per year. Field Excursions are compulsory in Geography as students are expected to submit reports and undertake practical exercises based on real-life observations.

For further information contact the Head of Department, Humanities, Ms Kim Noack – [email protected]

27

GRAPHICS



Graphics is a structured discipline that contributes significantly to the communication, analytical and problem-solving skills of students

regardless of their education or vocational aspirations. While promoting effective communication in graphical forms overall, this course of

study develops student’s specific abilities to acquire and apply knowledge and understanding, reasoning and presentation skills through

investigating, analysing, synthesising and evaluating. In the Senior Graphics course, students experience a variety of intellectual challenges,

involving discrete problem-solving strategies, as they develop a range of associated practical skills. As a result of these studies, the course will

contribute substantially to the student’s general education. It will assist them to contribute to, and manipulate productively, present and

further communication processes in a changing society

Pre-Requisites

At least a “C” Achievement in Year 10 Mathematics. Students can enter the subject having not studied Junior Graphics, but it is recommended

they have previously studied Graphics or Visual Art.

Topics of Study Graphics is broken down into 3 main topics:

Industrial Design

Graphic Design

Built Environment Students over the two year course will experience Architectural drawing, Design work, Advertising Design and Artwork, Production Drawings and Techniques. This will all be tied to final CAD based presentations where appropriate. Students are assessed on their knowledge and understanding, analysis and application and Synthesis and Evaluation as evidence in their design Folio or through Examination.

Learning Experiences Learning experiences include:

hypothesising graphical solutions for solving graphical problems

formal drafting of solutions to graphical problems

analysing and interpreting graphical presentations and related written data

selecting appropriate methods of graphical presentation for particular purposes

translating descriptive data into graphical form, and from one graphical form to another

preparing presentational drawings

freehand sketching, shading and rendering

model making

researching information

organising and recording information

applying Australian Standards and conventions

interpreting tables and graphs within contexts

observing demonstrations

listening to or viewing audio-visual materials

participating in group discussions

discriminating between relevant and irrelevant material

evaluating alternatives

justifying decisions and solutions

Communicating solutions to others using graphical techniques

Assessment Assessment will be both summative and formative and will include:

Short response tasks

Extended response

Assignments

Home Work

Class Work

Field Studies

Possible Careers Graphic Skills would be in everyday use in the following Major fields: Building Trades (all), Architectural, Engineering, Surveying, Graphic Design, Design.

Expenses Students will be required to buy their own drawing equipment of which a minimum standard would cost approximately $50 + $10 for paper. Excursions will involve travel costs.

For further information contact the Head of Department, Practical Technology, Mrs Veronica Farina - [email protected]


28

HEALTH EDUCATION

Authority

QCE POINTS: 4 Reasons to study this subject Health is a dynamic quality of life. Through the study of Health Education students should develop a belief that through their own personal actions they can achieve better health outcomes for themselves and for others. Health Education provides an excellent foundation for future careers in health areas such as nursing, nutrition, and dietetics, health promotion, public health administration, occupational health and safety, environmental health and other allied health professions. Students of Health Education will be involved in the exploration of health issues that will develop the knowledge and skills necessary to become active in improving health for themselves and others. The subject places an emphasis on students accessing health information and resources in their local area. Community resources such as health agencies, health personnel and other community groups are encouraged to contribute to the student’s understanding and appreciation of health. This will involve students in practical activities and fieldwork.

Pre-Requisites At least a “B” Achievement in Year 10 English.

Topics of Study Health Education is concerned with the development of the knowledge, attitudes, values and skills needed to promote health and to assist people to reach their health potential. It includes studies of the health impacts resulting from interactions between individuals and their social and physical environments. Units studied within Health Education are: • Personal health – Body Image & Self esteem, Sexual Health • Peer health – Adolescent stress • Family health – Family Relationships • Community health – Alcohol misuse amongst young people • Environmental health – Built environment design and its impact on physical activity • Health of specific populations – Organ and Tissue Donation • Risk taking behaviours amongst young people

Learning Experiences Health issues are studied using an inquiry approach that involves defining and exploring issues, planning for socially just changes and reflecting on the issue. There is no physical activity component to this subject

Assessment Students will be assessed based on the criteria of: Knowledge and understanding Application and analysis Synthesis and evaluation A wide range of assessment techniques will be used: -Research Tasks These are developed in response to a health issue and are the result of student investigations. Research reports and assignments Journals – blogs, audio, Portfolios -Exams Analytical essays, Response to stimulus, Non-written Tasks Oral presentations, -Action Research Tasks These tasks are process driven and enable students to work through practical approaches to health issues. • Primary intervention strategies • Local area projects • Health promotion campaigns

Possible Careers Health Industries including nursing social worker, counselling, paramedic, physiotherapist, health promotion office, nutritionist, dietetics, public health administration, occupational health and safety and environmental health.

Expenses School fees are used to cover the cost of photocopied material; audio-visual resources; and computer software.

For further information contact the Head of Department, Health, Physical Education and Sport, Mr Adam Kehl - [email protected]


29

HOME ECONOMICS

Authority QCE POINTS: 4 Reasons to study this subject Senior Home Economics is an Authority subject which supports the development of responsible and critical thought within a subject content area which students find easy to relate to and enjoy working with. It is designed to develop practical and communication skills, knowledge and understanding. Home Economics is of value to all students in that it provides opportunities for students to develop skills and values which contribute to the quality of family life – specifically in the provision of food, shelter, clothing and interpersonal relations.

Pre-Requisites At least a “C” Achievement in Year 10 English.

Topics of StudyTextiles and Modern Influences on Fashion

• The fashion industry and marketing, how it impacts on identity and wellbeing.

• The impact of the fashion industry on textile choice.

• Experimentation and skill development with fibres, fabrics, design and construction. Contempory Australian Families

• Focusing on the interrelationships between environments, health and family.

• Analysis of housing forms and their suitability for the Townsville community

• Investigation of sustainable housing practices which enhance community wellbeing. Food Consumers

• Focusing on the nutritional needs of individuals and families and exploring contemporary health issues.

• Critique, design and plan dietry patterns.

• Plan and practice a range of food preparation skills and techniques to enhance the nutritional value of meals. Transition from Adolescents to Adults – Home and Away

• Contemporary issues that impact on young adults in the transition from secondary education to other pathways.

Learning Experiences Observe demonstrations

View slides, videos and films

Visit community facilities

Construct items

Participate in cooperative learning and group discussions

Read and analyse

Perform Experiments

Conduct Surveys

Present Oral Reports

Plan and design

Research assignment

Use IT resources

Assessment The assessment will be over a two year course of study. Possible assessment techniques include: PRACTICAL FORMS

• Performance over week to week practical sessions

• Practical Tests

• Experimental work

MIXED RESPONSE FORMS

• Multiple choice

• True/False

• Matching

• Alternative response

EXTENDED RESPONSE FORMS

• Short Answer

• Research assignment

• Report

• Process Journal

• Multi-Modal presentations

Possible Careers Home Economics contributes to a wide variety of career paths – for example, Health Care, Hospitality and Tourism, Nutrition and Dietetics, Child Care, Fashion Industry, Food Sales and Technology and on a broad basis to any career where interpersonal skills and communication are important. Being an Authority Subject it also contributes to Tertiary Entrance and 4 points towards the QCE.

Expenses Costs are involved for weekly take home cookery & practical projects such as textiles. Every effort is made to keep ingredients to a minimum cost. Field Trips will involve travel costs.

For further information contact the Head of Department, Practical Technology, Mrs Veronica Farina - [email protected]


30

INFORMATION TECHNOLOGY SYSTEMS


Reasons to study this subject Information technology (IT) is an area characterised by frequent and rapid change. It presents particular challenges for Australian society, especially the need to respond to emerging technologies and trends. It involves the use of technologies by which people manipulate and share information in its various forms — text, graphics, animations, sound and video — and the range of devices used to perform these functions. The subject Information Technology Systems (ITS) is a practical discipline. It provides students with the knowledge and skills used in the systems supporting IT. Skills are developed in areas where there are currently shortages of qualified workers. Students focus their studies through complex problem solving and detailed projects which emphasise management skills, the ability to work individually and in teams, effective communication, the development of productive relationships with clients, and consideration of the social and ethical issues related to their studies. ITS offers students the ability to study an Authority subject and therefore gain a level of achievement and the result contributes to the calculation of the Overall Position. This subject is 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 IT, 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 multimedia design, games design, website design and animation.

Pre-Requisites At least a “C” Achievement in Year 10 English. A “C” Achievement in Year 10 Information Technology and Programming is also an advantage.

Topics of StudySEMESTER 1 Technological Convergence • advanced features & functions of software • file formats, compression • typographic principles for sound & video

• Human Computer interfaces Design – Develop – Evaluate Cycle Functions of Project Management Client Relationships

• Social & Ethical Issues in IT SEMESTER 2 Interaction and Change in IT

• Game Theory and Design

• Use of Scripting language

• Setting up a Network

• Game Evaluation • Quality assurance practices

• Copyright obligations & intellectual property

• System Security issues

SEMESTER 3 IT Environment Online

• Multimedia Design Principles

• Current Trends in New IT

• 2D/3D animation

• Interactive Multimedia Presentations

• Functions of Project Management

• Client needs analysis • Website Design

• System Security with Website Design SEMESTER 4 Extended Project and Help Desk

• Self-Generated Extended Project in Multi- media

• Effective Team work in Help Desk Environment Globalisation of IT Support

Learning Experiences• Production of documents, graphics, presentations, animations

and websites. • Individual and group projects and assignments • Installation and set-up of software and hardware • Internet research

• Participating in exercises such as role play and discussions • Library research and independent study • Review of magazines and journals concerning new

technologies and trends

Assessment Assessment includes: • Production of documents • Written theory tests • Practical tests Research assignments

• Presentations • Work Diaries and Problem Solving • Journals

Students will have at least 3 assessment items each semester.

Possible Careers Computer operator Computer technician Computer engineers

Programmers Web designers Computer Animators

Game designers Most forms of employment

Expenses All texts, reprographics and computer consumables are provided through the Textbook and Resources Contribution Scheme. Additional costs may include excursions and visits (e.g. James Cook University). Students will need at least a 16 GB USB.



31

JAPANESE



Japanese is a valuable language for Australians to learn. An important part of being literate in the 21st Century is to be able to manage communication and knowledge transferred across languages and cultures. To understand the cultures of other people, it is essential to understand how their language works. Learning another language can also enhance literacy in English. Through the study of another language, students have the opportunity to compare how the two languages work and so gain a better understanding of English as a language system. Learning another language helps reduce racism and cultural misunderstandings. As Australia looks more to Asia, our need to understand and communicate with our neighbours increases. Being able to speak their language will help expand trading opportunities and improve employment prospects in a global economy. Students who study languages frequently achieve high results in other subjects, because language learning teaches valuable problem solving skills and promotes higher order thinking.

Pre-Requisites At least a “C” Achievement in Yr10 Japanese. Students who do not meet mandated requirements may be able to enter this course of study at the discretion of the Head of Department.

Topics of Study Units of work involve students in a wide range of functional language uses. These contexts include travel, health, entertainment, hobbies, geography, festivals, history and Japanese culture. Students will also engage in aspects of Japanese literature and music.

Learning Experiences Students will be engaged in: activities which provide opportunities for students to develop their listening, speaking, reading and writing abilities in a practical manner in simulated contexts;

Focused learning episodes which allow students to reflect on aspects of language and learning within the context of real- life and life-like activities. This involves the use of authentic Japanese materials and texts.

A visit to Japan. (dependent upon logistics, funding & numbers)

An opportunity for students to have in-country experience with scholarship programs.

Active participation in speaking competition, cultural dance, music and celebration of festivals.

Role-playing & discussion

Connection with native speakers

Individual & group projects

Immersion in culture

Assessment Assessment is continuous (i.e. occurs at the end of each unit of work rather than at the end of each term). Students are assessed in a range of listening, speaking, reading and writing tasks, across a variety of genres.

Possible Careers Senior Japanese would be a useful subject for those students looking at careers in tourism, hospitality, banking, business, foreign affairs, education and the armed forces.

Expenses All texts and reprographics are provided through the text-hire scheme. A Japanese dictionary is also advised for home study. It is advisable for students to have a USB/memory stick. Additional cost will be access to online resource “Language Perfect”. Cost will be $45.00.

For further information contact the Head of Department, Arts and Languages, Mrs Isabella Shatte - [email protected]


32

LEGAL STUDIES



All citizens should develop a basic understanding of the operation of our legal system in order to appreciate the interplay of ‘law in society’.

Students need to be equipped to act responsibly in situations that necessitate balanced approaches to rights and responsibilities. This Legal

Studies course provides students with basic legal knowledge and awareness of the range of regulatory rules (laws) and the empowering

procedures for students’ contribution to and participation in responsible citizenship. Professionally, many people who have studied the law

and combined it with another specialist area e.g. business, environment, science, are in great demand

Pre-Requisites

Students should have at least a “B” Achievement in Year 10 English

Topics of Study SEMESTER 1 - The Legal System and Criminal Law

SEMESTER 2 – Human Rights and Civil Obligations (including Negligence)

SEMESTER 3 Family and Technology and the law

SEMESTER 4 Independent Study and International Laws

• Offences against property & persons

• Child labour laws (Australian and International)

• Intellectual property rights • Student Choice

• Legal literacy • Human trafficking • Domestic Violence, Child Abuse

• Serial Offenders

• Sources of the Law • Sex trafficking • Marriage, Divorce • Death Penalty • Parliament • What is a Tort • Parenting plans • War Crimes (Genocide) • How are disputes resolved • Negligence • Wills • Mandatory Sentencing • Crime & Society • Compensation for Injury • Internet restrictions • Serious Offences

• Criminal Conduct • Contemporary legal issues • Defamation online

• Why have Laws • Agreements • Cyber-bullying, Spam, Internet scams

• Parties to Offences • Enforceable Agreements • What is family

• Proceedings • Methods of Dispute Resolution

• The nature of Criminal law • Contemporary Legal Issues

• Defence

• Convictions sentencing

Learning Experiences• Discussion and debates • Individual and group projects and assignments • Utilising community resources an speakers • Field studies • Bulletin boards & other visual aide • Using case studies, games and simulations where

appropriate • Viewing films an filmstrips applicable to various units • Participating in exercises

• such as role-playing and discussion • Selecting and using a variety of materials, including

newspapers and magazines, to follow • current legal issues • Utilising information for analysis and interpretation using a

variety of reference materials • Library research and independent study based on a variety of

reference materials

Assessment Students will be assessed using - short answer tests, reports, essays, oral presentations, research assignment, community surveys and analysis tests.

Possible Careers Legal Studies is a useful subject for a range of career options including: lawyer, solicitor, foreign affairs, diplomacy, politics, legal secretary, legal advisor to multinationals/businesses, combined law degrees.

Expenses All texts and reprographics are provided through the Textbook & Resources Contribution Scheme. Additional costs may include a yearly excursion. E.g., Court House Excursion.



33

MATHEMATICS A


Reasons to study this subject Mathematics is an integral part of a general education. It is important in making informed decisions on everyday issues such as:

Choosing between loan repayment schedules or credit card plans

Interpreting statistical information in real-life situations

Reading maps or house plans and scale drawings

Estimating quantities of materials and associated costs In Mathematics A, the skills needed to make decisions which affect students’ everyday lives are provided. These skills are also called on in other subjects and provide a good general background for many areas of vocational study. The study of Mathematics A will emphasise the development of positive attitudes towards mathematics. This development is encouraged by an approach involving problem solving and applications, working systematically and logically, and communication with and about mathematics.

Pre-Requisites

At least a “C” Achievement in Year 10 Mathematics.

Topics of Study Mathematics A consists of core and two elective topics. Core topics are:

Managing Money I and II – bank interest, credit cards, loans, taxation, budgeting and investments.

Elements of Applied Geometry – simple trigonometry, area and volume, latitude, longitude and time zones.

Linking two and three dimensions – scale drawings and plans, estimation of quantities and associated costs.

Data collection and presentation – graphical and tabular presentations, simple methods for describing and summarising data.

Exploring and understanding data summary statistics, simple probability, interpretation of reports in the media. Elective topics are:

Networks and queuing.

Land Measurement and practical use of maps, compass bearings, orienteering, and site plans.

Learning Experiences Students of Mathematics A will be involved in:

Classroom discussions

Investigations

Individual and group work

Research assignments

Practical activities

Calculator use

Computer use including excel There will be a strong emphasis made towards life related, learning experiences.

Assessment Students will be assessed in a variety of ways. Students may be required to use computer software or scientific calculators, write reports or carry out investigations on a topic. Students will also undertake supervised exams. Assessment will be formative in Year 11 and summative in Year 12.

Possible Careers Mathematics A is a prerequisite for a multitude of tertiary courses that do not involve hard science. Mathematics A is also suitable prerequisite for most TAFE courses and apprenticeships.

Expenses All texts and photocopying are provided through the textbook resource hire scheme. A Casio scientific calculator is compulsory (approx $26 through the front office).

For further information contact the Head of Department, Mathematics, Mr Aaron Parrish - [email protected]


34

MATHEMATICS B


Reasons to study this subject Mathematics is an integral part of a general education. It underpins science and technology, most industry, trade and commerce, social and economic planning and communication systems and is an essential component for effective participation in a rapidly changing society. In Mathematics B, mathematical skills are developed which form the basis for further study in mathematics. These skills are needed not only in the traditional careers of engineering or the physical sciences, but also as tools in fields as diverse as agriculture, food technology, geography, biology, economics and management. The modes of thinking developed in Mathematics B provide ways of modelling and problem solving in situations in order to explore, describe and understand the world’s social, biological and physical environment. Mathematics B is designed to raise students’ competence in and confidence with the mathematics needed to make informed decisions to ensure

scientific literacy and to function effectively in a technologically skilled work force. Students are given the opportunity to appreciate and

experience the dynamic nature of mathematics. They are encouraged to study the power of mathematics through problem solving and

applications in life-related contexts.

Pre-Requisites

At least a “B” Achievement in Year 10 Mathematics or Mathematics Extension. Mathematics B can be studied as a subject on it’s own OR in

conjunction with Mathematics C.

Topics of Study The course:

Introduction to functions – linear, trigonometric, periodic, power, exponential and logarithmic.

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 using derivatives – differentiation as a tool in a range of situations which involve the optimisation of continuous functions.

Introduction to integration – 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, inference.

Learning Experiences Students of Mathematics B will be involved in:


Investigations

Individual and group work involving research and practical activities

Graphic calculator and computer use

Assessment Students will be assessed in a variety of ways. Students may be required to construct models, use computer software or graphics calculators, write assignments or research articles, carry out investigations, as well as undertaking supervised exams. Assessment will be formative in Year 11 and summative in Year 12.

Possible Careers Mathematics B is a suitable prerequisite for most university courses which require some Mathematical background, e.g. Business, Engineering, Education (Maths), Applied Science, Accounting, Science, Commerce, Computing, Economics, Architecture.

Expenses A graphics calculator is an essential requirement. Students can purchase a graphics calculator or access one through the resource hiring scheme.



35

MATHEMATICS C


Reasons to study this subject Mathematics C plays an important role in many developments and decisions made in industry, commerce, government policy and planning and has been central to nearly all major scientific and technological advances. In Mathematics C, students are given the opportunity to develop their full mathematical potential and extend the knowledge acquired in Mathematics B. They will be 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. The additional rigour and structure of the mathematics required in Mathematics C will equip students with valuable skills which will service them

in more general contexts and provide an excellent preparation for further study of mathematics and other tertiary courses, for example,

Engineering, Information Technology, Economics and Finance. Mathematics C is a highly desirable preparatory course for students who intend

pursuing a career involving the study of mathematics at a tertiary level.

Pre-Requisites

At least a “B” Achievement in Year 10 Mathematics or Mathematics Extension. Mathematics C can only be studied in conjunction with

Mathematics B.

Topics of Study SEMESTER 1

Real & Complex Number Systems I

Introduction to Group Theory I

Structures & Patterns I

Matrices & Applications I

Vectors & Applications I

Real & Complex Number Systems II SEMESTER 2

Matrices & Applications II

Vectors & Applications II

Structures & Patterns II

Real & Complex Number System III

Linear Programming I (option)

Advanced periodic & Exponential Functions I (option)

SEMESTER 3

Calculus I

Vectors & Applications III

Matrices & Applications III

Calculus II

Structures & Patterns III SEMESTER 4

Real and complex Numbers III

Linear Programming II (option)

Calculus III

Advanced periodic & Exponential Functions II (option)

Learning Experiences Students of Mathematics C will be involved in:


Investigations

Individual and group work involving research and practical activities

Graphics calculator and computer use

Assessment Students may be required to construct models, use computer software or graphing calculators, write assignments or research articles, carry out investigations on a prepared topic, as well as undertaking supervised exams. Assessment will be formative in Year 11 and summative in Year 12.

Possible Careers Mathematics C is a prerequisite or highly recommended for those students wishing to study any of the following at university: Education (Maths), Engineering, Science with Advanced Studies, Computer Science, Information Technology, Building and Applied Science.

Expenses

A graphic calculator is an essential requirement. Students can purchase their own graphics calculator, or access one through the school’s rental

scheme.



36

MODERN HISTORY

Authority QCE POINTS: 4 Reasons to study this subject The importance of having a greater understanding of world issues has become increasingly important since the September 11th, 2001. Studying Modern History gives students insight into contemporary society. Most professions in the public sector, especially those who deal with overseas customers, highly value employees who are informed about global issues. Studying History can help us develop the knowledge, skill and values needed to establish global relationships. Through the study of History, we can understand why our modern world is the way it is. We can understand the processes of change and continuity that have shaped today’s world, their causes and the roles people have played in the process. In Historical studies we encounter different values, investigate their origin and study their impact on human affairs. Modern History is also a means by which a broad range of inquiry and social skills may be acquired. Students are encouraged to think critically, to recognise bias and to make judgements.

Pre-Requisites

Students should have at least a “B” Achievement in Year 10 English & a “B” in Humanities

Topics of Study SEMESTER 1 & 2 Studies of Power

Introduction to the concept of power and models of power e.g.: Capitalism, Socialism, Totalitarianism etc.

What makes a powerful person powerful – people who have shaped the world?

The colonial mentality and its impact on the 21st Century – case study on US imperialism.

The USA: Democratic gatekeeper or not?

The emerging power of China - China’s changing ideologies and why and how it is emerging as a power to challenge the USA

Resistance to power: Collective Movements, Liberation Movements and so on – emphasis on terrorism and the rise of terrorist agendas.

Power and historical developments in the 21st century

SEMESTER 3 Studies of Change and Local History

Changing nature of East Timor by exploring outside influence, conflict and foreign policy in the region

Continuity and change within the local area and the origins of these perceptions

SEMESTER 4 Studies of Diversity and Studies of Cooperation

Aboriginal Heritage & Torres Strait Islander heritage and the role of Indigenous peoples-past & present

The impact of historical Australian immigration policies and the emergence of a diverse multicultural society.

Study of human rights and cooperative efforts including the United Nations and the Millennium Goals

Reflection upon the historical significance of cooperation and what the future holds

Learning Experiences: Students will be engaged in a range of learning experiences including:

Discussion and debates

Individual and group projects and assignments

Utilising community resources and speakers

Field studies

Bulletin boards and other visual aids:

Using case studies, games and simulations where appropriate

Viewing filmstrips applicable to various units

Identifying bias

Historical essay writing

Participating in exercises such as role-playing and discussion

Selecting and using a variety of materials, including newspapers and magazines, to follow current economic issues

Utilising graphic and statistical information for analysis and interpretation

Using computing skills and software

• Library research and independent study based on a variety of reference materials

Assessment Assessment includes instruments such as: Objective/Short Answer Response to Stimulus Extended Writing Written Research

Assignment Oral Research Presentation

Possible Careers:Modern History is a useful subject for students who may be aiming to undertake tertiary studies. It is also helpful for students who move into a range of careers including:-Journalist Archaeologist Library Technician Author Library Assistant Political Scientist

Solicitor Art Critic Diplomat Criminologist Court & Hansard Report

Historian Clerk Photographer Law Clerk Travel Consultant Writer

Foreign Affairs Officer / Diplomat Museum Curator

For further information contact the Head of Department, Humanities, Ms Kim Noack – [email protected]


37

MUSIC


Reasons to study this subject Students live in a world in which music has an important and pervasive presence. Senior Music offers students opportunities for personal growth and for making an ongoing contribution to the culture of their community. Through a deeper level of knowledge, understanding and active participation in music making, it is hoped that students will maintain a lifelong engagement with music as an art form and a means of creative, artistic and emotional expression. The course encourages students to become creative and adaptable thinkers and problem solvers who are able to make informed decisions, and develop their abilities to analyse and critically evaluate. The discipline and commitment of music making builds students’ self-esteem, personal motivation and independence, as well as providing opportunities for refining their collaborative teamwork skills in activities that reflect the real-world practices of composers, performers and audiences.

Pre-Requisites

A “C” Achievement in Year 10 English and a “C” Achievement in Year 10 Music. Should already be at an intermediate level on their instrument

of choice.

Topics of Study

SEMESTER 1 • Be Proud • Music in the Theatre

SEMESTER 2 • 20th Century Music • All that Jazz

SEMESTER 3 • The Bold and the Beautiful • At the Movies

SEMESTER 4 • Love & Loss • Celebrations

Learning Experiences:COMPOSITION The dimension, Composition, involves the creation of music by combining music elements and concepts in a range of contexts, styles and genres. It entails innovation through exploring and experimenting with sound to synthesise and express personal music ideas and enhance musicianship in Musicology and Performance.

MUSICOLOGY The dimension, Musicology, involves the study of music in social, historical and cultural contexts. It entails researching, analysing and evaluating repertoire and other music sources, in a range of contexts, styles and genres, to synthesise and express a music viewpoint, and enhance musicianship in Composition and Performance.

PERFORMANCE The dimension, Performance, involves the interpretation of music elements and concepts through playing, singing and/or conducting in context. It entails communicating music to audiences through the synthesis of music ideas, stylistic characteristics and practices, while enhancing musicianship in Composition and Musicology.

Assessment Oral presentation or extended written Task or written exam, Composition Performance. Please note that students are expected to perform either vocally or with an instrument.

Possible CareersA course of study in music can establish a basis for further education and employment in the fields of music performance, composition, music research, pedagogy, sound technology, music theatre, Arts administration and emerging creative industries. Many universities and TAFEs offer courses with a strong music focus or in disciplines that build on the knowledge, understandings and skills which students develop in Music. The study of music can be undertaken as part of undergraduate and graduate studies in Music, and the Creative and Performing Arts, either in combined qualifications or as a creative link in interdisciplinary studies, e.g. Music and Law, and Music and Medicine.

For further information contact the Head of Department, Arts & Languages, Mrs Isabella Shatte ([email protected])


38

PHYSICAL EDUCATION

Authority QCE POINTS: 4 Reasons to study this subject Physical Education allows students to experience the enjoyment, challenge, self-expression and social interaction that is possible through physical activity. Students will become involved in highly personalised studies of physical activity, which are influenced by psychological, biomechanical, physiological and sociological factors. Physical Education aims to allow students to become physically educated as self-directed, interdependent and independent learners.

Pre-Requisites At least a “C” Achievement in Year 10 English a “B” in Year 10 Health and Physical Education.. Students must also be willing to participate in all practical activities. Therefore students with medical conditions that prevent them from participating in physical activities are advised against selecting this subject.

Topics of Study Content Area

Learning physical skills.

Process and effects of training & exercise.

Sport, physical activity and exercise in Australian society.

Subject Matter

skill acquisition

psychology of learning physical skills

biomechanical bases of learning physical skills

energy for physical performance

training, exercise and physical performance

acquiring and evaluating physical performance capacities

Figueroa’s Framework

Levels of equity and access

Physical Activity Four physical activities studied may include: Netball, touch, volleyball, hockey, football, cricket, softball, basketball, field athletics, track athletics.

Learning Experiences Physical Education is essentially concerned with the study of physical activity. To ensure a balance between learning in, about and through physical activity, 50% of timetabled school time is devoted to student’s performance in physical tasks. Other learning experiences may include:-


communicating ideas and information

planning and organising activities

working with others and in teams

Solving Problems

Assessment Assessment in Physical Education is both formative (used for information purposes) and summative (used for exiting purposes). Students will have the opportunity to develop and improve their achievement in a number of areas throughout the course. Assessment techniques may include:-Written Tasks: Research reports and assignments Essay exams Multimodal presentation

Non-written Tasks: Physical skills Performance tasks

Possible Careers Physical Education can be used towards Tertiary Studies and careers in the Sport Education, Fitness, Recreation, Hospitality or Tourism industries (Physiotherapist, Occupational Therapist, Nursing, PE Teacher).

Expenses School fees for Physical Education are used to cover the cost of photocopied material; audio-visual resources; computer software; and the provision, use and maintenance of sporting equipment.

For further information contact the Head of Department, Health, Physical Education and Sport, Mr Adam Kehl ([email protected]).


39

PHYSICS

Authority QCE POINTS: 4 Reasons to study this subject The study of Physics engages students in the study of the universe and the application of the fundamental laws of nature. The knowledge and concepts of physics are a set of explanations shared by the physics community that accounts for an extensive range of phenomena. The study of Physics provides students with:

a means of enhancing their understanding of the world around them;

a way of achieving useful knowledge and skills; and

a stepping stone for further study.

Pre-Requisites At least a “B” Achievement in Year 10 Mathematics and will study Mathematics B in year 11 and 12.

Topics of StudyUnits of work will be based on the following Key Concepts: Forces

The nature of force

Forces that act on objects influence their state of equilibrium.

Forces are able to influence the motion and shape of objects.

The forces that act on objects influence their internal energy. Energy

Energy may take different forms originating from forces between, or relative motion of, particles or objects.

Energy is conserved.

Energy transfer processes provide us with different ways of using and dealing with energy and radiation and these have different social consequences and applications.

Motion

Motion can be described in different ways

Motion can be analysed in different ways.

Motion can be described using various models and modern

theories.

Learning Experiences Students of Physics will be involved in:


communicating ideas and information in a variety of forms

planning and organising activities, solving problems

researching from primary and secondary sources, including internet research, interpreting data, from wide-ranging sources

developing decision making skills

analysing strategies and evaluating effectiveness or improvements, formulating hypotheses and testing them through experiments

Assessment Assessment in Physics is both formative – used for diagnostic purposes and summative – used to determine a Level of Achievement. A number of different test instruments are applied. These will include:

Extended Experimental Investigations– this task is where the student investigates a hypothesis or answers practical research questions and focuses on planning and problem solving using primary data generated through experimentation. The final presentation is a written scientific report.

Supervised Assessment – this task will be written and conducted under supervised conditions and may take any of the following forms: short items – multiple choice questions, questions requiring single word or sentence responses, practical exercises, paragraph responses, responses to seen or unseen stimulus materials.

Extended Response Task – this task is developed in response to a physics question, circumstance or issue. The student has substantial responsibility for managing the task. The task may take any of the following forms: written – report, assignment, article non written – oral, multimodal presentations

Possible Careers Some careers that involve the study of Physics include – doctor, radiographer, optometrist, architect, astronomer, biophysicist, engineer, geophysicist, hydrographer, industrial designer, meteorologist, physicist, physiotherapist, surveyor, science teacher.

Expenses School fees for Physics are used to cover the cost of photocopied material; audio-visual resources; computer software; the provision, use and maintenance of laboratory equipment.



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VISUAL ART


Reasons to study this subject Visual Art is a powerful and pervasive means of communication. It is the means of personal expression and communication by which students make visible ideas, thoughts, feelings and observations of their world through the display and exhibition of made images and objects. The course has two main components. Making which has two assessment criteria: visual literacy and application, and Appraising which has one criterion, appraising. In making the student is involved in planning and organising activities together with collecting, analysing and organising information to solve visual problems. Students, work either as individuals or collaboratively, they use various technologies and, to a lesser extent, mathematical ideas and techniques when exploring media areas. In appraising, communication of ideas and information about artworks involves planning, collecting, organising, analysing information, collating and responding in essay format.

Pre-Requisites

A “C” Achievement in Year 10 English and a “C” Achievement in Year 10 Visual Art.

Topics of Study

SEMESTER 1

Writing about Art

Perceiving Images and Objects

Observing Reality

Translation and Interpretation SEMESTER 2

Writing about Art

Images and Objects

Reacting and Expressing

Redesigning Reality

Responding to the Concept Messages

SEMESTER 3

Writing about Art

Generating Images and or Objects

Respond to the concept “Evidence of a Journey” SEMESTER 4

Writing about Art

Generating Images and or Objects Responding to the Concept “The Surveyor and the Surveyed

Learning ExperiencesMAKING

Observing and recording visual, verbal and sensory information

Being exposed to personal, global and universal concerns as a basis for the development of ideas and artworks

Exploring and experimenting and applying two and three dimensional and ephemeral media to give form to ideas/image/symbols

Exploring and applying visual elements to resolve ideas

Developing and using skills to manipulate materials

Translating ideas through media manipulation

Work with a variety of media

Use personal ideas to present artworks

Document working processes

APPRAISING

Extended writing about art

Use suitable and effective language

Select and sequence information

Use specialised vocabulary and terminology

Use conventions of grammar, spelling, punctuation and layout

Use recognised referencing conventions

Assessment MAKING - a practical folio of art work APPRAISING – extended written responses

Possible CareersArchitecture Engineering Town planning Advertising Film and television Digital imaging

Teaching Curating Marketing Fashion design Industrial design Retail display

Illustrating Arts administration Interior design Practising artist

For further information contact the Head of Department, Arts & Languages, Mrs Isabella Shatte - [email protected]


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INSTRUMENTAL MUSIC

Recorded Subject QCE POINTS: 4 (with the completion of Music Studies included)

Reasons to study this subject The Instrumental Music Program at William Ross State High School caters for musically gifted students. The program involves lessons in school time but also requires students to commit time in practice sessions after school and at home on a regular basis. Expert tuition is available in brass, percussion, strings and woodwind. Lessons are taught by visiting Instrumental Teachers. Lessons are usually on a weekly basis.

Recommendations Ability to play an instrument.

Topics of Study Brass

Percussion

Strings

Woodwind

Learning Experiences As students master basic skills, they are expected to participate in either the various school ensembles or in the school band. Such students are given regular opportunities through the year to participate in play outs, concerts and competitions. For these, they are required to wear band or ensemble uniforms and black, closed in shoes.

Assessment Student’s progress is individually assessed each semester.

Possible Careers Instrumental Music as a subject can lead towards becoming being a performer, teacher and an educated listener. Instrumental Music will assist you to study tertiary music.

Expenses Students are expected to have their own instrument; however the school does have a wide selection of specialist instruments which may be taken out on loan. See the music co-ordinator for further information. Fees are levied Fees at $40 per year plus $60 instrument loan fee if borrowing an instrument.

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FSK20113-CERTIFICATE II in SKILLS FOR WORK and

VOCATIONAL PATHWAYS

VET RTO – William Ross SHS 30455

Qualification Description This qualification is designed for individuals who require further foundation skills development to prepare for workforce entry or vocational training pathways. It is suitable for individuals who require:

A pathway to employment or vocational training

Reading, writing, numeracy, oral communication and learning skills at Australian Core Skills Framework (ACSF) Level 3

Entry level digital literacy and employability skills

A vocational training and employment plan. Nominal Duration: 600 Hours.

Entry Requirements

There are no entry requirements or pre-requisites for this qualification.

Qualification Packaging Rules & Core Units

Total units = (8 Core Units + 6 Electives)

CORE

FSKLRG09 - Use strategies to respond to routine workplace problems

FSKLRG11 - Use routine strategies for work-related learning

FSKNUM14 - Calculate with whole numbers and familiar fractions, decimals and percentages for work

FSKNUM15 - Estimate, measure and calculate with routine metric measurements for work

FSKRDG10 - Read and respond to routine workplace information

FSKOCM07 - Interact effectively with others at work

FSKWTG09 - Write routine workplace texts

FSKDIG03 - Use digital technology for routine workplace tasks

FSKLRG10 - Use routine strategies for career planning

FSKLRG07 - Use strategies to identify job opportunities

BSBWHS201 - Contribute to health and safety of self and others

FSKOCM05 - Use oral communication skills for effective workplace presentations

BSBITU203 - Communicate electronically

ICTSAS206 - Detect and protect from spam and destructive software

Learning Experiences Flexible learning will be undertaken through a combination of modes of delivery appropriate to the units ofcompetency in the qualification, including:

• Observations • Case studies • Assignments

• Team projects • Portfolios • Short answer questions and activities

Assessment Assessment is competency based and therefore no levels of achievement are awarded. Evidence gathering for this qualification is continuous and units of competency have been clustered into groups and assessed this way. Evidence gathering methods include observation, portfolios, questioning and feedback from workplace supervisors.

Pathways Participants who complete Certificate II in Skills for Work and Vocational Pathways will be eligible to be granted RPL or credit transfer when seeking recognition towards the full or partial achievement of Training Package qualifications or other accredited courses where the units are included in the packaging rules.

Fees There are no additional fees for this qualification including no material costs. All costs are met under the William Ross SHS Student Resource Scheme

Further Information, Complaints and Appeals

For further information or for any complaints and appeals refer to the HOD of Senior School/VET– Ms Kristy Kirk – [email protected]

For further information contact the Head of Department, Arts & Languages, Mrs Isabella Shatte - [email protected]



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CHC34015-CERTIFICATE III in ACTIVE VOLUNTEERING

VET RTO – Volunteering Queensland Inc 6020

Qualification Description This qualification reflects the role of people working in a volunteer capacity across a range of industries and organisations in a variety of contexts. At this level, work takes place under the direction of others and supervision may be direct or indirect. Volunteers may also be required to lead volunteer teams and have limited responsibility of the output of others within a project or event. Upon successful completion, students are certified with 5 Queensland Certificate of Education (QCE) Credits. Nominal Duration: 2 Years.

Entry Requirements

There are no entry requirements or pre-requisites for this qualification.


Total units = 10 (6 Core Units + 4 Electives)

CORE

CHCCOM002 - Use communication to build relationships

CHCDIV001 - Work with diverse people

CHCLEG001 - Work legally and ethically

CHCVOL001 - Be an effective volunteer

HLTWHS001 - Participate in workplace health and safety BSBWOR301 - Organise personal work priorities and development

ELECTIVES – Selected by the school

BSBITU302 - Create electronic presentations BSBITU303 - Design and produce text documents CHCGROUP302D - Support Group Activities HLTFSE001 - Follow basic food safety procedures

Learning Experiences Flexible learning will be undertaken through a combination of modes of delivery appropriate to the units of competency in the qualification, including:

Practical Activity

Short Answer Written Assessment

Project Work

Case Studies

Observation

Work Experience Placement NB. Students are expected to undertake additional study at home and attend tutorials. Students must also undertake 20 hours of structured work placement or receive recognition of prior work placement (at least 20 hours). These must be conducted at a volunteer organisation.

Assessment Assessment is competency based and therefore no levels of achievement are awarded. Evidence gathering for this qualification is continuous and units of competency have been clustered into groups and assessed this way. Evidence gathering methods include observation, portfolios, questioning and feedback from workplace supervisors.

Pathways Students who complete Certificate III in Active Volunteering will be eligible to be granted RPL or credit transfer when seeking recognition towards the full or partial achievement of Training Package qualifications or other accredited courses where the units are included in the packaging rules.

Fees $205.00



Further information for Volunteering Queensland Inc’s complaints and appeals is outlined within the 2016 SAAVI Student Handbook.


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CHC30113-CERTIFICATE III in EARLY CHILDHOOD EDUCATION and CARE VET RTO – Cairns Training Academy 30857

Qualification Description This qualification reflects the role of workers in a range of early childhood education settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. They support the implementation of an approved learning framework, and support children’s wellbeing, learning and development. Depending on the setting, educators may work under direct supervision or autonomously. Nominal Duration: 2 Years.

Entry Requirements

It is recommended that students have gained at least a “C” achievement in Year 10 English


Total units = 18 (15 Core Units + 3 Electives)

CORE

CHCCS400C - Work within a relevant legal and ethical framework

CHCCS400C - Work within a relevant legal and ethical framework

CHCECE001 - Develop cultural competence CHCECE001 - Develop cultural competence

CHCECE002 - Ensure the health and safety of children CHCECE002 - Ensure the health and safety of children

CHCECE003 - Provide care for children CHCECE003 - Provide care for children

CHCECE004 - Promote and provide healthy food and drinks

CHCECE004 - Promote and provide healthy food and drinks

CHCECE005 - Provide care for babies and toddlers CHCECE005 - Provide care for babies and toddlers

ELECTIVES

Electives are delivered as supplied by the RTO.

Learning Experiences You will have access to a variety of theory and practical learning resources, including industry placement, which equips you with the necessary skills to secure employment. Course resources are readily available on the RTO website to ensure 24/7 access and portability to students. Throughout the duration of your studies you will be supported by qualified trainers and assessors in a variety of methods. These may include: email, phone, workplace visits, third party reports by workplace supervisor/s, written workbooks, videoed training presentation and or classroom tutorials.

Assessment A range and variety of assessment methods are utilised including direct observation, portfolios, workbooks, written responses, third party reports and direct questioning. A range of teaching/learning strategies will be used to deliver the competencies. These include: • Practical tasks • Completion of computer based tasks and assessment • Group work • Practical experience within the school playgroup Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies. NB. Students are required to undertake 120 hours of structured work placement or receive recognition of prior work placement. These hours must be conducted at a long day care centre. This placement occurs outside of school time.

Pathways The Certificate III in Early Childhood Education and Care provides a pathway to work in the child care sector in positions such as Early Childhood Educator, School Age Education and Care Provider. Students completing their Certificate III may be able to upgrade their QTAC selection rank.* * Certificate III = rank of 68 (approximately equivalent to an OP 15 depending on the year).

Fees TOTAL COURSE COST = $565 INCLUDES: Cairns Training Academy Fees $535 Training Shirt -$35 Please note: The Enrolment fee is non-refundable as are course fees once students commence training.




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SIS30313-CERTIFICATE III IN FITNESS

VET RTO – Binnacle 31319

Qualification Description

Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students deliver a range of fitness programs

and services to clients within their school community. Graduates will be competent in a range of essential skills – such as undertaking client

health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor and outdoor fitness settings.

Upon successful completion, students are certified with 8 Queensland Certificate of Education (QCE) Credits: Nominal Duration: 2 Years.

• Nationally recognised qualification – Certificate III in Fitness (8 Credits - Core)

This program also includes the following:

• First Aid qualification and CPR certificate.

• A range of career pathway options including an alternative entry into university.

• Direct pathway into Certificate IV in Fitness (Personal Trainer) with Australian Institute of Personal Trainers (AIPT)

Entry Requirements Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They must have good quality written and spoken communication skills and an enthusiasm / motivation to participate in physical activity sessions.

Qualification Packaging Rules & Core Units Total units = 15 (10 core units + 5 Electives)

SISFFIT301A - Provide fitness orientation and health screening SISXIND101A - Work effectively in a sport and recreation environment SISFFIT302A - Provide quality service in the fitness industry SISXOHS101A - Follow occupational health and safety policies SISFFIT303A - Develop and apply an awareness of specific populations to exercise delivery

SISXRSK301A - Undertake risk analysis of activities

SISFFIT305A - Apply anatomy and physiology principles in a fitness context

HLTAID003 - Provide first aid

SISFFIT306A - Provide healthy eating information to clients in accordance with recommended guidelines

SISFFIT304A - Instruct and monitor fitness programs

SISXFAC207 - Maintain sport and recreation equipment for activities SISFFIT307A - Undertake client health assessment SISFFIT311A - Deliver approved community fitness programs SISFFIT308A - Plan and deliver gym programs SISSSPT303A - Conduct basic warm-up and cool-down programs

Learning Experiences A range of teaching/learning strategies will be used to deliver the competencies. These include:

• Practical tasks

• Hands-on activities involving clients

• Group work

• Practical experience within the school fitness facility Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies. NOTE: This program involves a mandatory ‘outside subject’ weekly component of 90 minutes per week across a minimum of one term of study – delivering fitness programs and services to a variety of clients, including adults.

Assessment Assessment is competency based and therefore no levels of achievement are awarded. Evidence gathering for this qualification is continuous and units of competency have been clustered into groups and assessed this way. Students will use on-line assessment through the Binnacle Training Lounge accounts to record their training activities and work history related to the course. The training program involves students conducting fitness sessions and programs to clients within their school community.

Pathways The Certificate III in Fitness will predominantly be used by students seeking to enter the fitness industry and/or as an alternative entry into University. Positions such as Exercise Physiologist, Teacher – Physical Education and Sport Scientist. Students completing their Certificate III may be able to upgrade their QTAC selection rank.* * Certificate III = rank of 68 (approximately equivalent to an OP 15 depending on the year). Students may also choose to continue their study by completing the Certificate IV in Fitness with Australian Institute of Personal Trainers (AIPT)

Fees TOTAL COURSE COST = $460 INCLUDES: Binnacle Training Fees -$360, First Aid Course -$45, Training Shirt -$30, Textbook - $25



https://www.aipt.edu.au/




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10324NAT - CERTIFICATE III in EDUCATION (Aboriginal and Torres Strait Islander)

VET RTO – TNQ TAFE

Qualification Description The Certificate III in Education (Aboriginal and Torres Strait Islander) course lays a solid foundation towards gaining knowledge and skills as a classroom teacher, especially in relation to, but not exclusively for, Aboriginal and Torres Strait Islander education context/s. This Certificate is acknowledged as meeting the qualification for Teacher Aides in schools and provides 8 points for a student towards their Queensland Certificate of Education (QCE). The course also allows a variety of pathways into tertiary university studies via either the Diploma of Education (Aboriginal and Torres Strait Islander) upon completion of Year 12 or direct entry into the James Cook University Bachelor of Education Program if students gain a sound (C) or above result in 4 OP subjects upon completion of Year 12. Nominal Duration: 1 to 2 Years, however Certificate III must be finished whilst still enrolled at a school.

Entry Requirements

1. All RATEP students MUST be of Aboriginal and/or Torres Strait Islander descent. 2. Satisfactory achievement in a Literacy and Numeracy test. 3. A letter of recommendation from your school.


Total units = 12 (11 Core Units + 1 Elective) *Subject to change

CORE ELECTIVES – One selected by student AIEVAL406A – Integrate Aboriginal and Torres Strait Islander cultural values AIEART407A – Assist Aboriginal and Torres Strait Islander children to express

themselves through Creative Arts AIELIT300A – Develop literacy for Aboriginal and Torres Strait Islander peoples in culturally diverse workplaces

BSBITU3306A – Design & Produce business documents

AIENUM301A – Develop numeracy for Aboriginal and Torres Strait Islander peoples in culturally diverse workplaces

CUVDRA201A – Develop drawing skills

CHCIC201B – Communicate with children CHCI301E – Interact effectively with children AIEPAR303A – Promote partnerships between school and Aboriginal and Torres Strait Islander communities

AHCILM303A – Work in an Indigenous community or organisation CHCFC301A – Support the development of children CHCPR301C – Provide experiences to support children’s play and learning CHCORG303C – Participate effectively in the work environment HLTWHS300A – Contribute to WHS processes

Learning Experiences Students will be involved in a range of learning experiences that may include; Analysing printed material e.g. school documents, Creating

resources, Professional experiences working with students in classrooms, Interactive sessions, Reading and writing tasks, Interviewing elders

and community members, Observations, Completing forms, Researching aspects of culture and identity, Presenting spoken tasks, Online

submission of tasks, Development of Study Skills and Field Trips. Students are supported by their Teacher Coordinator (TC) for tutorials and the

Townsville RATEP Site has laptops, learning materials and internet access to completed assessments. Students participate in fortnightly E-

Classes with their TAFE Teacher who is based in Cairns.

Assessment Assessment is competency based and therefore no levels of achievement are awarded. Evidence gathering for this qualification is continuous and units of competency have been clustered into groups and assessed this way. Evidence gathering methods include observation, portfolios, questioning and feedback from workplace supervisors

Pathways Students who complete the Certificate III in Education (Aboriginal and Torres Strait Islander) have multiple tertiary study pathways available to them. These include eligibility to study either a Certificate IV in Education (Aboriginal and Torres Strait Islander) or Diploma of Education (Aboriginal and Torres Strait Islander) as a pathway to JCU’s Bachelor of Education program, in order to gain full teaching qualifications. These are all completed through the RATEP program at the Townsville site with the support of the RATEP TC and resources.

Fees - $205.00


For further information or for any complaints and appeals refer to the RATEP Teacher Co-ordinator – Mr Micheal Beale–[email protected]


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GLOSSARY OF TERMS

The following brief explanation of terms may help make subject selection easier. Seek further clarification if needed.

Advanced standing refers to the credit granted to a student towards an accredited course or training program on the basis of previous study, experience or competencies held.

Articulation is the process used to progress from one level of qualification to another.

The Australian Qualifications Framework (AQF) shows all the qualifications issued in post-compulsory education in Australia and how these qualifications relate to each other.

Credit transfer recognises previous formal study or training based on documented evidence of achievement. For instance, modules assessed as competent in Authority and Authority registered subjects may attract credit towards study in a TAFE qualifications.

Field Positions (FP) rank order positions in a field against all other students eligible for a result in that field. These are dimensions of study that emphasise particular knowledge and skills. FP’s are used for tertiary entrance only when there is a need to select students from within the same OP band.

Overall Position (OP) indicates students’ rank order position in the state reported in bands from1 (highest) to 25. See your guidance officer or school counsellor for details of eligibility rules for an OP.

Queensland Core Skills (QCS) Test is conducted over two days in third term for Year 12 students. To be eligible for an OP and FP’s you must sit the QCS Test. If you are not eligible for an OP or FP’s the test is voluntary. For students not eligible for an OP, sitting for the test may improve your selection rank.

Queensland Certificate of Individual Achievement (QCIA) issued by QCAA and reports on the educational achievements of students on individualised learning programs. Statements of Achievements are recorded across 6 Curriculum Organisers:

Communication and Technologies (CT) Community, Citizenship and the Environment (CCE) Leisure and Recreation (LR) Personal and Living Dimensions (PLD) Vocational and Transition Activities (VTA)

Recommendation A subject or qualification required for eligibility for entry to a particular course of study or employment.

Queensland Tertiary Admissions Centre (QTAC) acts on behalf of universities, agricultural colleges, TAFE institutes and some private institutions to publish course information, to provide application materials, and to receive and process applications.

Recognition of prior learning (RPL) is the process used to assess the competencies a person has gained from past experience and training. RPL is a form of assessment and each person is treated individually.

Recommended (or desirable) subjects are not essential, but are likely to make future courses easier to understand and increase chances of success.

Selection ranks are calculated for tertiary applicants who are not school leavers or are senior students not eligible for an OP. For senior students who are not eligible for an OP, the selection rank is determined by results recorded on the QCE and the Queensland Core Skills Test. A rank is from 99 (highest) to 1 (lowest).

QCAA Queensland Curriculum and Assessment Authority; develop and approve syllabuses and determine procedures for the assessment of students.

Fields In Authority Subjects there can be up to five fields studied to varying degrees. The fields are: FP A – extended written expression FP B – short written communication FP C – basic numeracy FP D – solving complex problems FP E – practical performance

In any subject, each field will be weighted differently depending on the common curriculum elements studied in each subject.

Tertiary Entrance Statement Issued by TEPA to eligible students only. It will contain the student’s OP and up to five FP’s.

william ross state high school individual student result on the queensland core skills test (qcs ......

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