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YEAR 11/12

CURRICULUM

INFORMATION

BOOKLET

2018-2019

Year 11/12 Curriculum Information St Mary’s College, Maryborough Booklet

FROM THE PRINCIPAL

Dear Parents/Carers and Students, This Handbook is designed to assist you in choosing an appropriate course of study for Years 11 and 12. At this level of education students are encouraged to be realistic in their choices, and more responsible for their own learning. These pages contain information about options after senior schooling and how best to prepare for work or tertiary education. As well, there is specific information about each subject and advice on how best to choose subjects for Years 11 and 12. This Handbook is part of a planned process of subject selection, and it is complemented by the student Senior Schooling subject information sessions, a parent information evening, and discussions with teachers, Academic Leaders, Learning Support staff and Guidance Counsellor. Outside sources of information such as the Career Information Service, Job Guide and QTAC guide will also assist you. St Mary’s College provides a wide choice of subjects at senior level. We cater for those students who aim to proceed to tertiary education, and also for those aiming to go to TAFE or to seek work at the end of Year 12. An interesting range of Authority-registered and Certificate courses are provided to help facilitate this latter choice. Years 11 and 12 are vital, challenging and exciting years of secondary school. Remember you are selecting subjects for a two-year course and need to consider realistically the options available with the aim of achieving a Queensland Certificate of Education (QCE) no matter what your chosen pathway might be. Students, accept the guidance of your parents, and teachers, and use your own real knowledge about yourself in finding a course that is most suited to you. Choosing well will not only affect your results, but also how you feel about yourself. Our College Mission Statement encourages students to achieve excellence in all aspects of their learning. We hope our students make subject and course decisions, which will make the most of their special talents, interests and abilities. Yours sincerely,

Mr Graham Meertens PRINCIPAL


VISION

St Mary’s College Community is committed to an educational ministry by

Engaging the SPIRIT

We engage God’s spirit to work through us to demonstrate gospel values of dignity,

justice, integrity, respect, prayerfulness, love and compassion. As a faith filled

community we give expression to our belief in Christ through teaching and learning

and ultimately our community’s nurturing of young people.

Promoting the MISSION

As a Parish school, St Mary’s College promotes Christian education in the Catholic

tradition as a life long journey based on the charism of the Christian Brothers and

the Sisters of Mercy. Our mission is quality education which is holistic, dynamic

and responsive to the needs of our students and the community we serve.

Building the COMMUNITY

Right relationships and service are the foundation of our faith filled community of

parents, students, staff members and parishioners. It is through our connectedness

that we build our caring, collaborative and inclusive community.

We seek to make the St Mary’s College vision a reality through our

MISSION STATEMENT

“God’s spirit inspires the St Mary’s College community to love, learn and

live as Christian people of faith. Within the Catholic tradition and in partnership

we nurture Integrity and Knowledge in all by:

▪ striving for excellence in all aspects of teaching and learning

▪ respecting the dignity of each person

▪ recognising the responsibilities of all

▪ fostering a safe and secure community

▪ inspiring all to serve generously now and in the future ”


INTRODUCTION

PLANNING YOUR COURSE OF STUDY Year 11 & 12 students must study 6 subjects in each semester. All students must study Study of Religion or Religion and Ethics. One subject must be English or English Communication. All students usually undertake a Mathematics subject, whether it be Mathematics A or B, or Prevocational Mathematics. For students to qualify for a Queensland Certificate of Education, students must meet the Literacy and Numeracy requirements which is met by achieving at least a C standard in at least one semester of any Maths or any English subject. Students will study 3 electives. The elective subjects available to students are designed to cater for the full range of students’ interests and abilities, for entry to University, TAFE and employment. The College, the Maryborough Trade Training Centre, TAFE, USC, CQU or other training organisations, may offer these subjects. CHOOSING SENIOR SUBJECTS: It is important to choose senior subjects carefully as your decisions may affect the types of occupations you choose in the future, your success at school and your feelings about school. Overall Plan. As an overall plan, it is suggested that you choose subjects:

• you enjoy

• in which you have achieved good results

• which reflect your interests and abilities

• which help you reach your career and employment goals

• which will develop skills, knowledge and attitudes useful throughout your life.

These are quite general points, so it is wise to look in more detail at the guidelines outlined below.

Guidelines 1. Find Out About Occupational Pathways, It is helpful if you have a few career ideas in mind before choosing subjects. This is the focus of the intensive career education program undertaken mid Year 10. If you are uncertain about this at present then select subjects that will keep several career options open to you.


The following resources are available in schools or online and give you information about occupations and the subjects and courses needed to gain entry to these occupations. ➢ Australia’s National Career Information Service, called myfuture, can be

accessed at: www.myfuture.edu.au ➢ Jobguide website at: http://www.jobguide.deewr.gov.au/ ➢ Brochures from industry groups provide information on the various

pathways to jobs within these industries. ➢ The QTAC Guide is useful for information on tertiary courses offered

through QTAC. ➢ The Tertiary Prerequisites 2020 Book, provided by QTAC to all Year 10

students, provides information on subjects required for entry to tertiary courses offered through QTAC.

➢ QTAC website at www.qtac.edu.au ➢ Queensland TAFE Handbook at: http://www.tafe.qld.gov.au/.

ESSENTIAL WEBSITES:

➢ https://studentconnect.qcaa.qld.edu.au/ A career information service

provided by the QCAA and provides links to other useful sites. This is also the access point to students’ learning account.

➢ www.qcaa.qld.edu.au Provides a wide range of information such as subjects offered by the QCAA, OP information, QCS Test information. It is worthwhile to look at the various areas on this site.

Recommended Websites:

➢ http://www.skillsroad.com.au/home

➢ Job Outlook - http://joboutlook.gov.au/

➢ www.humanmetrics.com Take a free personality type test to discover more about your personality. This type of information can be helpful in deciding what type of career or job you would be most suited to.

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

http://www.jobguide.deewr.gov.au/

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

http://www.tafe.qld.gov.au/

https://studentconnect.qcaa.qld.edu.au/

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

http://www.skillsroad.com.au/home

http://joboutlook.gov.au/

http://www.humanmetrics.com/


2. Find out about the subjects offered at school. The following types of subjects are offered: Authority subjects: ➢ These subjects, approved by the Queensland Curriculum and

Assessment Authority (QCAA), are offered state-wide in Queensland secondary schools and colleges and are used in the calculation of OPs and selection ranks.

➢ Students who do not achieve a C or better in a Year 10 subject may find related Authority subjects in Years 11 and 12 difficult.

➢ Your OP is dependent on how well you achieve in your subjects. You need to choose subjects in which you have the best chance of doing well and which you will enjoy.

➢ These subjects will contribute to the Qld Certificate of Education (QCE) if the required standard is reached.

Authority-registered subjects: ➢ Authority-registered subjects are those based on QCAA developed Study

Area Specifications. They are not used in the calculation of an OP but may be used in the calculation of a tertiary selection rank.

➢ Authority-registered subjects emphasise practical skills and knowledge relevant to specific industries.

➢ Authority-registered subjects contribute to QCE if the required standard is reached.

Vocational Education and Training (VET): ➢ Student achievement in accredited vocational education modules is based

on industry-endorsed competency standards and this may give advanced standing towards a traineeship or apprenticeship and/or credit on entry to courses at TAFE institutes and other registered training organisations.

➢ Contributes to QCE if the required standard is reached. ➢ These subjects are delivered by TAFE and other RTOs as separate

subjects or as part of a School Based Apprenticeship or Traineeship ➢ The College also commenced some subjects in 2016 as part of the

normal timetable. School-based apprenticeships and traineeships (SATs): Students have an opportunity to complete Year 12 and begin an apprenticeship or traineeship while you are still at school. ➢ School-based traineeships and apprenticeships enable students to study

for the QCE whilst undertaking a part-time apprenticeship or traineeship.

➢ While undertaking their senior studies, students gain credit towards a

nationally recognised certificate. Students also complete one day per

week in the workforce for which they are paid.

➢ St Mary’s College organises the application process and searches for

suitable employers on the student’s behalf. All legal requirements are

completed through the College.


➢ Studies completed as part of a school based traineeship contribute

towards the QCE. Studies and the workplace component completed as

part of a school based apprenticeship contribute towards the QCE.

➢ A training contract must be completed and registered through Department

of Employment, Training and the Arts (DETA). The key difference is the

integration of school studies, training and paid work, detailed in the

Education Training and Employment Schedule (ETES) completed for

each SAT.

➢ Changes to funding of training took place in July 2013 and we are

expecting this to impact on the availability of SATs in the local area.

Other: ➢ Subjects other than an Authority or Authority-registered subject offered by

a school or other educational institution and approved by the QCAA. Includes approved university Headstart courses, qualifications from specialist-accredited agencies, eg. Duke of Edinburgh, music or dance.

➢ Contributes to QCE – advanced studies if the required standard is reached.

All students in Year 11 and 12 will also participate in the Pastoral Care and Senior Schooling Program. Senior Schooling is designed to provide students with the opportunity to study areas not covered within the mainstream subjects including the opportunity to do Community Service across a wide range of communities in Maryborough. In Year 12 students seeking university entrance will prepare for the Queensland Core Skills Test. Students planning on entering full or part time employment or apprenticeships after Year 12 will engage with career education and transition to work programs throughout the year. These are organised in conjunction with local organisations and employers. QTAC entry and transition to post secondary school life will be the focus after the QCS Test by all Year 12 students.


3. Check out each subject fully. Take these steps to ensure you understand the content and requirements of each subject: ➢ Read subject descriptions and course outlines in booklets provided by

your school. ➢ Talk to the Academic Leader and teachers of each subject. ➢ Look at books and materials used in the subject. ➢ Talk to students who are already studying the subject. ➢ Check subject prerequisites. ➢ Fully understand the requirement of the subject assignments, exam, trips,

camps, etc.

4. Choose a combination of subjects that suits your needs and abilities: Tertiary entrance: If you wish to study degree or diploma courses at university or TAFE after Year 12: ➢ Ensure you select the prerequisite subjects required for your preferred

courses. These are listed in Tertiary prerequisites 2020. ➢ Many students gain entry to university on the basis of an OP. To be

eligible for an OP, in the 4 semesters of Years 11 and 12 you must: (a) complete 20 semester units of Authority subjects (the equivalent of 5

subjects). (b) study at least three subjects which remain unchanged throughout

Years 11 and 12. (c) sit for the Queensland Core Skills Test over 2 days in Term 3 of Year

12. ➢ A number of Year 12 students who are ineligible for an OP gain entry to

tertiary courses on the basis of a selection rank. A range of bachelor courses accept students based on a selection rank.

➢ Some courses require folios or interviews to gain entry. Full details are included on university websites.

5. Be prepared to ask for help.

If you and your parents are still uncertain about the combination of subjects you have chosen, check again with some of the many people available to talk to – Teachers, Academic Leaders, College Counsellor, Assistant Principal, Deputy Principal and Principal. Don’t be afraid to seek their assistance. They are all prepared to help.


REPORTS AND CERTIFICATES:

Reports Reporting to parents on student progress will be undertaken as follows: (i) End of Semester Reports will be issued in June and December for Year

11 and in June for Year 12. (ii) Mid-Semester Progress Reports will be issued at the end of Term 1 in the

first Semester of each year. Results on End of Semester Reports are school indications of student achievement in the subject at the time of the report. These results may be different to the Levels of Achievement awarded on Certificates at the conclusion of the course. The final Level of Achievement cannot be predicted simply by averaging the results of the first three semesters. Academic Leaders are able to answer any questions in relation to this matter.

Queensland Certificate of Education What is the QCE? The QCE is Queensland’s senior schooling qualification. The Queensland Curriculum and Assessment Authority (QCAA) will award young people a QCE when they complete the senior phase of learning – usually the end of Year 12. To be awarded a QCE young people will need to achieve a significant amount of learning, including literacy and numeracy, at set standards. How does the QCE work? The QCE recognises broad learning options and offers flexibility in what, where and when students learn. A wide range of learning, including academic subjects, vocational education, workplace learning and university subjects, can contribute towards the QCE. Different types of learning attract different numbers of credits. Students must have at least 20 credits to be awarded a QCE. Planning for a QCE All students in Year 10 will develop a senior education and training (SET) plan. The SET Plan helps students structure their learning around their abilities, interests and ambitions. This is completed as part of the career intensive program mid-year. It will map out what, where and how a student will study during their senior phase of learning – usually Years 11 and 12. The SET Plan needs to be developed by the student, their parents or carers, and the school. Schools and students review the SET Plan to monitor progress. The plan can be updated at any time.


Registering young people Legislation means all schools must register every student in Year 10. When a student is registered the QCAA opens an individual, web-based learning account for them. The account is password protected and can be accessed by the student only. Account and password details will be provided to students towards the end of Year 10. This account log in is known as a student’s LUI (Learner Unique Identifier). Students received these details in July of Year 10. These details should be kept in a secure place as the details are required by students to register for all learning with institutions other than SMC including the Trade Training Centre, Duke of Edinburgh, TAFE and AMEB. The learning account records what, where and when a student learns and the results they achieve. Schools and other learning providers report students’ enrolments and results to the QCAA and this information is recorded in the individual learning accounts. Students use their learning accounts to track their progress towards a QCE, vocational certificate or Queensland Certificate of Individual Achievement. Students can access their learning account through the QCAA at

https://studentconnect.qcaa.qld.edu.au/. This is where students access their

results at the end of Year 12 when they are released by the QCE. Awarding a QCE If a student completes Year 12 without achieving a QCE, their learning account will remain open. After Year 12, any QCE-related learning and activities can still be reported to the QCAA and recorded in the learning account. When the student achieves 20 credits, the QCAA will award the QCE in the following June or December. Senior Statement Every student will receive a Senior Statement at the end of Year 12. This statement will be a transcript of their learning account, recording all the learning undertaken and results achieved. QCAA guidelines dictate that a Year 12 student must be in attendance until the official last day of school in order to be given a Senior Statement. The subjects will be classified as subjects designed by the QCAA (Authority Subjects), subjects offered by the school on its own initiative and which have received approval of the Queensland Curriculum and Assessment Authority (Authority Registered Subjects) and Subject Area Specifications (SAS – Authority Registered Subjects).

https://studentconnect.qcaa.qld.edu.au/


CONTENTS Study of Religion

Religion and Ethics

English

English Communication

Mathematics B

Mathematics A

Prevocational Mathematics

Accounting

Ancient History

Aquatic Practices

Biology

Business Management

Chemistry

Drama

Film Television & New Media

Geography

Graphics

Industrial Technology Studies

Japanese

Legal Studies

Information Technology Systems

Marine Science

Mathematics C

Modern History

Music

Physical Education

Physics

Visual Art

CORE SUBJECTS

ELECTIVES – Authority & SAS (school based)


Certificate II Infrastructure & Resourcing

Certificate II Hospitality

Certificate III Early Childhood Education and Care

Certificate III in Information, Digital Media and Technology

Certificate III Sport & Recreation

Certificate IV Crime and Justice

Certificate I Construction

Certificate II in Furniture Making

Certificate II Engineering Pathways

Certificate II in Health Support Services

Certificate II in Automotive Servicing Technology

Certificate II in Plumbing

Certificate II in Salon Assistant

Certificate II in Retail Cosmetics

Study Work and Train

Overview

ELECTIVES – VET (school based)

UNIVERSITY PROGRAMS

ELECTIVES – VET (offsite based)

SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS


Core

subjects

Students must generally study either:

• Study of Religion or Religion and Ethics

• English or English Communication

• Mathematics B, Mathematics A or Prevocational Mathematics


RELIGIOUS EDUCATION

Subject: Study of Religion

Category: Authority Subject

Course Overview

Study of Religion is a Social Science course, giving the students an opportunity to explore and critique the role religion has played and continues to play in the world. They learn about religion by:

• Looking at it as part of complex social, political and cultural dialogues;

• Engaging in conversation and debate;

• Developing knowledge, analysis and critical thinking through inquiry;

• Exploring justice issues such as equity, gender, ethnicity, inclusivity.

The course covers significant world religions, predominantly Christianity, Islam, Buddhism, Hinduism and Judaism. The dynamic beliefs, values, practices and phenomena of these world religions are explored through an inquiry process of framing, investigating, reasoning, judging and reflecting. The course also explores the Australian religious perspectives and the nature and significance of religion over four semesters, offering students an opportunity to understand and appreciate the purpose, meaning and significance of religion in the lives of individuals and communities. Students can appreciate the value of world religions and that religions are dynamic and living not static with transformative power for their adherents. Study of Religion assists students to not only engage with religious issues it also enhances their research skills.

Course Outline

Over the two year course of study the following topics are addressed:

1. The place of ritual in religion and society. 2. Religion – State relationships. 3. How does religion shape our values and ethics? 4. What is the meaning life? Addressing ultimate questions.

An Ethnographic Study will be utilised to support the response to tasks in two semesters of study. The students will engage in a number of Web 2.0 tools to explore topics, enhance learning experiences and present information and learning outcomes.

Assessment

Over the two years, students will be required to complete 12 pieces of assessment (3 per semester). These will take a variety of forms:

• Research Assignments presented in written and multimodal format

• Response to Stimulus task under exam conditions

• Essay exams.

QCE

Credit

Points:

4


Subject: Religion and

Ethics Category: Authority Registered Subject

Course Overview

This course has an emphasis on practical and everyday applications of religion and ethics concepts that allow students to see how this subject can contribute to their own spirituality. As such, a significant component is self-paced work using technology to enhance learner engagement. The activities of this subject are designed to help students:

• develop religious and ethical attitudes and behaviours required for effective participation in the community

• think critically, creatively and constructively about their future roles and responsibilities locally and globally

• appreciate the influence that ethical and religious people have on the development of a sense of purpose and personal integrity

• recognise and reflect on the personal, relational and spiritual dimension of religion and ethical experience.

Course Outline

Over the two-year course of study the following topics are addressed:

Assessment

This course has been developed to enable students in very practical ways to enhance their understanding of how issues of religion and ethics can make a meaningful contribution to the development of their own spirituality. Throughout the course, students will be required to complete a variety of assessment tasks. These include

• Responses to issues raised in film, visual images and written text

• Web 2.0 tool presentations, multimodal presentations

• Group performances and presentation to whole school community.

➢ The Australian Scene

➢ Religions of the World

➢ Good and Evil

➢ Sacred Stories

➢ Social Justice

➢ Ethics and Morality

➢ Peace Studies.

QCE

Credit

Points:

4


ENGLISH

Subject: English


Course Overview

The Senior English course is a literary study of the way language use varies according to context, purpose, audience and content, and modes and mediums. The two-year course aims to assist students to develop

• The ability to reflect on the ways language is used and meaning is created and to make appropriate and effective language choices for particular purposes.

• The skills to think, write, speak about and understand texts

• The ability to engage creatively, imaginatively and critically with texts

• To develop reflective and self-directed learning skills Students investigate a range of texts from diverse cultures and literary periods such as the classics of 19th and 20th centuries, Shakespearean plays, contemporary fiction, poetry, plays, film and media articles and documentaries. Students will analyse and interpret these texts and construct their own texts using both written and oral mediums.

Course Outline

Year 11 Semester One: Shaping the Individual – A Sense of Self A study of the ways cultural identity is developed through acceptance of representations in literary and non-literary texts including film. Texts will be drawn from Australian and international authors.

Semester Two: From Shakespeare to the contemporary Novelist An in-depth study of a Shakespearean text and a contemporary novel, critically investigating the variety of constructions of ideologies through context and character.

Year 12 Semester Three: The Individual and Society A study of the Modernist Movement prose and poetry (1910–1950s), Post-Modern poetry and a Shakespearean tragedy developing the appreciation of the literary texts as chronicles of past society and ideology.

Semester Four: Obligations, Choices and Morality A depth study of a classic novel considering the application of the tags, ‘timeless and universal’. A comparative film study which demonstrates their understanding and appreciation of film as a medium of effective communication. In all units of study students are presented with a wide selection of literary forms – prose, poetry and drama.

Assessment

Students will complete six assessment items each year comprised of: Four written texts - two analytical, one persuasive, one imaginative Two oral presentations – one expository and one persuasive or reflective.

QCE

Credit

Points:

4


Subject: English

Communication

Category: Authority – registered Subject

Course Overview

The English Communication is a two-year course structured to allow students to develop essential communication skills such as interpreting, constructing and making judgements about meanings in texts and use these skills in the areas of work, community and leisure. The English Communication course aims to develop students’ ability

• to communicate appropriately and effectively, with confidence in a wide variety of social and work situations.

• to develop an understanding of and appreciate Australia’s cultural diversity.

• to plan and work independently and as members of a group.

• to develop positive attitudes to and strategies for engagement in lifelong learning.

The course presents a balance of literary and non-literary texts for investigation and stimulus through a variety of units of study. Students will engage in listening, viewing reading, interpreting, discussion, writing and role play as they investigate a variety of written and visual texts of a literary and non-literary nature.

Course Outline

Year A Talking about your generation- A study of pop culture Social Media, The Good the Bad and the Ugly- An expose of current trends. More disturbing than Fiction – A play study Reality Television, Fact or Fiction – A study of the making of reality television Walking the red carpet – A study of contemporary film.

Year B The fair dinkum Aussie - myth or reality? Crime – The scourge of our society Power of the media- propaganda and persuasion Constructing heroes – The ‘Good Guys’ in fiction Texts Everyday heroes Communication and conflict resolution in the workplace.

Assessment Students are required to respond to set tasks in a variety of mediums. Emphasis is placed on oral communication as the medium of response. Students are also required to construct short answer and extended pieces of writing in response to a variety of set tasks. Written responses cover a range of text types including feature articles, business communication and literary analysis. Oral responses involve both individual and group presentations.

QCE

Credit

Points:

4


MATHEMATICS

Subject: Mathematics B


Recommended Prior Study: At least an overall C result in Year 10 Extension Mathematics This is the most challenging core mathematics course.

Course Overview Mathematics B is a recommended precursor to tertiary studies in subjects with high demand in mathematics. It is recommended for students wishing to pursue further study and training at tertiary level in areas such as:

• mathematics and science education

• natural and physical sciences, especially physics and chemistry

• medical and health sciences, including human biology, biomedical, nanoscience and forensics

• engineering sciences, including avionics, chemical, civil, communications, electrical, mechanical and mining

• information technology and computer science, including electronic and software.

Mathematics B aims to provide the opportunity for students to participate more fully in lifelong learning and to appreciate the discipline of Mathematics as a unique and powerful way to view the world. It also provides opportunities for the development of the key competencies, which include:

• solving problems through observation, intuition, exploration and deductive reasoning

• using mathematical ideas and techniques

• communicating ideas and information mathematically

• using technology.

Course Outline

Seven core topics are covered in a spiralling nature over the duration of the two-year course.

1. Introduction to functions 5. Introduction to integration 2. Rates of change 6. Applied statistical analysis 3. Periodic functions and applications 7. Optimisation 4. Experimental and logarithmic functions

and applications

Assessment Assessment techniques Supervised tests

- mid and end semester

Extended modelling and problem solving tasks OR Reports - one per semester

Criteria Assessed Knowledge and procedures Modelling and problem solving Communication and justification

QCE

Credit

Points:

4


Subject: Mathematics a


Recommended Prior Study: At least an overall C grade in Year 10 Mathematics

This is the middle level of core mathematics courses. Course Overview Mathematics A forms an integral part of an advanced education and is suitable as a precursor to tertiary studies in subjects with a moderate demand in mathematics and also for students preparing for apprenticeships. Learning experiences include many life-related applications to the Mathematics used in personal and work situations. Mathematics A will help to develop key competencies which include:

• knowledge and skills of computation, estimation and measurement

• competence in simple algebraic manipulation

• a capacity to interpret and analyse information presented in a variety of forms

• the ability to make judgments based on evidence and reasoning

• a capacity to justify and communicate results in a variety of forms.

Course Outline

Core topics include three strands: • Financial mathematics

• Applied geometry

• Statistics and probability

Elective topics (selected by the school): • Maps and compasses – Navigation

• Operations research – Networks and queuing.

Assessment

Assessment Techniques Supervised tests – mid and end semester Extended modelling and problem solving tasks OR Reports - one per semester.

Criteria Assessed Knowledge and procedures Modelling and problem solving Communication and justification.

QCE

Credit

Points:

4


Subject:

Prevocational Mathematics

Category: Authority- registered Subject

This is the least challenging core mathematics course.

Course Overview

Prevocational Mathematics’ primary focus is to provide students access to valuable practical mathematical skills for everyday life. It is designed to help students improve their numeracy by studying topics in combination to build confidence, overcome difficulties and negative attitudes. Students develop skills so they can use Mathematics efficiently and critically to make informed decisions in their daily lives. Highly scaffolded and supported learning experiences incorporate concrete, realistic hands-on situations which help to prepare students for work entry via apprenticeships and traineeships and to be a numerate citizen.

Course Outline

Prevocational Mathematics is a two-year course based on a thematic approach with all aspects of mathematics embedded within each task. Computer skills are embedded across the topic areas which include Number, Data, Location and Time, Measurement and Finance. An example of how the topics and themes may be organised is given below. • Personal Finance • Travelling Overseas

• Garden Project • Measurement

• Maths in Hospitals • Buying Property

• Seeing Queensland

• Leaving Home

• Responsible Gambling

Assessment

Assessment techniques Criteria assessed Assignments Knowing Portfolio Applying Supervised tests Explaining

QCE

Credit

Points:

4


Electives

• Electives may be subjects from any of the categories below:

o St Mary’s College o TAFE & Other RTO Courses o School Based Apprenticeships and

Traineeships o University Programs

• Students will study a maximum of 3 electives.

• Electives will only run if minimum subject

numbers and other minimum requirements

of the offering body are met.


Subject: Accounting


Course Overview

The study of accounting provides, not only a foundation in the discipline of accounting, preparing students for further education, training and employment, but also an understanding of the processes involved in using accounting information to make effective decisions. The skills and attitudes gained in this course will prepare students for a variety of entry points to employment, in both employee and employer roles, as well as preparing them for continuing study at tertiary level. They are encouraged to think logically, to apply accounting principles in a consistent and effective manner, and to become independent learners.

Course Outline

The course is organised under five areas of study:

• Foundation studies

• Recording and controls

• Reporting and decision making

• Accounting package

• Elective studies.

During the course, students will study:

• Principles of double-entry accounting

• Preparation of accounting records and reports

• Accounting for GST

• Use of information and communication technologies including accounting

packages and spreadsheets

• Control of major financial elements of a business

• Analysis of financial reports

• Electronic business

• Elective topics, which may include understanding company reports, and

personal financing and investing.

Assessment

Tests/exams Presentations (Oral & Written) Assignments/Research Reports Computer Applications.

QCE

Credit

Points:

4


Subject: Ancient History


Course Overview Through the study of Ancient History, students can understand how the peoples and achievements of the distant past have influenced the modern world. As such, the ultimate purpose of studying ancient history is to provide a context for our own lives. As a discipline, History is concerned with applied philosophy. With its unique time perspective, it is ideal for the study of ethical, social, political and cultural ideas and for assessing their impact on humanity and life in general. It has long been recognised that History provides a solid background to anyone’s education. Through studying ancient history, students will become proficient in the processes of inquiry and explanation; understand the forces that have shaped the modern world; learn to critically evaluate historical interpretations and develop the knowledge and abilities to participate as active citizens in shaping Australia’s future.

Course Outline The Ancient History program commences with a Study of Archaeology unit. In particular, students will focus on investigating pre-eminent archaeologists as well as the scientific techniques utilised by modern archaeologists. The course will then proceed to a Study of Power, where students will undertake an investigation into the ever-astounding lifestyle of the Spartan military elite. The focus then returns to Rome commencing with a study of the city’s foundational myths. Students will then investigate the emergence of the Republic, with a particular emphasis on the rivalry between Pompey and Caesar and how these men contributed to the Republic’s downfall. Students will also analyse the emergence of Octavian (Augustus) as a focus of power in Rome and the continual struggle between later Julio-Claudian emperors and the Roman Senate. The second year of the Ancient History program commences with an investigation into the practice of mummification in Ancient Egyptian society. Our attention will then turn toward one of the most controversial Egyptian Pharaohs, Akhenaten. Students will then return to their study of ancient Rome. Student will investigate the reasons why Christianity was adopted as Rome’s state religion under Constantine the Great. Students then investigate the collapse of the Roman Empire before finally turning their attention toward the causes and effects of the Crusades in the Medieval Period. History is respected as an academic subject and many of the skills you will develop such as the ability to research and inquire independently, make convincing analytical arguments and support those arguments with sources as well as express yourself cogently and intelligently will stand you in good stead in many professions such as law and journalism.

Course breakdown

Assessment

The Ancient History course will be assessed through a variety of assessment instruments, including: written research assignments, multi-modal presentations, short response examinations, extended essays and response to stimulus examinations.

Semester One

• Archaeological Study (Trojan War)

• Spartan Society

Semester Three

• Ancient Egyptian Funerary Practices

• Akhenaten: The Heretic King Semester Two

• Origins of Ancient Rome

• Fall of the Roman Republic

• One Man Rule in Rome: Augustus and the Julio-Claudian Emperors.

Semester Four

• Constantine and the Early Christian Church

• Fall of the Roman Empire

• The Crusades

QCE

Credit

Points:

4


Subject: Aquatic Practices

Category: Authority registered Subject

Course Overview

Aquatic Practices incorporates a study of the sea, inland waters and associated catchment areas. Emphasis is on practical application of knowledge and skills learned. Practical work and field studies form an integral part of this subject. A significant part of this time must be spent in the marine environment. Field work may include local, short-duration activities to an extended excursion. *

Course outline

Four areas of study include-

• Boating which includes weather,

tides, recreational fishing, knots

and practical boating

• Reef Studies which include

dangerous marine creatures,

ecosystems and classification

• Sand Islands which includes

marine biology, biodiversity,

snorkelling and environmental

issues

• Using the sea which includes

commercial, conservational and

commercial use.

Assessment

Assessment techniques may include assignments, projects and field reports, response

to stimulus material, and written tests. The emphasis in this course is practical

application of the theory.

*There will be additional costs above subject levies.

QCE

Credit

Points:

4


Subject: Biology


Course Overview Biology is the study of the natural systems of the living world. It is characterised by a view of life as a unique phenomenon. Biology is concerned with the study of the phenomenon of life in all its manifestations. It encompasses studies of the origin, development, functioning and evolution of living systems and the consequences of intervention in those systems. The course places considerable emphasis upon practical work conducted within a laboratory and in the field. Field work, including a camp in Year 11 and another in Year 12*, is integrated with the study of the key concepts to help students better understand biological phenomena. During practical activities students learn to examine collected data, suggest hypotheses that explain observations, and design and conduct experiments. Typical learning experiences will include using physical and mathematical models to explore and solve problems, performing experiments to produce and test substances and investigate a variety of phenomena, research, including extended experimental investigations, internet research and writing reports.

Course Outline Semester 1 Cell Biology and Reproduction Ecology and Diversity

Semester 2 Regulation of the Internal Environment Disease

Semester 3 Survival Strategies Genetics and Molecular Biology Semester 4 Past, Present and Future Human Impact on the Environment Assessment

Assessments include Supervised Examinations, Written Reports, and Extended Experimental Investigations.


QCE

Credit

Points:

4


Subject:

Business Management

Category: authority subject

Course Overview

The study of Business Management provides students with the opportunity to be creative and innovative as they learn how businesses are managed and operated. Students will participate in practical and authentic business situations in relevant contexts, such as international business, small-to-medium enterprise, industry-specific and not-for-profit management. This subject provides the opportunity for students 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. 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 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.

Key concepts studied include:

• Management practices

• Marketing management

• Operations management

• Human resource management

• Finance management

• Business development

Assessment

Tests/exams Presentations (Oral & Written) Research reports Feasibility studies Business Ventures.

QCE

Credit

Points:

4


Subject: Chemistry


Course Overview The study of Chemistry engages students and teachers in an exciting and dynamic investigation of the material universe. Chemistry helps us to understand 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. Typical learning experiences will include using physical and mathematical models to explore and solve problems, performing experiments to produce and test substances and investigate a variety of phenomena, research, including extended experimental investigations, internet research and writing reports.

Course Outline Semester 1 Bountiful Materials of the Earth Take me to the River

Semester 2 Energy Gases

Semester 3 Acids and Bases Monitoring and Analysis

Semester 4 Corrosion and Conservation Polymers

Assessment

Assessments include Supervised Examinations, Written Reports and Extended Experimental Investigations.

QCE

Credit

Points:

4


Subject: Drama


Course Overview

Senior Drama builds on knowledge and skills exploring the Dramatic Languages (Elements of Drama, Styles and Conventions) through various forms and styles of dramatic action. The two-year course aims to immerse the students in a wide range of theatre styles, from Realism to Absurdism, as well as exposing them to professional live theatre. Students will expand their knowledge and skills through a variety of learning experiences which focus on the three General Objectives of Drama, Forming, Presenting and Responding. It is through these learning experiences that the students will develop several skills, including; devising, creating, presenting, analysing, synthesising and evaluating.

Course Outline (if combined class)

YEAR 11 & 12 2019 YEAR 11 & 12 2018

SEMESTER 1

Greek & Physical Theatre

SEMESTER 3

Realism, Australian Theatre & Screen Acting

SEMESTER 2

Epic & Political Theatre

SEMESTER 4

Absurdism & Non-realism

Assessment

Possible tasks include: Scripted Performance Student Devised Performances Practical Directing

Theatre Review Written Analytical essays

QCE

Credit

Points:

4


Subject: Film, Television &

New Media


Course Overview

Film, Television & New Media builds knowledge and skills exploring key competencies: Technologies, Representations, Audiences, Institutions & Languages through the Codes and Conventions of Film. The two-year course aims to immerse the students in a wide range of film and media genres, including Advertising, Documentaries, Foreign & Domestic films. The students will expand their knowledge and skills through a variety of learning experiences which focus on the three General Objectives of Film, Television & New Media: Production Design, Production Practice and Critique. It is through these learning experiences that the students will develop several skills, including: interpreting, using appropriate vocabulary, devising, creating, presenting, analysing, synthesising and evaluating.

Course Outline (If combined class)

YEAR 11 & 12 2018 YEAR 11 & 12 2019

SEMESTER 3, TERM 1 – Buying In, Selling Out

Advertising & Marketing

SEMESTER 1 – The Golden Age of the Silver Screen

Film genres & production

Film history SEMESTER 3, TERM 2 – The Bleeding Edge

The News & New Media

SEMESTER 4 - Home & Away

Australian & foreign films

SEMESTER 2 – Changing Your Mind

Documentary, polemics & propaganda

Assessment

Possible tasks include:

Production Design 3 Column Storyboarding Advertisement

Production Practice Audio Director’s Commentary Short Narrative Film Documentary Film Scripts Critique Written Analytical Essays Film Treatment

QCE

Credit

Points:

4


Subject: Geography


Course Overview

Students will develop a concern for the sustainability of the environment and the quality of human life. Through investigation, students should explore a range of attitudes and values related to ecologically sustainable development, social justice and democratic processes and institutions. They will also develop the knowledge, abilities and ethical commitment to participate as active citizens in shaping the future. It is expected that students will participate in 20 hours or 4 days of field work across the two years.

Course Outline

SEMESTER 1 / 3: PEOPLE AND DEVELOPMENT The focus units of this theme, Feeding the World’s People and The Geography of Disease focus on issues related to variations in living conditions that exist within and between people from different regions and countries and the factors that underlie these differences. SEMESTER 2 / 4: RESOURCES AND ENVIRONMENT The focus unit of this theme, Living with Climate Change and Managing Coastal Environments focus on issues related to human use of and reliance on the environment. SEMESTER 3 / 1: MANAGING THE NATURAL ENVIRONMENT The focus units of this theme, Responding to Natural Hazards and Managing Catchments explore the relationships of people with the natural environment. They examine a number of natural hazards and how people are affected and the concept of catchments and how elements of it, such as land, animals, water, industries and cities are inter-related. SEMESTER 4 / 2: SOCIAL ENVIRONMENTS The focus units of this theme Sustaining Communities and Connecting People and Places emphasis issues related to managing urban and rural environments so that they are conserved for the future. They include planning possibilities for the future as well as sustaining current communities.

Assessment

Short response test Practical exercises Stimulus-response essays Reports.

QCE

Credit

Points:

4


Subject: Graphics


Course Overview

Graphics engages students in solving design problems and presenting their ideas and solutions as graphical products. Students explore design problems by using the design process where they identify and explore a need or opportunity of a target audience. Students communicate solutions in the form of graphical representations from an industry perspective. Graphics develops students’ understanding of design factors and design processes in graphical contexts. Design problems provide settings for units of work where students create graphical representations of design solutions for a range of audiences, including corporate and end-user clients.

Course Outline

SEMESTER 1 & 2 The Year 11 program is a foundation year in which students are introduced to the core aspects of Graphics while studying the core units Industrial Design, Built Environment and Graphic Design. In the development of solutions to design problems, students sketch and draw freehand, produce technical graphical representations in both two-dimensional and three dimensional formats and use emerging technologies to present solutions graphically.

SEMESTER 3 & 4 The Year 12 program builds upon the experiences gained in Year 11. Students will present folio work in the three core design areas.

Assessment

Students will be using CAD to complete assignments and tests in the three core design areas of study.

QCE

Credit

Points:

4


Subject: Industrial

Technology Studies

Category: Authority Registered Subject

Course Overview

This practical project-oriented course is intended to develop skills for technical or industrial fields including Building and Construction, Engineering Fabrication and Furnishing. This course aids students for industry related vocations and prepares the individual for TAFE/apprenticeship training. Over the two years of this subject students will produce wood and metal projects such as a coffee table, tradesman’s toolbox, portfolio in welding exercises

and various other engineering projects. Course Outline

Building and construction studies Introduction Safety CAD Drawing Hand and Power Tools Selection of Materials Outdoor Construction-based Projects Indoor Construction-based Projects Engineering

Introduction Safety Basic Welding, Grinding and Machining Metal Cutting (Plasma & Cold Saw Cutting)

Assessment

Field reports – Tuan Mill Safety testing Projects (minor and major) Folios of work Production plans.

QCE

Credit

Points:

4


Subject: Japanese


Mandatory Prior Study: Year 10 Japanese

Course Overview The Senior Japanese program is structured in a composite class arrangement. The course is designed in a Year A / Year B format in which the same topics and cultural content are taught to both Year 11 and Year 12 students. However, texts and in class activities will cater for both year levels throughout the course. Assessment tasks may be the same for each year level, however Year 12 students will be expected to demonstrate a wider range of vocabulary and sentence structures appropriate to their year level.

General Introduction to the subject

The basic principle underlying the study of Japanese in the senior phase of learning is learning in communicative contexts. Communication encompasses the exchange and the negotiation of meaning between individuals through the use of verbal and nonverbal symbols in aural, oral, visual and written modes. It involves both receptive and productive processes through the application of language learning to new situations.

Course Aims and Typical Learning Experiences

• At the conclusion of the Course, students will be able to communicate well in Japanese on familiar topics.

• Communication in Years 11 and 12 is receptive, involving listening and reading, as well as productive,

involving speaking and writing.

• Students will enhance their capacity to communicate and interact effectively within and across languages and cultures.

• Students will appreciate the interrelationship of language and culture and the importance of intercultural competence.

Course Outline

Year A

Unit 1: Celebrations in Japan

Unit 2: Celebrations in Australia

Unit 3: Student Exchange

Unit 4: Interests and Hobbies

Unit 5: Sports and Fitness Unit 6: Technology and Social Media Unit 7: Environment: Recycling

Unit 8: Environment: Saving Water

Unit 9: Advertising

Unit 10: Staying Healthy

YEAR B

Unit 1: Holiday Plans Unit 2: Accommodation Unit 3: Transport Unit 4: High School Days Unit 5: Relationships Unit 6: Tourism and Hospitality Unit 7: Part-Time Work Unit 8: Dreams of the Future Unit 9: Women in Society Unit 10: My Hometown

Assessment

Listening, Speaking, Reading and Writing at the end of each term. * This course will be offered off-line ie. classes will be held before and after school with students

having spare lessons during the day.

QCE

Credit

Points:

4


Subject: Legal Studies


Course Overview

Legal Studies is not a course in law, but rather a study of the law. It aims to give students an understanding of the inter-relationship of law and society. Students will examine the nature and function of the legal system, the process of law making, the rights and responsibilities of citizens and certain specific areas of law that are most likely to impact on their lives. Legal Studies is designed to give students some understanding of the background of the legal system, the processes involved in the law and changing the law. At the end of the course, students should have a greater knowledge of their rights and responsibilities as citizens and should be able to contribute in an informed way, to discussions on our legal and social institutions.

Course Outline

SEMESTER 1 THE LEGAL SYSTEM: This unit aims to provide a general overview of the Australian legal system

and how the Australian legal system meets society’s needs.

CRIMINAL LAW/HUMAN RIGHTS: The aim of this unit is to explain the theoretical basis of criminal

law, as well as its operation in practice. Procedural matters, the protection and enforcement of individual rights, specific offences and defences, and punishment and compensation are dealt with.

SEMESTER 2 INTRODUCTION TO CIVIL OBLIGATIONS: This unit introduces students to the concept of civil

wrongs and deals with the rights and remedies available to individuals under the civil law if they suffer loss or damage as a result of the acts or omissions of others.

CIVIL WRONGS AND THE LAW: This unit examines how and why society requires individuals to

make reparations for harm inflicted carelessly or intentionally. A variety of torts seek to protect individual interests as a result of the acts or omissions of others.

SEMESTER 3 INDEPENDENT RESEARCH: Students are to undertake in-depth independent research on an area

of the law which interests them.

FAMILY AND THE LAW/HUMAN RIGHTS: As family law is of great importance for the health of

society, students should recognise the rights and obligations that apply to family members.

SEMESTER 4 HOUSING AND THE LAW: This unit examines how home owners and tenants have certain rights

and obligations regarding their use of land to others who are on or near their property. The law recognises the right of individuals to have interests and estates in real property.

INTERNATIONAL LAW: This unit introduces students to the role of international law in regulating

what nations do within their boundaries and in their external relationships with other nations around the world. Students will undertake an excursion to the Brisbane Supreme Courts to observe cases in progress.

Assessment

A maximum of four assessment items to be completed each semester. The types of assessment items will include written examinations, essays, seminars, assignments, reports and media presentations.

QCE

Credit

Points:

4


Subject: Information

technology SYSTEMS


Course Overview

Information Technology Systems prepares students to cope with, and harness to their advantage, the changes and significant opportunities associated with IT. 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.

Course Outline

Year A Web Design Graphic Design Year B Multimedia Design Animation Within these contexts, the course will cover the five elements

• Theory and techniques

• Problem-solving process

• Project management

• Client relationships

• Social and ethical issues.

Assessment

Student achievement is assessed based on three criteria: Knowledge and Communication, Design and Development, and Implementation and Evaluation. Tasks that students will complete for assessment include Supervised Written Assessments (exams), Extended Response Assessments (reports, articles, essays) and Product Assessments (practical tasks with written components).

QCE

Credit

Points:

4


Subject: Marine Science


Course Overview

Marine Science enables students to participate in inquiry-based learning through which students conduct primary and/or secondary research in marine environments, issues and problems.

Students learn in circumstances that are relevant and interesting.

The course places considerable emphasis upon practical work conducted within the laboratory

and in the field, including a camp in Year 11 and another in Year 12*

Course Outline

• Marine Environment

• Local Marine Ecosystems

• Healthy Rivers and estuaries

• Water Quality

• Oceanography

• Biodiversity of Sand Islands

• Managing Sustainable Marine Environments

• The Marine Environment - An Indigenous

Perspective

Assessment

Extended Response which include Extended Research Investigations and Extended

Response to Stimulus.

Examination which include Short Response Test and Extended Response Test.


QCE

Credit

Points:

4


Subject: Mathematics C


Recommended Prior Study:

At least an overall B standard in Year 10 Mathematics Extension.

.

Course Overview Mathematics C is a companion subject to Mathematics B that aims to extend the competency and confidence of students in mathematics beyond the scope of Mathematics B. It builds on, combines and extends many of the concepts introduced in Mathematics B and acts as a support for study in other disciplines such as Physics. Mathematics C provides further opportunity for students to participate more fully in learning at a high level and is recommended for students wishing to pursue further study and training at tertiary level in areas such as:

• engineering sciences including avionics, chemical, civil communications, electrical,

mechanical and mining

• natural and physical sciences, especially physics and chemistry

• medical and health sciences, including human biology, biomedical, nanoscience and

forensics

• information technology and computer science, including electronic and software

applications

• pure mathematics and higher mathematical applications.

Course Outline

Six core topics are covered in a spiralling nature over the duration of the two-year course.

1. Introduction to Groups 4. Vectors and Applications

2. Real and Complex Number Systems 5. Calculus

3. Matrices and Applications 6. Structures and Patterns

Two option topics (selected by the school) are:

1. Dynamics

2. Advanced Periodic and Exponential Functions.

Assessment Assessment techniques Supervised tests

- mid and end semester

Extended modelling and problem solving tasks OR Reports

- one per semester

Criteria assessed Knowledge and procedures Modelling and problem solving Communication and justification

QCE

Credit

Points:

4


Subject: Modern History


Course Overview

Modern History is an exciting subject that poses the question, ‘How can you change the future if you don’t understand the past?’ History is very much concerned with the question, ‘What makes the world tick?’ As a discipline, History is concerned with applied philosophy. With its unique time perspective, it is ideal for the study of ethical, social, political and cultural ideas and for assessing their impact on humanity and life in general. It has long been recognised that History provides a solid background to anyone’s education. Through studying history, students will become proficient in the processes of inquiry and explanation; understand the forces that have shaped the modern world; learn to critically evaluate historical interpretations and develop the knowledge and abilities to participate as active citizens in shaping Australia’s future.

Course Outline The Modern History program commences with a unit exploring the “History of Ideas and Beliefs” with students investigating the emergence of liberalism and individualism in the Enlightenment period. Students will also analyse the concept of nationalism and the rise of nation states and the impact this had on 20th Century landscapes. Nazi Germany and Fascist Italy are investigated as case studies of ideological power, followed by the Arab-Israeli conflict and the Cold War in Semester Four. The second part of the course begins with an investigation into the concept of ‘power’ with emphasis on Stalin’s control of the Soviet Union. Students will also evaluate how citizens can resist the power regimes in a given society by focussing on the American Civil Rights Movement. The focus then turns toward historiographical issues, including an analysis of the use and abuse of historical films and the ‘History Wars’ in Australia. History is respected as an academic subject and many of the skills you will develop such as the ability to research and inquire independently, make convincing analytical arguments and support those arguments with sources as well as express yourself cogently and intelligently will stand you in good stead in many professions such as law and journalism.

Course breakdown

Semester One

• The Enlightenment Period

• Nazi Germany

• Fascist Italy

Semester Three

• The Fall of the Romanov Dynasty

• Stalin’s control of the USSR

• American Civil Rights Movement

Semester Two

• The Cold War

• The Arab-Israeli Conflict

Semester Four

• Film and the Historian

• The ‘History Wars’ in Australia

Assessment

The Modern History course will be assessed through a variety of assessment instruments, including: written research assignments, multi-modal presentations, short response examinations, extended essays and response to stimulus examinations.

QCE

Credit

Points:

4


Subject: Music

Category: Authority Subject Recommended Prior Study: 9/10 Music and/or instrumental music lessons

Course Overview Music is an integral part of everyday life. A study of music fosters students’ confident expression of their creativity and individuality through composing and performing music to communicate meaning. In Music, students will analyse, compose and perform from a range of music genres and time periods. They will study and present both vocal and instrumental music throughout the course allowing them to develop their integrity as a musician. They will be given opportunities to record music, both original compositions and covers. Units of work over the four semesters include:

- Musical Magic

- Evolution of Vocal Music

- Music in the Name of (Songs of Protest)

- The Deep South (Evolution of Jazz music)

- Film Music

- Independent Recording Project

Assessment

Tasks include:

Composition for voice and ensembles

Individual performances Concert performances

Scoring for film and stage

Group performances Recording

Score analysis

Digital presentations Responding to music

QCE

Credit

Points:

4


Subject: Physical

Education


Course Overview

Senior Physical Education focuses on physical activity in Australian Society and involves learning about, through and in physical activity. Students choosing Senior Physical Education should have a genuine desire to participate in and learn through an extensive study of 4 physical activities. While a certain level of physical skills is desirable it is not essential as the course is developmental and large amounts of time are devoted to the acquisition of skill.

Course Outline

Learning Physical Skills Biological Bases of training and Exercise Physical Activity in Australian Society Volleyball Touch Badminton Sport Aerobics. Senior Physical Education has equal emphasis on practical and theoretical components.

Assessment

Practical Performance for each Physical Activity Written and/or Oral Assessment including Research Reports, Written Assignments, Written Essay Exams and Oral Presentations.

QCE

Credit

Points:

4


Subject: physics


Course Overview Physics is the study of the universe and how it works. Its applications have produced and continue to produce benefits to our society. The culture of physics values methods of precise measurement, reproducible experimentation and powerful mathematical relationships. Typical learning experiences will include

• using physical and mathematical models to explore and solve problems

• performing experiments to investigate a variety of phenomena, including the use of technology to collect and display data

• research including extended experimental investigations, internet research and writing reports.

Course Outline

Semester 1 Foundation Physics Elastic Potential and Pressure Physics related to Engineering Introduction Electricity Semester 2 Communication through Waves Aristotle and Zernike Semester 3 Projectile Motion Advanced Engineering Electronic Systems Semester 4 Nuclear Technology and Medical Physics Landmark Developments Ideas about Light and Matter

Assessment

Assessments include Supervised Assessments, Extended Response Tasks and Extended Experimental Investigations.

QCE

Credit

Points:

4


Subject: Visual Art


Course Overview

In Visual Art, students are encouraged to develop into unique artists with individual approaches to their work.

Throughout Year 11, students will develop their drawing, painting and sculptural skills to produce self-

directed artworks. Visual Art aims to help students develop a broad range of art skills before giving students

space to focus on the specific areas of art they are most interested in. For one student, this may be a focus

on painting, where another student may incorporate contemporary art media such as digital artwork or

photography into their work. Throughout the course, students will research a diverse range of artists to

develop their own artwork.

Prior study of Visual Arts is not required as the course is designed to build skills over time.

Course Outline

YEAR 11 YEAR 12

Focus 1 – Exploring mixed media Drawing

Creating a folio of works that explore a range of media

areas selected by students

Focus 4 – Student directed Body of Work Response to concept via student’s choice of media

Focus 2 – Exploring sculpture

Creating a sculptural artwork that explores installation

sculpture, photography and space

Focus 5 – Student directed Body of Work Response to concept via student’s choice of media

Focus 3 – Exploring Digital Media

Experimenting with video, sound and animation to create

artwork

Post – Verification folio – Short unit – extension of a selected Body of Work

Assessment

Possible tasks include:

Drawing Folios Painting Experimental Film Photography

Sculpture Magazine Article Writing Art Exhibition Review

QCE

Credit

Points:

4


ALTERNATE PATHWAYS

PROGRAMS

Overview

THESE COURSES ARE OFFERED/CERTIFIED BY ORGANISATIONS OTHER THAN THE

COLLEGE AND WILL BE EITHER TAUGHT HERE AT THE COLLEGE BY ONE OF OUR STAFF

OR OFFSITE BY OTHER PERSONNEL. PLEASE TAKE NOTE OF THE CONDITIONS AROUND

EACH COURSE. MR PHIL MCGAHAN OR MRS ANGELA JONES ARE THE CONTACT PEOPLE IF YOU WISH

TO OBTAIN ANY FURTHER INFORMATION ABOUT ANY OF THESE COURSES. PLEASE NOTE THAT MOST OF THESE COURSES INCUR ADDITIONAL COSTS. IF THERE ARE ANY OTHER COURSES YOU ARE INTERESTED IN PLEASE CONTACT MR MCGAHAN TO DISCUSS. WE ARE ABLE TO LINK WITH MOST OTHER TRAINING

ORGANISATIONS TO PROVIDE OPPORTUNITIES FOR YOUR CHILD TO STUDY IN A FIELD

OF THEIR PARTICULAR INTEREST.


ELECTIVES – VET

(School-based)


SDS

CERTIFICATE II (RII20113) in Resources & Infrastructure Work

Preparation

Program Description

This qualification reflects the roles of individuals who perform mainly base tasks and procedures, utilising emerging practical skills and fundamental operational knowledge, and taking some responsibility for the quality of the work outcomes. This Certificate II in Resources and Infrastructure Work Preparation is a pathway qualification and will prepare Students in undertaking a specified Certificate III (i.e. Civil Plant Operations etc.) School based traineeship, should the Student wish to pursue vocational career pathway. Licensing, legislative, regulatory and certification requirements feature in this qualification.

Program Outline

Individual Schools or partnership of schools (depending on student numbers)

- SDS provides trainers and resources in order to fulfil course requirements

- Based on the ‘concreting elective’, school(s) would contribute raw materials (i.e. concrete, sand / gravel,

mesh, form-work & water) towards a project that would occur at their school

This is an industry based learning program:

Course Snapshot

Class size: 12 - 16 students

- Nationally Recognised Training

- On-site or Off-site Training

- Practical ‘hands-on’ project training

- Project(s) benefiting schools directly

- Access to industry experienced SDS Trainers

Entry Requirements

This course is available to either year 10, 11 & 12 Students who exhibit a practical flare. Students need to

apply for a course position through and eligibility and enrolment process.

Career Opportunities

This base qualification is the starting point for some 83 career pathways for example:

Employment in the Construction industry,

Employment in the Civil and Earthmoving industry,

Enrolment into further education including School Based Traineeships,

Certificate III Drilling - Oil/Gas On Shore, Certificate III Driving Operations or Certificate III Civil

Construction

- Plant Operations

- Bridge Construction & Maintenance

- Pipe Laying

- Road Construction & Maintenance

- Road marking etc. and then Certificate IV in Civil Supervision, Certificate IV in Frontline Management

Program Intake

Schedule days of training throughout 1 year:

QCE

Credit

Points:

4


- One week per term; or

- Block training (3-4 week program); or

- Schedule ‘group’ (consecutive) days per term (minimum 20 days per year)

- Co-contribution from $85.00 for PPE clothing/equipment (if required).

Admission Method

Discuss these options with your school careers guidance contact and ask to complete the eligibility and

enrolment application. Prior to this course commencing a Language, Literacy and Numeracy Assessment is

required to be completed by the participating Student. This is an industry relevant assessment, designed to

ascertain specific volume of learning benchmarks and delivery parameters.

COURSE OUTLINE:

The following table provides the recommended units of competency to be completed within this qualification. Nine (9) units comprising the following:

- 3 core units; and

- 6 elective units

Certificate II (RII20113) in Resource and Infrastructure Work Preparations

CORE

RIIWHS201D Work Safely and Follow WHS Policies and Procedures RIIRIS201D RIIENV201D

Conduct Local Risk Control Identify and Assess Environmental and Heritage Concerns

ELECTIVES

RIICCM201D

RIISAM203D

RIISAM201D

RIIBEF201D

RIIWHS204D

*RIICCM209D

Carry out Measurements & Calculations

Use Hand & Power Tools

Handle Resources & Infrastructure Materials & Safely

Dispose of Non-Toxic Materials

Plan & Organise Work

Work Safely at Heights

Carry out Concrete Work (Imported Elective)

N.B – Students that do not already have a white card would receive this unit additionally (CPPOHS1001A – Work Safely in the Construction Industry)

Assessment Method

Competency based assessment is the process of collecting evidence and making judgements on whether or not

the Student can consistently demonstrate knowledge and skill and the application of that knowledge and skill

to a standard required in the workplace . During the programme a variety of assessment techniques will be

used including practical, theoretical and observation.

Special Aspects

General writing materials! Personal Protective Equipment (PPE) is required; clear safety glasses, steel capped

boots, gloves, a hard hat and high Vis long-sleeve shirt.


Civil Construction – Your Career Starts Here! In the Civil Construction Industry you can build just about anything. From a major freeway to railways, water storage reservoir or even new housing subdivisions. Civil Construction workers do the site clearance, excavations, sewerage and drainage lay the asphalt for roads and ballast for railways and dam walls. Civil construction is anything to do with the earth, water or transport infrastructure. It is a $10 billion a year Australian business that is crucial to Australia’s economy and it needs you. Jobs range from the plant operators who drive the earthmoving equipment on construction sites, to the engineers who design the structures and manage their implementation. There is plenty of demand for skilled workers in the industry and therefore, plenty of jobs. In civil construction you will have a great future, be able to work throughout Australia and overseas; in local government councils, private contracting firms and the mining industry.

Who is it for? Civil construction is for people who want to literally make a constructive difference. It is a career where you can really make a tangible impact, leave your ‘mark’, work with other talented people and be well rewarded. For example, as an engineer you can shape your city for the future and be in demand across the world and if you’re a plant operator, you can literally shape Australia’s infrastructure and will also have a skill in demand throughout Australia.

Choose a Career You can choose your own progressive career and pathway – anything from designing a new rail corridor, managing the building of a new freeway to driving the massive earth-moving equipment. You can enter civil construction straight from school or after university studies. For example, if you are a practical person who likes to work with their hands and perhaps would like to operate earth-moving plant you can become a trainee in the industry. As part of the job you’ll enjoy good wages, good mates and career development and training both in the field and at industry training organisations such as SDS Training. You may work your way up to become a supervisor, team leader, foreman or even site supervisor.

Contact: Lance Williams (SDS Training – RTO # 32505)

T) 07 4122 1231

M) 0428 730 671

E) [email protected]

mailto:[email protected]


QCE

Credit

Points:

Min 4

Max 8

Subject:

Certificate II Hospitality

Category: VET (a nationally recognised qualification)

RTO: Blueprint career Development Pty Ltd. Code: 30978

Course Overview (Course Code: SIT20316) A study area specification based on units that are designed to develop the general knowledge and skills needed for students to understand the hospitality industry’s work place culture and practices. There is also a focus on preparing students for effective participation in the workforce and developing specific knowledge and skills related to employment within the hospitality industry. Career Pathways include: café attendant, catering assistant, food and beverage attendant and apprentice chef. Course Aims

Successful students will develop:

• Basic knowledge and skills in cookery and food and beverage service.

• Basic knowledge and skills in the tourism and travel industry.

• The skills associated with team work, cooperative planning, problem solving and decision making.

Course Outline and competencies

UNIT TOPICS

1 Source and use information on the hospitality industry SITHIND201

2 Use hospitality skills effectively SITHIND202

3 Show social and cultural sensitivity SITXCOM201

4 Interact with customers SITXCCS202

5 Participate in safe work practices SITXWHS101

6 Work effectively with others BSBWOR203B

7 Use hygienic practices for food safety SITXFSA101

8 Prepare simple dishes SITHCCC102

9 Provide responsible service of alcohol SITHFAB201

10 Prepare and serve espresso coffee SITHFAB204

11 Prepare and serve non-alcoholic beverages SITHFAB203

12 Process financial transactions SITXFIN201

• The study area core topics are integrated with each unit of work.

Assessment

Practical skills and application, planning and decision making, and knowledge are assessed.

• Practical food and beverage service

• Independent themed function planning and

production

• Report

• Performance Appraisal

• Cookery

• Objective and short response tests

• Food & Beverage Folios

CERTIFICATE II TOURISM

COMPONENT

• Accelerated students may have the option

to complete a Certificate II Tourism course

in Year 12. This will involve the completion

of an extra 2 modules at a cost of $200 per

student.


Subject VET qualification Duration: Two years

Qualification Description

This qualification will provide students with the skills needed to work in a variety of education settings. Students will learn how to support the development of literacy, oral and numeracy skills and contribute to the management of a learning environment.

COURSE OVERVIEW

This subject allows students to explore Early Childhood careers while opening the doors and giving direction in Early Childhood career pathways. Successful completion of this qualification enables students to work as an Assistant in any childcare centre in Australia, as a Nanny or Teacher-Aide.

Students are required to undertake work placements throughout the course in an approved Early Childhood Service. This allows them to sample the industry first hand, whilst giving them the opportunity to gain the knowledge and skills required at this level of competency.

Assessment is undertaken throughout the course both in practical and theory exercises. Assessment is competency based and requires the completion of all projects and assignments written and/or practical as set out within the Unit Study Guides and Workbooks.

Entry requirements Students should have achieved at least a C standard in Year 10 English. Students are required to complete practical placement in a day care centre.

Licensing/Regulatory Information Working with children checks

Working with children checks are now mandatory in most States and Territories in Australia, and these checks are working to provide a safer environment for children. If you are enrolling in a course which involves working with children under 18 years, you should ensure you are eligible to obtain the relevant card/document.

18 Units (Foundation Education will be issuing the qualification) – 15 core, 3 electives

Core units CHCECE007 Develop positive and respectful relationships with children

CHCECE003 Provide care for children

CHCECE005 Provide care for babies and toddlers

CHCECE010 Support the holistic development of children in early childhood

HLTAID004 Provide an emergency first aid response in an education and care setting

CHCECE002 Ensure the health and safety of children

CHCECE004 Promote and provide healthy food and drinks

CHCLEG001 Work legally and ethically

BSBWOR301 Organise personal work priorities and development

CHCPRT001 Identify and respond to children and young people at risk

HLTWHS001 Participate in work health and safety

CHCECE011 Provide experiences to support children’s play and learning

CHCECE013 Use information about children to inform practice

CHCECE009 Use an approved learning framework to guide practice

CHCDIV001 Work with diverse people

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Learning experiences A range of teaching and learning experiences will be used to deliver the competencies, including:

• Practical tasks

• Short Answer Online Quizzes

• Activities in simulated work environments

• Activities in real work environment (Approved Child Care Services with under 2s) min 120hrs - REQUIRED

• Online resources

SUBJECT: CHC30113

Certificate III in Early Childhood

Education AND CARE

QCE

Credit

Points:

8


Study Options This subject may be offered as an elective to be completed on a Study line or depending on numbers and other choices, may be a stand--alone subject. For students who have a full OP load, it may be possible to complete through their Senior Schooling lesson.

Pathways Successful completion of this qualification widens tertiary options including degree pathways. This course is industry recognised and industry supported. Students will have the opportunity to gain employment as an assistant in all childcare centres Australia-wide (provided they are 17 years of age), teacher aide to Year 3, nanny and children’s clubs. VET PATHWAY: After completing the Certificate III the student may consider completing the Diploma which opens the doors to employment as a Lead Educator or Director UNIVERSITY PATHWAY: Bachelor of Early Childhood, Bachelor of Education.

Fees Teacher VET Directed (School partners with Foundation Education) Total Cost over 2 years $200. Students are required to pay the full cost of the course provided by Foundation Education (a private provider) at the start of the year or 2 payments of $100 for each year. School will invoice the parent separate to normal school fees.

REFUND POLICY 1. If Foundation Education cancels a course a full refund is available. 2. If a student cancels within two weeks after enrolling in the course a full refund is available. 3. There are no refunds once the class has commenced.

Further information Registered Training Organisation

Foundation Education

(Provider Number: 22557)

David Dunning - Principal Phone: 1300 95 95 40 Email: [email protected]

W: www.foundationeducation.edu.au/

Service agreement This is a two-year course. The RTO guarantees that the student will be provided with every opportunity to complete the qualification as per the rights and obligations outlined in the enrolment process and information handbooks provided. To be awarded a Certificate III in Early Childhood Education and Care, students must have demonstrated competency in the 17 Units of Competency listed. Those participants that exit before completing the Certificate will be provided with a Statement of Attainment for the units of competency successfully completed. This information is correct at the time of publication but is subject to change.


https://www.foundationeducation.edu.au/


SUBJECT: CERTIFICATE III

INFORMATION, DIGITAL MEDIA

AND TECHNOLOGY


RTO: TAFE EAST COAST CODE: 0418

Course Overview

This course will improve your general knowledge of computers, software applications, web technologies, networking and software support and give you an excellent foundation for further study in the ICT field. Upon completion of this program you’ll be an advanced ICT user prepared to work in a variety of environments. The course will be offered at the St Mary’s College Makerspace facility, facilitated by a qualified staff member.

Course Outline (Course Code: ICT30115)

CORE

• ICTICT202- Work and communicate effectively in an ICT environment

• BSBWHS304- Participate effectively in WHS communication and consultation

processes

• ICTICT301- Create user documentation

• ICTICT302- Install and optimise operating system software

• BSBSUS401- Implement and monitor environmentally sustainable work practices

• ICTSAS301- Run standard diagnostic tests

Electives:

• ICTSAS303- Care for computer hardware

• ICTICT303- Connect internal hardware components

• ICTWEB301- Create a simple mark-up language document

• ICTNWK305- Install and manage network protocols

• ICTSAS307- Install, configure and secure a small office or home office network

• ICTNWK301- Provide network systems administration

• ICTNWK304- Administer network peripherals

• ICTNWK302- Determine and action network problems

• ICTSAS304- Provide basic system administration

• ICTSAS305- Provide ICT advice to clients

• ICTWEB303- Produce digital images for the web

Successful completion of the course gives students direct entry into a Bachelor of Web Design or a Bachelor of Games and Interactive Design at the University of Canberra - Southbank Campus in Brisbane.

QCE

CREDIT

POINTS:

8


CAREER OUTCOMES

• Developer programmer, Web designer, Web developer, Network administrator,

Network analyst, Help desk officer, Help Desk assistant, ICT options support, ICT

user support

Details

• QCE Credit- 8 Credits

• Cost $500 ($200 deposit). Normally $3150 through TAFE

• Duration- 2 years (can be accelerated if user wishes)

• Delivered- St Mary’s College Campus and Online. Facilitator provided along with

online course work

• Days- 1 day a week (half day delivery half day online- details to be worked out)


Subject: CERTIFICATE III

SPORT AND RECREATION


Registered training organisation: AUSTRALIAN INSTITUTE OF

PERSONAL TRAINERS (AIPT) (RTO Code: 32363) in partnership with Foundation Education Course Code: SIS30115

Course Overview

The Certificate III in Sport and Recreation program is offered as a senior subject where students participate in the delivery of a range of sport activities and programs within the school. Graduates will be competent in a range of essential skills – including officiating games or competitions, coaching beginner participants to develop fundamental skills, communication in the Sport, Fitness and Recreation industry, and planning and conducting activity programs.

Upon successful completion, students are certified with 8 Queensland Certificate of Education (QCE) Credits: Nationally recognised qualification – Certificate III in Sport and Recreation (4 Credits - Core).

This program also includes the following:

• First Aid qualification and CPR certificate.

• Officiating accreditation

• Coaching accreditation

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

Direct pathway into Certificate III in Fitness.

Course Outline and competencies

• HLTAID003 – Provide First Aid

• SISXCCS001- Provide quality customer service

• BSBWOR301- Organise personal work priorities and development

• SISXIND002- Maintain sport, fitness and recreation industry knowledge

• SISXFAC002- Maintain sport, fitness and recreation facilities

• SISXCA1003- Conduct non-instructional sport, fitness or recreation processes

• BSBADM307- Organise schedules

• BSBRSK401- Identify risk and apply risk management processes

• SISXCA1004 – Plan and conduct programs

• SISXCA1006 – Facilitate groups

• SISXCCS003 – Address client needs

• ICTWEB201- Use social media tools for collaboration and engagement

• HLTWHS001- Participate in workplace health and safety

• SISXEMR001 – Respond to emergency situations

QCE

CREDIT

POINTS:

8


Assessment

Practical tasks, Hands-on sessions with

participants, Group work, Online

assessment tasks.

Other information

Fees Teacher VET Directed (School partners with Foundation Education) Total Cost over 2 years $200. Students are required to pay the full cost of the course provided by Foundation Education (a private provider) at the start of the year or 2 payments of $100 for each year. School will invoice the parent separate to normal school fees.

REFUND POLICY 1.If Foundation Education cancels a course a full refund is available. 2.If a student cancels within two weeks after enrolling in the course a full refund is available. 3.There are no refunds once the class has commenced.

Further information Registered Training Organisation

Foundation Education

(Provider Number: 22557)

Service agreement This is a two-year course. The RTO guarantees that the student will be provided with every opportunity to complete the qualification as per the rights and obligations outlined in the enrolment process and information handbooks provided. To be awarded a Certificate III in Sport and Recreation, students must have demonstrated competency in the 14 Units of Competency listed. Those participants that exit before completing the Certificate will be provided with a Statement of Attainment for the units of competency successfully completed. This information is correct at the time of publication but is subject to change.


Subject: CERTIFICATE IV

CRIME AND JUSTICE


RTO: UNITY COLLEGE CODE: 32123

Course Overview

Certificate IV Crime and Justice is designed by justice professionals for people who would like to achieve employment in the criminal justice system and wish to develop a deeper understanding of the justice system. The Certificate IV Crime and Justice course is designed to provide students with a broad understanding of the justice system and to develop the personal skills and knowledge which underpin employment in the justice system.

Course Outline (Course Code: 10283NAT)

Units and Competencies

Unit Code Unit Name

1. CJSCOM401 Provide information and referral advice on justice-related issues

2. CJSDCP402 Prepare documentation for court proceedings

3. CJSSJI403 Analyse social justice issues

4. BSBRES401 Analyse and present research information

5. PSPREG003 Apply Regulatory Powers

6. BSBLEG413 Identify and apply the legal framework

7. BSBLDR403 Lead team effectiveness

8. PSPREG010 Prepare a brief of evidence

9. BSBLEG416 Apply the principles of the law of torts

10. BSBWOR404 Develop work priorities

Assessment

Evidence contributing towards competency will be collected throughout the program. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies. Evidence is gathered through the following; Written projects, Online quizzes, Observation of skills, Oral and written questions.

PATHWAYS

The Certificate IV Crime and Justice is reccommended for students looking to gain employment or further study opportunites in justice and law related fields such as the police service, justice related occupations, corrective services, courts, legal offices, customs service, security industry and private investigations. Successful completion of the course gives students a direct entry into a Bachelor of Criminology at the University of Sunshine Coast.

QCE

Credit

Points:

8


COURSE COSTS

$700 up-front fee. This fee is paid directly to Unity College – Link on the Unity College website.

OTHER INFORMATION Refund Policy: Refund for students exiting a certificate course is on pro-rata basis related to the unit/s of competency covered (less a $50.00 administration fee). Students must have evidence of the reason/s why exit from the course is being sought (e.g. a medical certificate or show extreme personal hardship). Applications for refund are made to the Unity College Principal and are at the discretion of the Principal.

This subject may be taken as an extra elective during Senior Schooling


Electives – vet

(offsite-based)


SCHOOL BASED APPRENTICESHIPS

AND TRAINEESHIPS

Study, work and train

School

Students must gain support from their school to undertake a school-based apprenticeship or traineeship (SAT). The work and/or training of the SAT must impact on the school timetable to be considered school-based.

The school, student, their parent/guardian employer and training organisation will negotiate a schedule

which outlines when the student is at school, work or training. This schedule must indicate exactly how the

SAT will impact on the school timetable. The training plan will also need to be negotiated between the student, employer and training organisation,

and will specify training needs, how and when training will take place, who will provide the training and how training will be assessed.

The school has a role in providing support to the student throughout the SAT.

Work Work and training may take place:

• one to two days per week, attending school on the remaining days

• for blocks of time in the workplace

• on weekends, school holidays or after school.

Employers are required to provide a minimum of 375 hours (50 days) of paid employment per 12-month

period. Over each three-month period, the apprentice or trainee must work an average of 7.5 hours per week

as a minimum.

SATs enter into a training contract with an employer. The training contract legally binds the employer and the school-based apprentice or trainee for the duration of the apprenticeship or traineeship.

Sometimes the employer will be a group training organisation (GTO). GTOs place apprentices and trainees with a range of host employers, who supervise and train students on behalf of the GTO.

Training

At the commencement of the SAT, the school-based apprentice or trainee and the employer select a training organisation.

The training organisation is referred to as the supervising registered training organisation (SRTO) in the official paperwork.

Training organisations deliver off-the-job training and oversee the on-the-job training provided by the employer.

Advantages of school-based apprenticeships and traineeships (SATs)

School-based apprenticeships and traineeships help young people to go places ... whether that's a full-time

job, a trade career, university, TAFE or other training. The workplace skills and confidence they gain during

their school-based apprenticeship or traineeship provide a solid foundation for any career.

http://apprenticeshipsinfo.qld.gov.au/school-based/how-sats-work/school-timetable.html


Some of the advantages of school-based apprenticeships and traineeships include: More flexibility and variety The variety provided by school-based apprenticeships and traineeships can have enormous benefits for

young people who prefer hands-on learning to traditional schooling pathways. Head start in a career Young people employed as school-based apprentices and trainees develop workplace skills, knowledge,

confidence and have a competitive edge when applying for jobs. A school-based apprenticeship or

traineeship can lead directly to full-time employment once a student has left school. Nationally recognised qualifications All school-based apprentices and trainees participate in vocational training that contributes to a Certificate

II, III or higher vocational qualification which can count towards the student's Queensland Certificate of

Education (QCE). An opportunity to learn and earn School-based apprentices and trainees are paid while they learn workplace skills, gain confidence, and adapt

to a work environment. It gives the student the opportunity to put skills learnt at school into practice in a

real work environment. Some students complete traineeships while they're at school, which means they leave school with a QCE and

a nationally recognised vocational certificate. Others go on to finish their apprenticeship or traineeship either full-time or part-time after they have left school.

What's the difference between an apprentice and a trainee?

Apprenticeships and traineeships combine training with working in a real job, for a real boss, with a real wage.

There are two main differences between an apprentice and a trainee. An apprentice is trained in a skilled trade

and upon successful completion will become a qualified tradesperson. Trades such as electrical, plumbing, cabinet-making and automotive mechanics are just a few that are a part of the apprenticeship scheme.

A trainee is someone who is being trained in a vocational area. These vocational areas include, but are not

limited to, office administration, information technology and hospitality. Upon completion of a traineeship you

will be eligible to receive a minimum of a certificate II in your chosen vocational area.

A school-based apprentice is trained in a skilled trade, and upon successful completion, will become a qualified

tradesperson. Most school-based apprentices and some school-based trainees will need to have their training

contract converted to a full-time or part-time apprenticeship or traineeship when they finish school to allow them to complete the qualification.

The qualification or competencies completed during the school-based apprenticeship or traineeship can be recorded on the student's Queensland Certificate of Education (QCE).

The training may be classroom-based, work-based or delivered flexibly (e.g. online training). Each training

organisation offers different methods of training apprentices and trainees. The student and employer should look into options offered by various training organisations to find one which reflects both of their requirements.

Training organisations will work with the student and the employer to develop a training plan. This plan will

outline training needs, how and when training will take place, who will provide the training, and how training will be assessed.


Tafe courses 2018

Fast track your career with a TAFE Queensland East Coast Schools Program. With a TAFE East Coast Schools Program you typically attend school four days per week and TAFE one day per week. TAFE East Coast offer a wide range of courses that students can study next year. The courses are a mixture of fully funded either being paid for by TAFE or the school or user pays, meaning the students must pay the costs. More Information on TAFE at School courses can be found by ringing on 1300 656 188 or by email on [email protected] TAFE Handbooks available through Senior Pathways Centre

University programs

Overview

In recent years, a number of universities have begun to offer courses to Year 11 and 12 Students. These courses offer high achievers (generally B Average or above across all subjects) the opportunity to study a university course whilst still at school. Terms and conditions differ between universities, but in general tuition fees are waived for the semester course and successful completion will give the student two QCE points towards their senior. It is important for parents and students to understand that the school does not endorse any particular program and in no way guarantees successful completion of a course. Tertiary study should not be undertaken lightly and requires a certain level discipline and self-monitoring. Details of courses are included on the next pages. 2018 final information will be available on their website soon. Initial interest in undertaking a university program should be indicated on the subject choice form. Once the student has decided they would like to undertake a university program during Year 11 or Year 12 (first semester preferred) they should see Mr McGahan to discuss



details of applying and the impact on their timetable at St Mary’s College. Students need to be achieving a B average or higher to be considered for most programs. For a course guide and program information please contact: Head Start Program USC (face-to-face) Website: http://www.usc.edu.au/learn/courses-and-programs/headstart-program-year-11-and-12-students School Engagement Officer: Katy Barnes USQ Headstart: (Online only)

Website: http://www.usq.edu.au/study/high-school-students/head-start

Emma Molen SUN – Start Uni Now CQU (Online only) Phone: 132786 Website: https://www.cqu.edu.au/courses-and-programs/study-areas/work-and-study-

preparation/sun Email: [email protected]

http://www.usc.edu.au/learn/courses-and-programs/headstart-program-year-11-and-12-students

http://www.usc.edu.au/learn/courses-and-programs/headstart-program-year-11-and-12-students

http://www.usq.edu.au/study/high-school-students/head-start

https://www.cqu.edu.au/courses-and-programs/study-areas/work-and-study-preparation/sun

https://www.cqu.edu.au/courses-and-programs/study-areas/work-and-study-preparation/sun


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