Senior School Curriculum Handbook 2014 2015

CLAIRVAUX MACKILLOP COLLEGE

SENIOR SCHOOL CURRICULUM HANDBOOK

2014-2015

Klumpp Road,Upper Mount Gravatt 4122Telephone: 3347 9200Facsimile: 3347 9211Email: [email protected] Address: www.cvxmck.edu.au

Table of Contents

Foreword........................................................................................ ivSelecting Senior Subjects................................................................ivClairvaux MacKillop College Code of Conduct.....................................5

Expectations of our Senior Students................................................................5What is different about the Senior Centre?......................................................5

How to be Successful in Years 11 and 12...........................................7Senior Schooling Pathways...............................................................8Other Pathway Options...................................................................11

Vocational Education and Training.................................................................12Queensland Certificate of Education................................................13Types of courses............................................................................15Using This Booklet in Conjunction with Other Resources..................16Listing of Available Subjects – 2013-14............................................18Curriculum Leaders........................................................................19Essential Websites.........................................................................20

Recommended Websites................................................................................20Outline of Subjects Offered.............................................................22Religious Education........................................................................23 STUDY OF RELIGION……………………………………………………………………………………………………….. 23

RELIGION AND ETHICS (RAE)..........................................................................24English...........................................................................................25

ENGLISH.........................................................................................................25ENGLISH COMMUNICATION............................................................................25

Mathematics..................................................................................26MATHEMATICS A.............................................................................................26MATHEMATICS B.............................................................................................27MATHEMATICS C.............................................................................................28PREVOCATIONAL MATHEMATICS (PVM)..........................................................29

Senior Curriculum Handbook 2013-2014i

Science..........................................................................................30BIOLOGY.........................................................................................................30CHEMISTRY.....................................................................................................31PHYSICS..........................................................................................................32SCIENCE IN PRACTICE ( SIP)...........................................................................33

Art.................................................................................................34Visual Art (VAR)..............................................................................................34VISUAL ART.....................................................................................................35STUDIES (VAST)..............................................................................................35

Business........................................................................................36ACCOUNTING..................................................................................................36ECONOMICS....................................................................................................36LEGAL STUDIES..............................................................................................37CERTIFICATE III IN BUSINESS..........................................................................37

Physical Education.........................................................................38PHYSICAL EDUCATION....................................................................................38PHYSICAL RECREATION..................................................................................39CERTIFICATE III IN FITNESS.............................................................................40CERTIFICATE III IN SPORT and RECREATION...................................................41

Industrial Design and Technology...................................................42GRAPHICS.......................................................................................................42TECHNOLOGY STUDIES...................................................................................43CERTIFICATE I IN GENERAL CONSTRUCTION..................................................44CERTIFICATE II IN FURNITURE MAKING...........................................................45

Information and Technology...........................................................46INFORMATION PROCESSING & TECHNOLOGY.................................................46INFORMATION TECHNOLOGY SYSTEMS..........................................................46INFORMATION & COMMUNICATION TECHNOLOGY..........................................47

Languages.....................................................................................48CHINESE.........................................................................................................48JAPANESE........................................................................................................49

Performing Arts..............................................................................50DRAMA (DRA).................................................................................................50MUSIC (MUS)..................................................................................................50MUSIC EXTENSION (MUS EXT)........................................................................51DRAMA STUDIES (DRS)...................................................................................51MUSIC STUDIES (MUST)..................................................................................52

Social Science................................................................................53ANCIENT.........................................................................................................53HISTORY.........................................................................................................53MODERN HISTORY..........................................................................................54

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GEOGRAPHY...................................................................................................55PHILOSOPHY AND REASON.............................................................................56

Home Economics............................................................................57SENIOR HOME ECONOMICS............................................................................57CERTIFICATE I IN HOSPITALITY.......................................................................58CERTIFICATE II IN HOSPITALITY......................................................................58CERTIFICATE III IN CHILDREN’S SERVICES (CCS)............................................59

Appendix A....................................................................................61Appendix B....................................................................................62Glossary of Terms...........................................................................62

Senior Curriculum Handbook 2013-2014iii

Foreword

“By effort and faith”

This handbook is designed to give students and their parents some help at this time of major decisions in Year 10. Some decisions made now could affect much of your life, so they must not be taken lightly. These may include -

Do I want to prepare for tertiary studies at university, enter the workforce from Year 12 or continue study at a TAFE college or with a private provider?

What subjects best prepare me for the careers or courses I am considering? What subjects do I need to study as prerequisites for potential university courses

I might like to study? Do I want to do industry placement or a school-based traineeship or

apprenticeship? How do I keep my options open if I’m not sure what I want to do after school?

Selecting Senior Subjects

Students have the option of selecting authority or authority registered subjects, or VET certificates courses.

The curriculum at Clairvaux MacKillop College offers students a broad choice suitable to a wide range of interests and abilities to make the transition from secondary education to employment, university, TAFE, or a combination of these. More importantly, the curriculum offers the students opportunities to grow in faith and develop personal and social skills. Students are urged to make the most of these opportunities.

The information contained in this handbook is extensive and you should feel welcome to contact the college at any time to clarify any information in this publication or discuss any aspect of your son/daughter’s education. The SET Plan interviews in the third term of Year 10 are another way to ensure that the decisions for Years 11 and 12 are sound and well informed. The decisions about what subjects a student chooses to study in Years 11 and 12 are important; they should not be taken lightly or flippantly, but rather with an informed and considered approach to career paths immediately after Year 12 and with the knowledge of what interests and motivates each individual.

It is possible to change one’s plans and subjects throughout Year 11 and 12, but students and their parents need to understand the consequences in doing so. The regulations regulating the awarding of the Queensland Certificate of Education and the pre-requisite requirements for entry into some courses at university are quite specific.

As students move into the Senior School, they are asked to sign a contract which details the expectations the College has of them. Moving from the Junior Centre into the Senior levels of the College carries with it responsibilities and challenges, but the College community will welcome you, offer you opportunities for personal and academic growth, and watch with great interest how you grasp these opportunities.Senior Curriculum Handbook 2013-2014

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Clairvaux MacKillop College Code of ConductClairvaux MacKillop College is a community guided by Christian values. The Clairvaux MacKillop College code requires that students acknowledge and accept the College’s Mission Statement, and strive:

To value and respect ourselves and others; To extend courtesy to all members of the College and the wider community; To do our best in all things; To respect the rights of others as learners; To accept responsibility for our own actions and decisions; To enhance the good reputation of the college; To respect the property of ourselves and others; To care for and respect our environment

Expectations of our Senior Students

More specifically, members of the Senior Centre are expected: To uphold the College Code; To honour the Senior Schooling Education Agreement which they sign; To be an effective role model to other students in the aspects of motivation,

diligence and presentation; To promote the caring climate of the centre so that tolerance, understanding

and community is visible within the centre; To be responsible for their academic, work, and recreational commitments, and

organise themselves to meet deadlines; To seek assistance or guidance when it becomes necessary to do so; To be aware of the procedures laid down for students in the college diaries in

relation to uniform, absences, transport and parking, late arrival and early departure.

Senior students should familiarise themselves with the College Code and the expectations the college community has of them.

What is different about the Senior Centre?

Entering the Senior School provides you with new opportunities and responsibilities and will see you making decisions that will influence your future career path.

Students engaged in senior schooling education need to be engaged in their own progress and learning, and committed to their own learning environment. Successful teaching and learning involve a climate in which relationships between students and staff are based on mutual care, respect, trust, support and shared goals. The goal of the teachers is to help you be successful in your chosen course and we presume you also share this goal. At the same time, it is important for you to understand how you best learn and what strategies you can best employ to maximise your learning both inside and outside the classroom.

This learning and decision-making must take place within a context and, in this case, it is within the context of membership of the Senior Centre and membership of the whole college community.

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Agreement Between Clairvaux MacKillop Collegeand Each Senior Centre Student

The College will provide its educational services and opportunities to students on the understanding that they agree to the following:

1. Students will participate fully in the school’s Religious Education and Pastoral programs and in other activities associated with them (ie. Retreats, seminars, etc).

2. Students respect, support, and promote the College Mission and Student Code.

3. In recognising that this year is critical to their future, students will undertake their work to the best of their ability in each of their subjects.

4. Students will attend school and all classes regularly and punctually and will present a satisfactory explanation of any absence at any stage from class or school.

5. Students assume responsibility for the submission of assessment pieces by their due dates.

6. Students accept the College Code as being necessary for the school’s effective functioning and organisation and for their own growth in self-discipline.

7. Students will enhance the reputation of the college by maintaining a high standard of politeness, behaviour, dress and language, at all times, both within and out of the college.

8. Students will respect and support the rights of teachers to teach and other students to learn and will give fullest co-operation in this regard.

9. Where possible, students will contribute personal gifts and talents to the school community in curricular and co-curricular activities.

10. Students will take a role in leadership at a level appropriate to their skills and situation and will accept the responsibility of assisting other members of the school community in upholding the College Code.

11. Students agree to being bound by the rules and regulations set out in the Senior Centre Handbook.


I, understand and agree to the above terms of (Print full name)enrolment at Clairvaux MacKillop College. Further, I agree that if I am found to be in serious major breach of any of these terms, I will be required to re-negotiate this agreement to the satisfaction of the Principal if I wish to remain in the college.

Parents/Guardians are asked to sign this contract at the time of application.Students will be asked to sign on their arrival should their application be successful.

Parent/Guardian: Date:

Principal: Date: Students may seal this contract with their signature, at the Principal’s invitation.

Student: Date:

How to be Successful in Years 11 and 12

Work Hard AND SmartDo not assume that Year 11 is a continuation of Year 10. If you have aspirations to, or expectations of receiving good results in Year 12, you will need to work much harder to succeed than you did in Year 10, and much of the important work will necessarily be done at home. You will need to make a conscious decision to do more homework and spend more time studying. Your definition of study will need to be realigned. You will find it more difficult to leave assignments and study preparation for exams until the ‘last minute’ and still be successful in a course of senior studies.Year 11 students are expected to start developing an effective study/homework routine for themselves. You have completed ten years of schooling and, by now, you should have worked a few things out for yourself. You need to address some of the following issues if you have not already done so.

How do you learn best? - by reading, by hearing, by showing or by doing? Find the strategy which best suits you and concentrate on using it to your advantage.

In what sort of environment do you study best? Do you have a study group where you and your friends can mutually benefit by studying together? Do you have a space at home where distractions are minimal and where you can study for 2 to 3 hours at a time?

How do you manage your time? Do you have a short-term study timetable that allocates time to each subject each night for homework, revision and study? Do you have a long-term study plan for the term or semester where all your assignments can be marked in advance and progress points for each assignment marked in to break the large tasks down into smaller ones? Do you have revision timetables drawn up prior to each exam block to ensure you have enough time to study thoroughly, not just on the one or two days before the examination? ? Do you use a “To Do” list to organise your time? Have you identified your goals-short-term, medium-term and long-term?

How do you relate to your teachers? Do you ask a question when work is not fully understood in class? Do you find out exactly what a teacher expects from you when an assignment is being set? Do you ask a teacher to go over an examination or assignment with you to show you where marks were lost, and how to avoid losing them in future? Do you redraft your work, taking into account the comments suggested to you by your teacher?

Are you familiar with the Common Curriculum Elements which each of your subjects contains? These CCEs are what you will be eventually tested on in the QCS Test, and they form the basis of the entire Queensland senior curriculum.

Have you planned a balanced life? You need to ensure that your senior life is not all study, nor should it be all social life if you are planning to succeed. A part-time job should not become the focus of your senior years. A recommended amount of hours for a part-time job is between 10 hours per week. Any time beyond this will be taking time out of your family life, your sporting/health life or your study time. It is important to remember that your primary job while at Clairvaux MacKillop is to be a student.Senior Curriculum Handbook 2014-2015

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If you address these issues, your senior years may well be easier and more successful.


Senior Schooling PathwaysPATHWAYS

Tertiary Pathways

This section applies to students contemplating further studies at a university after they complete Year 12.

Step 1: Make yourself eligible for university entrance

You do this by selecting subjects that qualify you for an Overall Position (OP). An OP is a measure of overall academic achievement at school. It allows comparisons to be made between all students in the State, with students receiving an OP from 1 (the highest) to 25 (the lowest).

To be eligible for an OP, you must choose to study at least five Authority subjects. An Authority subject is one that contributes to an OP, while Authority Registered and Recorded subjects do not. You must also sit the QCS test in September of your final year of Secondary Schooling.

Step 2: Become eligible for the course of your choice

The particular Authority subjects you select should fulfil a number of requirements.


Traineeship/ ApprenticeshipAQTF Certificate I-IV

OP(Overall Position)

20 Semester Unitsand sat for the QCS test

Rank (for Tertiary entrance)

20 Semester Units of OP and non-OP subjects and may have

sat for QCS test

TAFEPrivate Training

OrganisationEmployment

UniversityTAFE

Private Training OrganisationEmployment

UniversityTAFE

Private Training OrganisationEmployment

University

Firstly, you should consult the QTAC prerequisite subject guide to ascertain if the tertiary course you are interested in has any subjects that you MUST study at school. If so, these must be included in your selection.

Secondly, check to see which Field Positions (FPs) are considered worthy of scrutiny for entry into the course of your choice. An FP is a finer measurement of achievement than the OP and students can be compared with one another in up to five different fields. A loose description of these fields is as follows:

Field A: Extended written expression.Field B: Short written communication.Field C: Basic numeracy/calculation, graphical and tabular interpretation.Field D: Solving complex problems, using mathematical symbols and skills.Field E: Creative and practical skills.

You should choose subjects that qualify you for a FP in the fields used in marginal entry to tertiary courses that interest you. Your result in each field for which you are eligible for an FP will be reported on a scale of 1 (highest) to 10. Having stated this, you need to appreciate that FPs are rarely used to offer a course to students at the end of Year 12.

Step 3: Maintain your eligibility for university entrance

To accomplish this, you must do several things. While there is some flexibility in subject choice, you must study three Authority subjects continually through Years 11 and 12, as well as a further minimum of eight semester units of Authority subjects. Secondly, you must sit for the Queensland Core Skills Test (QCS) in Year 12. This is a non-subject specific examination lasting approximately seven hours over two days. The results from these tests will be used to scale schools against each other across the State. Each student’s results on this test will be published on his/her QCE using an “A” to “E” scale.

QUEENSLAND CORE SKILLS (QCS) TEST This test is:

a common state wide test for Queensland Year 12 students, held in Term 3 an achievement test, not an intelligence test or an aptitude test; grounded in the Queensland senior curriculum and based on the Common

Curriculum Elements (CCEs); accessible to all Year 12 students regardless of individual difference in subject

patterns

While the level of sophistication demanded by the test is appropriate to Year 12 students, particular knowledge of specific Year 12 subjects is not tested. However, the test assumes basic levels of general knowledge and vocabulary, and Year 10 knowledge of mathematical operations. It provides:

individual results reported on a five-point scale; group results for calculating Overall Positions (OPs) which are independent of

subjects studied or school attended; group results for calculating Field Positions (FPs), up to five per student,

depending on subject choice


Step 4: Achieve good results at school

In each Authority subject studied at school, the result will be reported as one of the following Levels of Achievement:

Very High Achievement High Achievement Sound Achievement Limited Achievement Very Limited Achievement

Each tertiary course has a quota or limit on the number of students who can be accepted each year. Students with higher results have better chances of being admitted into the tertiary course of their choice. These results are obtained by working through the QSA-accredited Work Program in each subject and then measuring achievements on examinations, assignments and other assessments against the criteria detailed in the program.

Step 5: Apply for entry to the course of your choice

Students apply to Queensland Tertiary Admissions Centre (QTAC) for places in tertiary courses in Queensland (and in some cases, northern NSW). Information booklets are distributed through schools and assistance is available from the college counsellor and career guidance staff at the appropriate time. Students lodge their QTAC preferences directly on line via the web. This electronic lodgement allows students to change or update their preferences more often and more easily than was previously possible. At the time of lodgement, students will not know their OP, FPs or Levels of Achievement in their subjects. However, they are able to change their preferences for a short period after this information becomes available in December of their Year 12. Therefore it is not necessary to guess what your possible OP score is to decide on a course, as you can change your course choices with QTAC after you receive your OP score and before the first round offers for places are sent out to students.

Step 6: Certification - the SEP (Student Education Profile).

After you have finished Year 12, you should receive (usually, shortly before Christmas) your QCE. This is prepared by the Queensland Studies Authority and will contain:

the names of the Authority and Authority Registered subjects you have studied the number of semesters for which you have studied each one your Exit Level of Achievement in each subject. the names of any nationally recognised Certificates attained and/or units of

competencies achieved your individual grading on the QCS Test.

You will receive a Tertiary Entrance Statement, which is prepared by QSA. This statement will contain your OP and FPs.As well as this you will receive your Senior Statement. The Senior Statement is a transcript of the learning account for all students completing Year 12 at a Queensland School. The Senior Statement shows all studies and the results achieved that may contribute to the award of a QCE or Tertiary Entrance Statement.If a student has a Senior Statement, then they have satisfied the completion requirements for Year 12 in Queensland.Senior Curriculum Handbook 2014-2015

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Together, these documents comprise your SEP (Student Education Profile).

How OPs are determined:

Participation in the QCS test in September Students are assigned subject achievement indicators (SAI’s) these are the

student’s position in each of the Authority subjects across a band of 200-400 The SAIs are scaled using comparisons based on the QCS test results of the

groups of students within the school’s Year 12 cohort A student’s best five scaled SAIs are determined These scaled SAIs are averaged to produce an overall achievement indicator

(OAI) Individual student OAI’s scaled using comparisons based on the QCS test

results of students at the school and those at other schools across the state Individual student scaled OAIs are determined Each student’s OAI is ranked with those of all other OP-Eligible students across

the state The scaled OAI is banded into one of the 25 OP bands

In summary, to gain admission to university courses…

Several factors decide whether or not students are accepted into particular courses at university:

1 Prerequisite subjects must be met. Each course will stipulate certain Authority subjects (and perhaps minimum achievement levels), which must be taken in Years 11 and 12 if students are to be considered for admission to that course.

2 Students must have a sufficiently high OP to be included in the quota for that course.

3 Students who have an OP that is marginal for selection for a particular course will have their FPs scrutinised. Each course will state which FP or combination of FPs will be used to decide between students on marginal OPs. In recent years, FPs have been used in less than 2% of cases so therefore will affect only a very small percentage of students.

4 Finally, other information may be considered, such as: school references reports interviews folios auditions

Other Pathway Options

You may opt to undertake a course that involves subjects, certificate courses and a school-based apprenticeships or traineeships (SATs) with a clear industry focus. The aim of these is to gain skills and qualifications that prepare you for the workplace and are recognised in industry. By doing a SAT, a student will work towards a vocational Senior Curriculum Handbook 2014-2015

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qualification recognised by industry and will count towards their Queensland Certificate of Education (QCE). They will also earn a wage while training on the job, gaining new skills, learning about workplaces and developing the confidence and skills they have learnt at school in a real work environment.

Students can also enrol in external Diploma and Certificate courses through the various TAFE campuses in the Brisbane region.

Should you choose not to receive an OP, you would still receive your QCE containing subjects (Authority and Authority Registered and Certificate subjects) and Exit Levels of Achievement, provided you have banked enough credits. Students undertaking this pathway will not have taken the mandated 5 OP subjects to be eligible for an OP and therefore will not receive a Tertiary Entrance Statement.

Students will, however, have to make one decision that OP-eligible students do not face: whether or not to sit the QCS test.

Students not eligible for an OP will find no disadvantage in sitting the QCS Test. Certainly, if they are considering entry to an Associate Diploma course at TAFE (or any other study at a recognised institution), it may assist their application. Students completing a school-based traineeship/apprenticeship can also benefit from doing the QCS if they choose to do further study. The college encourages all students to sit this test.

Industry Placement

Students undertaking a course where they have less than 4 Authority Subjects are required to undertake regular Industry Placements in their chosen areas of interest. This choice supports their fields of study or can be in an alternative industry of interest.Industry Placements occur once a week and during Exam Blocks.Industry Placements are coordinated with the help of School Community Industry Partnership Service (SCIPS) A term fee is charged for this service. Students not in the Industry Pathway can nominate to attain Industry Placement during school holiday periods.

Vocational Education and TrainingOur College offers Vocational Education and Training courses that provide numerous pathways into training and include a greater emphasis upon the world of work. While undertaking their Years 11 and 12 studies, students gain credit towards a nationally recognised certificate (eg, Certificate III in Business, Certificate III in Child Care), which allows them to take up further study at a TAFE College or provides an alternative pathway to a university or to move more easily into the workforce on completion of Year 12.

Students select courses that enable them to concentrate on industry-specific areas such as Childcare, Business, Hospitality, Construction or Furnishing. The Vocational Education Program provides students with entry-level training and qualifications that are industry endorsed. All competencies achieved are Nationally Accredited and are recognised under the Australian Qualifications Framework.


School-based traineeships and apprenticeships enable students to study for their QCE whilst undertaking a part-time apprenticeship or traineeship.

Subjects within the Vocational Educational Program include some Authority Registered and some Recorded subjects. In most cases, greater emphasis is placed on achieving outcomes, and assessment is competency-based and in some cases, criteria-based. The student is considered to be ‘competent’ or ‘not yet competent’ and can be reassessed for the same outcome at a future date. These courses provide more flexibility for students to achieve competency at their own pace. The majority of Authority Registered and Recorded subjects at this college offer VET components. To find out more, look at the course description of these subjects in this handbook.


Queensland Certificate of EducationThe Queensland Certificate of Education (QCE) is Queensland’s senior schooling qualification. It is a school-based qualification awarded to young people who are eligible at the completion of the senior phase of learning, usually at the end of Year 12.

The QCE confirms achievement in contributing studies of a significant amount of learning at a set standard and pattern while meeting literacy and numeracy requirements.

A young person must achieve at least 20 credits to be eligible for a QCE. A minimum of 12 credits must come from completed Core courses of study. The remaining 8 credits may come from a combination of Core, Preparatory, Enrichment or Advanced courses, with a maximum 6 credits contributing from Preparatory studies. Partial completion of a Core course of study may also contribute some credit.

The following information gives great detail as to the requirements for achieving a QCE and is sourced from the QSA website. It is important for students and parents to understand that students must choose subjects that they will pass (achieve a minimum of a Satisfactory standard) in order to receive points towards their QCE.

Required standard of achievementSet standards for courses of study

Course of study Set standardAuthority subjects and Authority-registeredsubjects

At least a Sound Level of Achievement*Exception: Up to two semesters of incompleteAuthority and Authority-registered subjectsexited after the first or second semester atLimited Level of Achievement can be concededtowards the award of a QCE, if needed.

Vocational education and training certificates

Certificate awarded

University subjects achieved while at school

At least a Pass as defined by the course

Recognised international learning courses ofstudy

At least a Pass as defined by the course

Recognised awards and certificates Awarded

Workplace, community and self-directedlearning projects

Completion at a set standard as defined bythe approved project


* The set standard for Authority and Authority-registered subjects is a Sound Level of Achievement as described by QSA syllabuses. While schools may modify courses and assessment conditions for students with special needs or in extenuating circumstances, learning must be measured against syllabus standards

Literacy and numeracy requirementsA QCE is awarded to a person who, in addition to achieving 20 credits in the required pattern of learning, has met the requirements for literacy and numeracy. The table below lists options for meeting those requirements.

How literacy and numeracy requirements may be met:

Literacy Numeracy

Students can meet QCE literacyrequirements by satisfying any one ofthese options: At least a Sound Level of Achievement inone semester of one of these subjects*: English English Extension English Communication English for ESL LearnersA student may: exit the subject after four semesters with aSound Level of Achievement or higher exit the subject after one, two or threesemesters with at least a Sound Level ofAchievement exit the subject with a Limited or VeryLimited Level of Achievement, havingachieved a notional Sound** in a singlesemester

Students can meet QCE numeracyrequirements by satisfying any one of theseoptions: At least a Sound Level of Achievement inone semester of one of these subjects*: Mathematics A Mathematics B Mathematics C Prevocational MathematicsA student may: exit the subject after four semesters with aSound Level of Achievement or higher exit the subject after one, two or threesemesters with at least a Sound Level ofAchievement exit the subject with a Limited or VeryLimited Level of Achievement, havingachieved a notional Sound** in a singlesemester

At least a Sound Level of Achievement in English assessed by a Senior External Examination

At least a Sound Level of Achievement in Mathematics A or Mathematics B assessed by a Senior External Examination

At least a Sound Achievement in the shortcourse in literacy developed by the QSA

At least a Sound Achievement in the shortcourse in numeracy developed by the QSA


Competence in VET Vocational Literacy 3 (39153 Qld)

Competence in VET Vocational Numeracy 3 (39163 Qld)

A Pass grade in a literacy course recognised by the QSA

A Pass grade in a numeracy course recognised by the QSA

At least a C on the Queensland Core SkillsTest

At least a C on the Queensland Core SkillsTest

* The subjects Functional English and Functional Mathematics do not meet literacy and numeracy requirements.** See QSA Handbook Appendix 3 “Meeting literacy and numeracy requirements using a notional Sound” for procedures, quality assurance and reporting of literacy and numeracy requirements.

Types of courses

Core courses of studyCore courses of study are the types of courses usually undertaken by young people during the senior phase of secondary education.

At least 1 credit must come from Core studies while enrolled at a school.

Course Set standard Credits

Authority subjects or Authority-registered subjects derivedfrom a Study Area SpecificationStudy Area Specifications, Approach B: four semesters of Authority-registered subjects contribute up to 4 credits to Core (and completed Core courses).Study Area Specifications, Approach C: two semesters of an Authority-registered subject contribute up to 2 credits to Core (but not completed Core courses) two semesters of VET Certificate I contribute 2 or 3 credits to preparatory learning.Functional English and Functional Maths (SAS) do not contribute credit towards the QCE and will not appear on a Senior Statement or Statement of Results.

At least aSound Level ofAchievement

4

A subject that is assessed by a Senior External ExaminationFor information and eligibility guidelines for Senior External Examination candidates, see the QSA website<www.qsa.qld.edu.au/588.html>.

At least aSound Level ofAchievement

4

Nationally recognised Vocational Education and Training(VET) qualifications that lead to the award of a Certificate II, III or IV (including traineeships and Study Area Specifications, Approach A)Credits assigned to VET Certificates III and IV can be checked through the Career Information Service (CIS) website<www.cis.qsa.qld.edu.au>.

Certificateawarded

Certificate II: 4Certificate III orIV: 5, 6, 7 or 8

A school-based apprenticeship (SBA)Completion of at least 25% of the competencies associated with the VET qualification (i.e. the off-the-job component) contributes 2 credits.(All Certificate III qualifications associated with apprenticeships contribute 8

Requirementsmet

VETcomponent(incompleteCore): 2


credits towards a QCE when completed.)

The 4 possible credits from the on-the-job component are allocated at the rate of 1 credit per 20 days of satisfactory participation, which is 48 days per calendar year or 96 days over a two-year period.

On-the-jobcomponent(completedCore): 4

A QSA-approved tailored training program Completed 4A recognised international learning program At least a

Pass grade(as defined bythe course)

4 for eachcompletedcourse of study


Using This Booklet in Conjunction with Other ResourcesThis booklet contains information about the subjects and courses offered in our senior curriculum in 2013-14. It should be used in conjunction with the following publications:

Tertiary Prerequisites 2015 (a QTAC publication) Australian Government Job Guide 2013

The QTAC publication gives information on - Tertiary selection for applicants eligible for an OP; Use of FPs for selection of applicants within OP bands; School subject choice and Field Positions; Special consideration for admission to tertiary; Use of QCS Test information for students with an OP; Entry to TAFE and university courses without an OP; Selection criteria (including prerequisites) by course by institution; An index of courses by field of study; Table of subject weights for FP calculation.

If you attend the evening meetings organised by the college, many of the topics listed above will be explained. If you are unable to attend these meetings, you should acquaint yourself, at the very least, with the sections of the QSA booklet which deal with the QCE, the difference between an Authority and Authority Registered and Certificate subjects, being eligible for an OP, and being eligible for FPs. The QTAC booklet is only important to you if tertiary education is being considered. If this is the case, Section I should be read and understood, while Section III (Course Entry Requirements) will need to be extensively consulted to discover what secondary subjects must be studied for entry into various tertiary courses, and which FPs will be used to select students at the margin.

The main questions you need to ask are set out in a logical order below. You will find both the QSA and the QTAC resources very valuable in answering these questions.

What career do I have in mind? Do I need to complete senior schooling to achieve this career? Do I need to complete tertiary education to achieve this career? Do I need to be eligible for an OP? Are there subjects that I must take to be considered for entry into a tertiary

course? Are there FPs for which I should be eligible, so as to increase my chances of

being admitted to a tertiary course? What subjects should I choose so as to satisfy any prerequisites and FP

considerations? Am I capable of succeeding in these subjects? If not, should I reconsider my career aims?


How to Select Subjects

You should select subjects by asking yourself the questions listed above, and narrowing your choices with each answer. Students have been led through a series of activities in their Careers units dealing which explore their personal strengths and intentions for their future careers.

These activities should have narrowed down the focus on subjects to some extent, but the following should now be taken into consideration.

In general, you should choose subjects on the basis of –i what you need, with respect to prerequisites for tertiary courses or careers;ii what you are good at - (use your most recent reports as a guide to what you are

capable of, and what you aren’t);iii what you want - (when the first two criteria are satisfied and a choice still remains,

choose subjects which you enjoy, or in which you have an interest. Motivation to succeed in the form of interest or enjoyment should not be overlooked. It is logical to assume that if you enjoy a subject and are good at it, then you will achieve good results in that subject.)

It is strongly recommended that parents and students visit the QSA website:

www.qsa.qld.edu.auClick on “Tertiary Entrance” on the menu bar across the top of the page. There is a good deal of information relating to calculation of OPs and FPs. The Frequently Asked Questions (FAQ) section is well worth reading.


Listing of Available Subjects – 2014-15

Authority Subjects Authority- Registered SubjectsAccounting Drama StudiesAncient History English Communication

BiologyInformation & Communication Technology Studies

Chemistry Music StudiesChinese Pre-vocational MathematicsDrama Recreation StudiesEconomics Religion and EthicsEnglish Science in PracticeGeography Visual Arts StudiesGraphics Pre-vocational MathematicsInformation Processing and TechnologyInformation Technology SystemsHome EconomicsJapaneseLegal StudiesMathematics AMathematics BMathematics C Certificate SubjectsModern History Certificate I in ConstructionMusic Certificate II in Furniture Making

Music Extension (Performance)*Certificate I/II in Hospitality Operations(Hospitality)

Philosophy and Reason Certificate III in Business (Business Studies)Physical Education Certificate III in Children’s Services (Childcare)Physics Certificate III in Sport and RecreationStudy of Religion Certificate III in FitnessTechnology StudiesVisual Art

* This subject is a one-year (2 semesters) course completed in Year 12. Students are required to study both Music as well as Music Extension (Performance).

Authority Subjects contribute towards the calculation of OPs and FPs. Authority-registered subjects are recorded on the Senior Statement. Results in

Authority-registered subjects are not included in the calculation of OPs and FPs. Recorded subjects are subjects that are taught externally to the school or within

the school by an external agency and for which the result is awarded by an agency other than the QSA.


It is important that subjects are selected carefully and in conjunction with teachers, parents and students. Due to the constraints of timetabling it is not always possible for students to change subjects. A change of subject is not possible if class numbers have reached maximum. Subject changes will not be considered until Semester 2 of Year 11. Please remember that for a change of subject to be authorised there must be a clear educational benefit to the student. Applications for a change of subject should be presented within the first two weeks of each semester.Curriculum Leaders

Curriculum Leader: Languages Donna BraithwaiteCurriculum Assistant: English Angela StephensCurriculum Leader: Mathematics Lynette PearceCurriculum Assistant: Mathematics Nadia GalettoCurriculum Leader: Science Diane MackenzieCurriculum Assistant: Science Katrina DalglishCurriculum Leader: Social Science Anthony CooperCurriculum Assistant: Social Science Ben SharmaCurriculum Leader: Health and Physical Education Peter SinclairCurriculum Leader: Performing Arts Joanne CunninghamCurriculum Leader: Visual Arts Chris KillinCurriculum Leader: Business Jenny DenmanCurriculum Leader: Home Economics Sue SmithCurriculum Leader: ICT Tania DurbidgeCurriculum Leader: ITD Wayne AdamsCurriculum Leader: VET Darren SmithCurriculum Leader: eLearning Ben SharmaCurriculum Leader: Year 7 Transition Helen O’RourkeCurriculum Assistant: Religious Education Edmund Lai (Acting)


Essential Websites

www.myfuture.edu.aumyfuture guides you through activities to help you explore your career. You will answer questions, explore career suggestions made by myfuture, select career favourites, clarify your career direction, and then, create an action plan to help you reach your career goals.www.cis.qsa.qld.edu.auA career information service provided by the QSA and provides links to other useful sites. It also allows you to plan and track your QCE.www.qsa.qld.edu.auProvides a wide range of information such as subjects offered by the QSA, OP information, QCS Test information. It is worthwhile to look at the various areas on this site.www.qtac.edu.auFollow the links from the ‘Year 10 and 11’ menu option on the left hand menu. A number of useful information on planning ahead and OPs.

Recommended Websiteswww.trainandemploy.qld.gov.auQueensland's entry point to jobs, careers and training, apprenticeships and traineeships, and employment and training government assistance

http://australia.gov.au/topics/employment-and-workplace/career-informationA Federal government site with a range of career options, advice and links to useful sites

www.humanmetrics.comTake the 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.

Websites you have found

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http://australia.gov.au/topics/employment-and-workplace/career-information

http://australia.gov.au/topics/employment-and-workplace/career-information

Outline of Subjects Offered

Please Note: Information contained in this handbook is subject to change without notice. Subjects will run only if there are sufficient student numbers to make them viable.


STUDY OF RELIGION

SUBJECT AuthorityQCE CREDITS

4 Core

Contact Curriculum Leader- Assistant Principal Religious Education

Field Weightings

A B C D E5 4 2 N/A 2

Pre-Requisites No prerequisite Junior subjects, but a sound achievement in both Religious Education and English is advantageous.

Future Options As a humanities subject, Study of Religion offers skills in research, reporting, reasoning and problem solving, critical analysis of texts and cultures, presentation and evaluation of ideas. It contributes to future development of personal faith life, further study in Theology at all levels, and University degrees in Humanities faculties.

Study of Religion is essential for an understanding of the nature and significance of religion in a global context and in Australian society. The course will focus on Catholic Christianity, with study of other World Religions, including an academic approach to such areas and topics as the following:Ritual: Rituals in World religions; shaping of Australian life; symbols and power; secular rituals and civil religion; sacred times and places; ritual tourism; Aboriginal and Torres Straight Islander spiritualities.Religion-State Relationships: Religious freedom; fundamentalism; social reform; missionary activity and state intervention; historical aspects of religion in Australia.Sacred Texts: Readings and interpretations; social, cultural and political influences; texts as foundation for belief and doctrine; translations; visual texts.Values and Ethics: Ethical frameworks and values systems; the common good; secular law; technology and bioethics; life and contemporary issues; human rights; non-violence; peace; tolerance.Ultimate Questions: The idea of God; origins and creation: being human; identity; living, dying and eternity; meaning and purpose; suffering and evil; the common good.ASSESSMENT Multimodal Presentations; Research Assignments; Examinations - including Short

Answer, Essay Response, and Response to Stimulus.EXPECTATIONS Participation in lessons, discussion, worksheets and other written and spoken

classroom exercises. Regular study of sections of textbook and other readings recommended by teacher. Punctual completion of drafts and submission of assessment items. All students doing an OP Course of study are required to do this subject.

EXTRA COSTS Excursion costs if applicable.


Religious Education

RELIGION AND ETHICS (RAE)

SUBJECT Authority RegisteredQCE CREDITS 4 Core

Contact Curriculum Leader- Religion

Field Weightings

Not applicable

Pre-Requisites There are no prerequisite Junior subjects, but sound achievements in Junior core subjects would be helpful. Restricted to students undertaking a majority of other Authority Registered subjects.

Future Options Religion and Ethics offers skills training in collecting and reporting information and drawing conclusions, while thinking about, discussing and presenting original and creative responses to real life topics. It could contribute to future development of personal faith life, and possibly to further formal study in religion.

While this course has a foundation in elements of Catholicism and other aspects of religion, in Australian society and globally, the approach is practical and wide ranging, aimed at allowing students to reflect on personal life and the nature of the world, relationships, values and contemporary understandings of religion and church teachings. Areas and topics such as the following will be studied:YEAR 11: Religions of the World; Heroes and Role Models; Sacred Stories; Social Justice.YEAR 12: Origins, Purpose, Destiny; Catholicism; Life Choices; Good and Evil.ASSESSMENT There will be spoken and written tasks such as the following: Written

assignments, such as a film reviews; short answer examinations and responses to stimulus; spoken presentations, formal and creative, including digital media.

EXPECTATIONS Participation in lessons, discussion, worksheets and other written and spoken classroom exercises. Regular study of materials recommended by teacher. Punctual completion of drafts and submission of assessment items. This subject is compatible with and normally restricted to students undertaking a majority of other SAS/ Authority Registered subjects.

EXTRA COSTS Excursion costs if applicable.


ENGLISH SUBJECT AuthorityQCE CREDITS

4 Core

Contact Curriculum Leader- Languages

Field Weightings

A B C D E5 4 1 N/A 3

Pre-Requisites A solid C in Year 10 EnglishFuture Options This course satisfies university requirements for entry into any course that

demands 4 semesters of an Authority English subject.

Senior English recognises and promotes effective communication skills to enable students to share in and contribute to current and future local, national and global communities and cultures.It requires students to write, speak or sign, view, listen, and think critically. In studying literary and non-literary texts, and through creating their own texts, students will conceptualise, imagine, appreciate, experiment, speculate, reflect, make decisions, hypothesise, analyse and evaluate.

ASSESSMENT Written and spoken assignments, including creative, reflective and analytical responses to literary and non-literary texts.Exams, both seen and unseen, also in response to texts.

EXPECTATIONS Wide readingAt least three hours of study per week.DraftingTake advantage of tutorials offered by teachers.

EXTRA COSTS Theatre visits (optional)

ENGLISH COMMUNICATION



Field Weightings

Not applicable

Pre-Requisites NilFuture Options This subject is designed to assist vocational students with the language and

literacy skills needed to be successful in the workplace.

English Communication has an emphasis on improving literacy skills. It aims to develop effectiveness in workplace related and everyday language skills. The course includes some exploration of books and media but is practically oriented, with slightly less emphasis on literature and producing written texts.ASSESSMENT Seminar presentations, letter/diary entry, editorial, persuasive speech, film

review, monologue, resume, letter of application, interview.

EXPECTATIONS Reading: novels, newspaper articles etc.Handing in drafts.Getting involved with class discussion.

EXTRA COSTS Nil


English

MATHEMATICS A


4 Core

Contact Curriculum Leader-Mrs Lynette Pearce

Field Weightings

A B C D E5 2 3 5 4

Pre-Requisites C Level in “Preparation for Maths A” OR C level or below in “Preparation for Maths B” in year 10

Future Options Mathematics A aims to provide the opportunity for students to continue to participate fully in lifelong learning. It is recommended for students wishing to pursue further study and training at tertiary level in areas such as:· toolmaking, sheet-metal working, fitting and turning, carpentry and plumbing, auto mechanics· tourism and hospitality· administrative and managerial employment in a wide range of industries· architecture and nursing.

Mathematics A involves the study of Financial Mathematics, Applied Geometry, and Statistics and Probability. These are used to develop:· knowledge and skills of computation, estimation and measurement· 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.

ASSESSMENTEach Semester the students undertake 2 Written Exams and one “Extended Modelling and Problem Solving “task. Written Exams are typically in 2 parts; Part A “Knowledge and Procedures” 90minutes and Part B “Modelling and Problem Solving “60 minutes. The Written Exams are on the same day during exam block.EMPS usually is in report format and 3 weeks is a typical time allocation.

EXPECTATIONSAll equipment is taken to every class including a scientific calculator, textbook and laptop. (TI84 graphics Calculator is optional but beneficial)Each student has a separate homework book and classwork book.Homework is completed every night.All EMPS should be the students own work.

EXTRA COSTSThere may be an excursion once a year at a cost of around $20.


Mathematics

MATHEMATICS B


4 Core


Field Weightings

A B C D E5 2 2 5 5

Pre-Requisites C Level in “Preparation for Maths B” in year 10Future Options Mathematics B aims to provide the opportunity for students to participate more

fully in lifelong learning. 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· mathematical applications in:

- energy and resources— management and conservation- climatology- design and built environment- industry, manufacturing and trades- business and tourism- primary industries and environment- economics and commerce- statistics and data analysis

· pure mathematics

Mathematics B involves the study of mathematical functions and their applications, differential and integral calculus and applied statistical analysis. These are used to develop:· knowledge and skills in advanced computation and algebraic methods and procedures· mathematical modelling and problem-solving strategies and skills· the capacity to justify mathematical arguments and make decisions· the capacity to communicate about mathematics in a variety of forms.

ASSESSMENTEach Semester the students undertake 2 Written Exams and one “Extended Modelling and Problem Solving “task. Written Exams are typically in 2 parts; Part A “Knowledge and Procedures” 90minutes and Part B “Modelling and Problem Solving “60 minutes. The Written Exams are on the same day during exam block.EMPS usually is in report format and 3 weeks is a typical time allocation.

EXPECTATIONSAll equipment is taken to every class including a TI84 graphics calculator, textbook and laptop.Each student has a separate homework book and classwork book.Homework is completed every night.All EMPS should be the students own work.

EXTRA COSTSSenior Curriculum Handbook 2014-2015

29

There may be an excursion once a year at a cost of around $20.

MATHEMATICS C


4 Core


Field Weightings

A B C D E5 2 2 5 5

Pre-Requisites C Level in “Preparation for Maths B” in year 10Future Options Mathematics C involves the study of mathematical concepts such as groups, Real

and complex number systems, matrices, vectors, calculus, mathematical structures, linear programming, conics, dynamics, and advanced periodic and exponential functions. These are used to develop:· knowledge and skills in advanced computation and algebraic methods and procedures· mathematical modelling and problem-solving strategies and skills· the capacity to justify mathematical arguments and make decisions· the capacity to communicate about mathematics in a variety of forms.

Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence of students in mathematics beyond the scope of Mathematics B, to build on and combine many of the concepts introduced in Mathematics B (in particular in the study of vectors, matrices and calculus), and to provide further opportunity for students to participate more fully in lifelong learning. Mathematics C 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 · mathematical applications in: - energy and resources— management and conservation - climatology - design and built environment - industry, manufacturing and trades - business and tourismASSESSMENT

Each Semester the students undertake 2 Written Exams and one “Extended Modelling and Problem Solving “task. Written Exams are typically in 2 parts; Part A “Knowledge and Procedures” 90minutes and Part B “Modelling and Problem Solving “60 minutes. The Written Exams are on the same day during exam block.EMPS usually is in report format and 3 weeks is a typical time allocation.

EXPECTATIONSAll equipment is taken to every class including a TI84 Graphics Calculator, textbook and laptop.Each student has a separate homework book and classwork book.Homework is completed every night.All EMPS should be the students own work.

EXTRA COSTS


There may be an excursion once a year at a cost of around $20.

PREVOCATIONAL MATHEMATICS (PVM)


Contact Curriculum Leader- Mathematics Lynette Pearce

Field Weightings

Not applicable

Pre-Requisites Level D or less in “Preparation for Maths A” OR enrolled in “Preparation for Prevocational Maths” in Year 10

Future Options Entry to the workforce with a variety of options including apprenticeships and traineeships.

During a course of study, students should: • build confidence and experience success when using mathematics in everyday contexts • improve their preparedness for entry to work, apprenticeships, traineeships, or furtherstudy by developing their numeracy • develop skills such as using a calculator, identifying, measuring, locating, interpreting,estimating, applying, communicating, explaining, problem solving, making informeddecisions, and working cooperatively with others and in teams • be able to organise mathematical ideas and represent them in a number of ways such asobjects and pictures, numbers and symbols, rules, diagrams and maps, graphs, tables,and texts • be able to present findings orally and in writing • be able to use relevant technologies • be able to make informed decisions.ASSESSMENT Students have continual assessment. That is, after each unit of work they are

assessed under the criterion “Knowing, Applying and Explaining. It consists of Online tests, Written exams and Assignments.

EXPECTATIONS High level of commitment to classwork and homework as well as an understanding of the student’s responsibility to learn.

EXTRA COSTS Possible excursion at a cost of approximately $20


BIOLOGY SUBJECT AuthorityQCE CREDITS

4 Core

Contact Curriculum Leader-Science

Field Weightings

A B C D E5 4 4 3 2

Pre-Requisites A or B in Year 10 Science Semester 2Future Options University degrees in Zoology, Botany, Molecular Biosciences, Health Science,

Environmental Science, Marine Science and Conservation. Positions in industry and government laboratories in fields such as microbiology, conservation and environmental science, genetics, pharmaceuticals, food technology. Careers in teaching and in the public service and management.

Biology is a natural science concerned with the study of life and living organisms, including their structure, function, growth, origin, evolution, distribution, and taxonomy.

Biology provides learning experiences which will further develop in students an appreciation of the complexity and beauty of biological phenomena, as well as recognition that Australian ecosystems have unique characteristics and a sense of responsibility for the stewardship of the local and global environment.

Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. This should enable them to participate as informed and responsible citizens in decision-making processes, the outcomes of which will affect the living world now and in the future.

ASSESSMENT Assessment items are designed to address the dimensions outlined in the Biology Syllabus, 2004. These are Understanding Biology, Investigating Biology and Evaluating Biological Issues. A range of instruments are utilized throughout the course of study including Extended Experimental Investigations, Written Tasks and Extended Response tasks.


Science

EXPECTATIONS This is an academic subject and the completion of homework is an essential component of this course. Students are required to complete assessment, class exercises and additional readings at home. The course places considerable emphasis upon practical work conducted within a laboratory and in the field. Please note that the three day camp at Hastings Point is a compulsory part of the course.

EXTRA COSTS In Year 11 there will be a three day Biology camp to Hastings Point approximately $190

CHEMISTRY


4 Core


Field Weightings

A B C D E4 3 5 5 2

Pre-Requisites A or B in Year 10 Science and MathsFuture Options University degrees in Chemistry and Molecular Biosciences, Health Sciences,

Chemical Engineering, Mining. Positions in industry in government laboratories in areas such as food science, materials science, environmental science, forensics, pharmaceuticals, mining and minerals, polymers, nanotechnology. Careers in teaching and in the public service and management.

Chemistry is often called the central science, because knowledge of Chemistry is central to the study of many other science subjects. It is the science of the molecular scale, and it is at the molecular level where major advances are being made in many diverse areas such as medicine, drugs, nanotechnology, new materials, and the environment.

This course emphasises the relevance of Chemistry to the issues of society and seeks to acquaint students with the language and fundamentals of chemical science, so that they develop an interest in, and understanding of, the properties and structure of matter and the changes which occur in chemical reactions. It is aimed both at students who are University bound and others with an interest in chemical science.

ASSESSMENT Assessment items are designed to address the dimensions outlined in the Chemistry Syllabus, 2007. These are Knowledge and Conceptual Understanding, Investigative Processes, Evaluating and Concluding. A range of instruments are utilized throughout the course of study including Extended Experimental Investigations, Supervised assessments, and Extended Response tasks.

EXPECTATIONS This is an academic subject and students are expected to demonstrate a high level scientific thinking. It includes significant homework for the completion of class exercises, assessment and additional reading. The course places considerable emphasis upon practical work conducted within a laboratory.


EXTRA COSTS Nil

PHYSICS SUBJECT AuthorityQCE CREDITS

4 Core


Field Weightings

A B C D E4 3 5 5 2

Pre-Requisites A or B in Year 10 Science and MathsFuture Options University degrees in Physics, Engineering, Health Sciences, Space Science,

Minerals and Mining, Information Technology. Positions in industry and government laboratories in areas such as, solar technology, electrical and electronics, nanotechnology, lasers and photonics, environmental monitoring. Teaching and careers in the public service and management.

Physics provides students with a means of enhancing their understanding of the world around them, a way of achieving useful knowledge and skills and a stepping stone for further study. Physics attracts problem solvers and creative thinkers – people with an interest in life and those who become excited at the thought of a new challenge.

The subject uses methods of precise measurement, reproducible experimentation and powerful mathematical relationships to solve problems set in real-world contexts using scientific inquiry, and to acquire a broad general knowledge and understanding of the fundamental concepts of physics.

ASSESSMENT Assessment items are designed to address the dimensions outlined in the Physics Syllabus, 2007. These are: Knowledge and Conceptual Understanding, Investigative Processes, Evaluating and Concluding. A range of instruments are utilized throughout the course of study including Extended Experimental Investigations, Supervised assessments, and Extended Response tasks.

EXPECTATIONS This is an academic subject which allows students the opportunity to use investigative processes which stimulate higher order thinking skills. The subject includes significant homework for completion of class exercises, assessment and additional reading.

EXTRA COSTS In Year 11 there will be a compulsory “Physics in Motion- Safe Driver Training”


excursion - approx. $45

SCIENCE IN PRACTICE ( SIP)


Contact Curriculum Leader- Science

Field Weightings

Not applicable

Pre-Requisites Year 10 ScienceFuture Options The scientific skills developed in Science in Practice are relevant to employment in

many fields and may form the basis of further training and education e.g. Apprenticeships, Traineeships and Trades. Employment opportunities include animal welfare, biotechnology, food technology, forensics, health and medicine, the pharmaceutical industry, recreation and tourism, research and the resources sector.

Science in Practice is contextualized and students study a range of topics relevant to everyday experiences including Building Science, Flight, Energy, Coral Reefs and Climate Change, Solar Technologies, Forensics and Robotics.ASSESSMENT Students are assessed using a range of tasks including Supervised Written tests,

Research Reports, Multimodal Project and Portfolios. Criteria assessed include Knowing, Investigating and Connecting.

EXPECTATIONS High level of commitment to classroom projects. Ability to work in groups.EXTRA COSTS Year 11 Field study Griffith University Ecocentre approximately $11, Year 12

Underwater World Field study approximately $ 30.


Visual Art (VAR)

SUBJECT Authority: AuthorityQCE CREDITS

4 Core

Contact Curriculum Leader- Visual Arts

Field Weightings

A B C D E

Pre-Requisites Minimum Grade B in Year 10 Generic EnglishMinimum Grade C in a Year 10 Arts subject preferred

Future Options University or TAFE courses in Design, Fine Arts, Multimedia Studies,Architecture, Graphic Design.Careers in Graphic Design, Multimedia/web page development, ArtEducation.

Art offers a range of 2D, 3D and design studies involving drawing/painting, mixed media assemblage, ceramics, sculpture, photographic, film and computer based areas. In Year 12 students specialise in their own areas of expertise. This subject develops an understanding of the artist, their world and the socio-cultural contexts in which art is created. It challenges creative thinkers and their ability to express themselves. For both the written and visual contexts.

ASSESSMENTMaking, Displaying& Appraising

Making & Displaying Bodies of works - Individual works of art and folios of work including visual

diary.Appraising


Art

Extended written research reports and analytical writing. Multi-modal presentation.

EXPECTATIONS Ability to attend early / late classes. Ability and willingness to visit art galleries or exhibitions to develop

appreciation, appraisal and critiquing skills; both through school excursions and the student’s own time.

Willingness to work extensive hours in the art studios/ computer labs in own time to complete art works.

Preparedness to develop ideas and self-expression through research and reflection.

EXTRA COSTS May depend on the complexity of student works in special areas. A3Visual Diary $20. Excursion costs.

VISUAL ARTSTUDIES (VAST)


Contact Curriculum Leader- Visual Arts

Field Weightings

Not applicable

Pre-Requisites Interest in painting, drawing, print making, sculpture, ceramics, commercial art, graphic & advertising design and textiles.

Future Options Further study at TAFE in the area of Visual & Commercial Arts and Graphic Design. Individual development of artistic skills to possibly provide employment opportunities in Creative Industries.

Applied Art allows students to develop and further their technical art skills and appreciation of art as well as to contribute to the many innovative curricular and extra-curricular projects. A creative outlet develops student identity & a broader view of society.ASSESSMENT Extensive & detailed folio work. Printmaking & artist book.

Commercial designs & products. Photography & promotional marketing. Digital Media. Sculpture. Mixed Media.

EXPECTATIONS To have & nurture a creative interest. To work independently & be self-motivated. To have a willingness to pursue & persist with the creative processes from

instruction.


EXTRA COSTS A3 Visual Art Flip Folio $20.


ACCOUNTING


4 Core

Contact Curriculum Leader- Business

Field Weightings

A B C D E3 3 5 4 2

Pre-Requisites NILFuture Options University degrees in Accounting, Management, Business, Finance, Economics and

Education or TAFE certificates in Financial Services.Accounting is one of the most lucrative and sought after professions because it plays sucha vital role in the business world. It is a process which measures, records, communicatesand interprets financial and other information about businesses.

Introduces students to computerised accounting processes. Provides useful skills for the management of personal or professional financial affairs. Promotes the development of numeracy, effective communication and logical reasoning. Enables students to participate confidently and responsibly in the business environment

Complements EconomicsASSESSMENT Theory exams and assignments interpreting and analysing financial information.

Practical assessment using journals, ledgers and computer programs such as Excel and MYOB.

EXPECTATIONS At least three hours of study per week.EXTRA COSTS Excursion costs, if applicable.

ECONOMICS


4 Core

Contact Curriculum Leader-Business

Field Weightings

A B C D E5 5 4 3 1

Pre-Requisites C in Year 10 EnglishFuture Options University courses in Arts, Law, Business and Commerce. Careers in journalism

and finance, potential small business owners would also benefit.This course of study helps students understand the significance of economic events such as: government budgets, stock market activity, law or tax changes, and the implications of individual, business and government decision-making. Students should gain the skills to make competent decisions at the personal level, and to understand, where possible and, participate in the making of economic decisions at other levels.Complements AccountingASSESSMENT Short and extended response tests

Research task Multimodal presentations

EXPECTATIONS Three hours study per week.Monitor current events via media, for eg, newspaper, internet and TV.

EXTRA COSTS Excursion costs, if applicable.


Business

LEGAL STUDIES


4 Core

Contact Curriculum Leader-Business

Field Weightings

A B C D E5 4 2 1 2

Pre-Requisites C in Year 10 EnglishFuture Options Future study in Justice, Business, Arts, Law, Education, Commerce. Careers in Law,

Public Administrator, Legal Officer, Social Worker, Youth Worker, Counsellor.While Legal Studies is not a pre-requisite to studying Law at University it is often a pathway to that study. This course is highly relevant to students who are interested in social issues.

Legal Studies focuses on topical issues and the analysis of current law, which arise out of common social situations and community matters. Students also have the opportunity to research a legal matter of particular interest and relevance to them.

Topics include: Origins of Law, Criminal Law, Civil Law, Family Law, Human Rights and International Law.

ASSESSMENT Exams: Progress from sentence and paragraph answers to extended written responses in Year 12.Assessments: Reports, Essays and Inquiry TaskMulti modal presentations

EXPECTATIONS 3 hours study per weekMonitoring current issues via media, eg, newspaper, internet and TV.

EXTRA COSTS Excursion costs, if applicable.

CERTIFICATE III IN BUSINESS

SUBJECT VET CertificateBSB30110

QCE CREDITS 8 CoreContact Curriculum Leader-

BusinessField Weightings

Not Applicable

Pre-Requisites Sound computer skills.Future Options Further Certificate courses at TAFE in Business.

Employment as Personal Assistant, Customer Service Operator, Word Processing Operator, Administrative Assistant, Clerical Officer, Receptionist, Secretary.

Students will complete 12 competencies. They will include word processing, databases, spread sheeting, desktop publishing, organising schedules, writing simple documents, processing customer complaints, working effectively with others, workplace health and safety.

We are in partnership with MSIT in completing this course and they will be providing the Certificate on completion of the course. Their results will also contribute 8 credit points to their QCE.ASSESSMENT Completion of module booklets and assessable activities.

Various activities which could include: practical demonstrations,folios and written tasks.

EXPECTATIONS Willingness to work hard in class and at home.EXTRA COSTS Payment of workbooks is to the teacher as we start each unit. Workbooks range

from $20-$35 each.


PHYSICAL EDUCATION


4 Core

Contact Curriculum Leader- Health and Physical Education

Field Weightings

A B C D E3 1 3 2 5

Pre-Requisites At least a B in Year 10 Health and Physical Education (preferably the Physical Education Strand).

Future Options Whilst Physical Education is not a pre-requisite for further study, it provides a solid foundation for studies in Education, Exercise Science, Nursing, Leisure and Recreation and most of the therapies (physio, speech, occupational).

Physical Education consists of two components, theory and practical. Students will participate in four physical activities: Latin American Dance, Badminton, European Handball and Orienteering. The study of theoretical concepts such as energy systems, biomechanics, sports psychology, skill acquisition, training program design and sociology are integrated with these four activities.ASSESSMENT Equal emphasis is placed on a student’s practical and theoretical performance when

assigning a final grade. Students are assessed both formatively (Year 11) and combatively (Year 12) in the same four physical activities. Written assessment is through unseen essays under exam conditions, assignments and multimodal / spoken assessment tasks.

EXPECTATIONS Students learn the theoretical concepts through practical learning experiences. Therefore it is essential that students have a strong interest and are willing to be involved in the practical tasks.

EXTRA COSTS Excursion Cost to UQ Exercise Science Department + Cost of entry to Hibiscus Centre for European Handball


Physical Education

PHYSICAL RECREATION


Contact Curriculum Leader- Health and Physical Education

Field Weightings

Not applicable

Pre-Requisites A commitment to working in Sport and Recreation activities organised by the College and an interest in participating in a wide range of physical activities.

Future Options Career in coaching, event management or the sports and recreation industry.Physical Recreation consists of two components, theory and practical. Students will participate in the following physical activities: Touch/Volleyball/Soccer/Netball, Camping, Lifesaving, Badminton/Table Tennis, Lawn Bowls and Canoeing/Snorkelling. Theoretical units studied include: OH&S, coaching principles, event management and Gym program design. Students have the opportunity to complete the following certificates: a bronze medallion lifesaving, level 1 coaching and first aid.ASSESSMENT Equal emphasis is placed on a student’s practical and theoretical performance when

assigning a final grade. Written assessment is through folio presentations, assignments, an electronic information package, interview and teacher observation of practical performance.

EXPECTATIONS Students learn the theoretical concepts through practical learning experiences. Therefore it is essential that students have a strong interest and are willing to be involved in the practical tasks. As a large proportion of the assessment is conducted through practical demonstrations, students must be willing to be involved in the organisation and conducting of College sporting events such as the Primary School Sports Cluster and in coaching primary school students. Students will also be expected to participate in a 3 day camp in year 11.

EXTRA COSTS The Camp cost will be approximately $160. There are also costs involved with lifesaving and snorkelling (pool admission) and with Lawn Bowls.


CERTIFICATE III IN FITNESS

SUBJECT VET CertificateSIS30310 Certificate III inFitness


Health and Physical Education

Field Weightings

Not Applicable

Pre-Requisites A passion for and/or interest in pursuing a career in the fitness and sport industries. Students must have good spoken communication skills and an enthusiasm / motivation to participate in physical activity sessions.

Future Options A career in the sport and fitness industries. The certificate provides a pathway for further study in Exercise Science or a Certificate IV in Fitness. A Certificate III in Fitness will qualify students to work in a gym under supervision. A Certificate IV in Fitness will qualify students to work independently as a Personal Trainer.

Certificate III in Fitness consists of two components, theory and practical. Students will complete 15 competencies. Included in these are OH&S, customer service, anatomy and physiology, nutrition, health assessments, delivering individual and group fitness sessions and program design. A first aid certificate will be completed at the end of Year 11.ASSESSMENT Program delivery will combine both class-based tasks and practical components in

a real gym environment at school. This involves the delivery of a range of fitness programs to clients within the school community (students, teachers and other adults). As the assessment is competency based, students would be at an advantage by gaining work experience in the fitness industry.

EXPECTATIONS As most of the competencies are practically demonstrated, students must be prepared to be involved in training primary school students from St Bernard’s or St Catherine’s before or after school. They must also be available to supervise the College gym before or after school and to actively participate in training sessions during class time.Students are to obtain a blue card (processed through the school).

EXTRA COSTS $250 for the Certificate III course fees + $28 for First Aid qualification.Throughout the course there will also be excursion costs (approximately 2 excursions per year)

#Whilst Clairvaux MacKillop College staff deliver this course, Fitnance is the Registered Training Organisation.


CERTIFICATE III IN SPORT and RECREATION

SUBJECT VET CertificateSIS30512 Certificate III inSport and Recreation

QCE CREDITS 8 Core + 1 Enrichment creditContact Curriculum Leader-

Health and Physical Education

Field Weightings

Not Applicable

Pre-Requisites A commitment to working in Sport and Recreation activities organised by the College.

Future Options A career in coaching, event management or the sports and recreation industry. The certificate provides a pathway for further study in Sports Management or Fitness.

Certificate III in Sport and Recreation consists of two components, theory and practical.Students will complete 15 competencies. Included in these are OH&S, coaching principles, delivering community programs and event management. A first aid certificate will be completed at the end of Year 11.ASSESSMENT Program delivery will combine both class-based tasks and practical components in

a real sport environment at school. This involves the delivery of a range of sport programs to clients within the school community (high school and primary school). As the assessment is competency based, students would be at an advantage by gaining work experience in the sport or fitness industry.

EXPECTATIONS As most of the competencies are practically demonstrated, students must be prepared to be involved in coaching, officiating and organising events such as the Primary School Sports cluster, Clairvaux 9’s RL or Fast 5’s Netball competitions, College carnivals and after school Touch competitions.Students are to obtain a blue card (processed through Binnacle Training).

EXTRA COSTS $198 for the Certificate III course fees + $28 for First Aid qualification.Throughout the course there will also be excursion costs (approximately 2 excursions per year)

Students will have the opportunity to be involved in a 3 day camp in year 11 at a cost of approximately $160.

#Whilst Clairvaux MacKillop College staff deliver this course, Binnacle Training is the Registered Training Organisation.


GRAPHICSSUBJECT Authority RegisteredQCE CREDITS

4 Core

Contact Curriculum Leader-Wayne Adams

Field Weightings

A B C D E1 2 5 3 4

Pre-Requisites Junior Graphics Highly RecommendedFuture Options Architecture, Urban Design, Advertising And Marketing, Product And Industrial

Design, Landscape Architecture, Engineering, Graphic Design, Multimedia and Technical Drafting.

Graphics is studied within the contextual units of product design, graphic design and marketing, and environmental design.All learning activities are based on a problem-solving approach to real-life situations. Students are encouraged to follow the design process and develop visual presentations for communication purposes.Graphics is helpful for all students who wish to improve their understanding of communications as they apply to the design industry.

ASSESSMENT Assessment is completed through contextual based assignment work in 3 areas of study:

Production Graphics Built Environment Business Graphics

Formal exams which cover the following criteria: Knowledge and Understanding Reasoning

EXPECTATIONS Commitment to completing research, analysis and refinement components of assignments out of school hours. Students are highly recommended to have successfully completed year 10 Graphics and be competent in the use of Autodesk Professional and Adobe Illustrator and InDesign software packages which are utilised throughout the course.

EXTRA COSTS NIL


Industrial Design and Technology

TECHNOLOGY STUDIES

SUBJECT Authority RegisteredQCE CREDITS

4 Core


Field Weightings

A B C D E2 1 4 3 4

Pre-Requisites Year 10 ITD RecommendedFuture Options Building and service professions (architecture, surveying, and engineering),

industrial design, environmental design and manufacturing design.

Technology studies involve students in designing, engineering and producing innovative and creative products. In Technology Studies these products encompass artefacts, processes, systems and environments.Technology Studies helps students understand and use past, present and future industrial technologies to meet the demands and needs of the 21st century.Students are exposed to a range of intellectual challenges while developing practical skills associated with hand and power tools, machinery and equipment.

ASSESSMENT Assessment is completed following the product design sequence through work in 3 areas of study: Foundations of Technology Safety Manufacturing Resources.

In Technology Studies, the three criteria from which a student’s exit level of achievement is derived are: Knowledge and application Reasoning processes Production

EXPECTATIONS Technology Studies students are expected to study in both autonomous and guided learning environments. This regularly requires students to; design, research, refine and evaluate project work out of school hours.In addition, due to the nature of this subject, students are to follow regulated safe working practices in the workshop.


EXTRA COSTS Students will be expected to cover additional costs of projects that exceed the allocated budget for the assessment task.

CERTIFICATE I IN GENERAL CONSTRUCTION

SUBJECT VET Certificate - CPC10108 Certificate I in ConstructionQCE CREDITS 3 Core


Field Weightings Not Applicable

Pre-Requisites Year 10 ITD Highly RecommendedFuture Options On successful completion of this two-year course, students will –

Be able to carry out a wide range of entry-level tasks within Construction industry positions.

Possess proficiency in the key competencies. Possess a range of skills, attitudes and knowledge which will assist them in

roles not specifically related to employment. Be eligible for appropriate credit courses, or the relevant parts thereof,

are based on the same industry competency standards.

Students will be enrolled in Certificate I in General Construction through an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. The course enables students who successfully complete the course to gain 3 points towards their QCE.

ASSESSMENT Completion of projects and/or related theoretical booklets for the following competencies:CPCCOHS1001A – Work safely in Construction industryCPCCOHS2001A – Apply OHS requirements in Construction industryCPCCCM1002A – Sustain effective work practices in Construction industryCPCCCM1003A – Plan and organise workCPCCCM1004A – Conduct workplace communicationCPCCCM1005A – Carry out measurements and calculationsCPCCCM2001A – Read & interpret plans and specificationsCPCCCM2005A – Use Construction tools and equipmentCPCCCM2006A – Apply basic levelling proceduresCPCCCO2003A – Concreting to simple formsCPCCVE1001A – Undertake a basic construction project

EXPECTATIONS Students are expected to carry out work on construction based projects in a safe manner, completing work to a competent standard that would be deemed


satisfactory in industry. Specific theory work is set as part of course work, and is expected to be completed alongside project work each term.

EXTRA COSTS NIL

CERTIFICATE II IN FURNITURE MAKING

SUBJECT Vet Certificate LMF20309QCE CREDITS 4 Core



Pre-Requisites Year 10 ITD Highly RecommendedFuture Options On successful completion of this two-year course, students will –

Be able to carry out a wide range of entry-level tasks within furniture industry positions.

Possess proficiency in the key competencies. Possess a range of skills, attitudes and knowledge which will assist them in

roles not specifically related to employment. Be eligible for appropriate credit courses offered by other training

providers where such courses, or the relevant parts thereof, are based on the same industry competency standards.

Students will be enrolled in Certificate II in Furniture Making through an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. The course enables students who successfully complete the course to gain 4 points towards their QCE

ASSESSMENT Completion of projects and/or related theoretical booklets for the following competencies:LMFCR001B - Follow safe working policies and practicesLMFCR002B - Communicate in the workplaceLMFCR003B - Carry out measurements and calculationsLMFCR004B - Work effectively with othersLMFFM2001B - Use furniture making sector hand and power toolsLMFFM2002B - Assemble furnishing componentsLMFFM2006B - Hand make timber jointsLMFFM2010B - set up, operate and maintain basic static machinesLMFFM2011B - Apply manufactured board conversion techniquesLMFFM2004B - Prepare surfaces for finishingLMFFM2003B - Select and apply hardware


LMFFM2005B - Join solid timberTDTD307E - Handle dangerous goods hazardous substances

EXPECTATIONS Students are expected to carry out work on workshop based projects in a safe manner, completing work to a competent standard that would be deemed satisfactory in industry. Specific theory work is set as part of course work, and is expected to be completed alongside project work each term.

EXTRA COSTS

INFORMATION PROCESSING & TECHNOLOGY


4 Core

Contact Curriculum Leader- Information & Communication Technology

Field Weightings

A B C D E

3 2 4 4 3

Pre-Requisites Preferred: C - Year 10 English & Maths, 10ICTFuture Options University degrees in Computer Science, Information Technology and

Programming. This subject may lead to employment where specialised IT skills are required.

This subject may lead to employment where specialised IT skills are required.ASSESSMENT Theory and practical exams.

Projects in designing and developing specific IT products.Oral PresentationExtended Writing Tasks

EXPECTATIONS At least three hours of study per week.Take advantage of tutorials offered by teachers.

EXTRA COSTS Nil

INFORMATION TECHNOLOG

SUBJECT

Authority

QCE CREDITS

4 Core


Information and Technology

Y SYSTEMSContact Curriculum Leader-

Information & Communication Technology

Field Weightings

A B C D E

3 3 3 3 3

Pre-Requisites Preferred: C - 10ICTFuture Options TAFE certificates in Information Technology, multimedia design, games design,

website design and animation or University degrees in Computer Science, Information Technology and Programming.

This subject may lead to employment in such areas as IT support and graphic and multimedia design and development. Complements IPT.ASSESSMENT Theory and practical exams and projects in designing and developing a variety of

ICT products. Oral presentations and practical assessments.Majority of assessments are computer-based.

EXPECTATIONS Take advantage of tutorials offered by teachers.EXTRA COSTS Nil

INFORMATION & COMMUNICATION TECHNOLOGY

SUBJECT SASQCE CREDITS

4

Contact Curriculum Leader- Information & Communication Technology


Pre-Requisites NilFuture Options TAFE certificates in Information Technology, multimedia design, games design,

website design and animation. This subject may lead to employment where ICT skills are a requirement.

This subject may lead to employment where ICT skills are a requirement.ASSESSMENT Project based assessment in designing and developing a variety of ICT products. All

assessments are computer-based.EXPECTATIONS Take advantage of tutorials offered by teachers.EXTRA COSTS Nil


CHINESE SUBJECT AuthorityQCE CREDITS

4 Core

Contact Curriculum Leader-Languages

Field Weightings

A B C D E1 5 1 N/A 3

Pre-Requisites Year 9 &10 ChineseFuture Options University degrees/Careers in Applied Linguistics, Asian Studies, International

Business, Hospitality, Tourism, Foreign Affairs and Education.China is the second largest economy in the world, as well as being Australia’s largest trading partner. In addition, Chinese is the most widely spoken first language in the world.

Chinese learning in school focuses on developing communicative proficiency in the reading, writing, listening and speaking of Chinese. We also focus on the customs and culture of China. By the end of Year 12 students should be able to demonstrate their four Macro skills with confidence within the prescribed learning topics. Topic include: Geography and Climate, Festivals and Celebrations, Sport, Hobbies and Interests and Tourism and Hospitality.

ASSESSMENT The four Macro skills – Listening, Reading, Speaking and Writing will be assessed at least twice a year. The assessments of four Macro skills will cover a range of genres. Practical exams will appraise students’ ability to comprehend and compose in Chinese language context.

EXPECTATIONS Students who continue languages study in the senior years need to have a diligent work ethic in relation to study. Regular revision of new vocabulary and grammar at home is necessary for success in senior languages.

EXTRA COSTS Optional excursions to Chinese restaurants and other cultural activities are available. Interested students have the opportunity to travel to China to develop authentic language use.


Languages

JAPANESE SUBJECT AuthorityQCE CREDITS

4 Core


Field Weightings

A B C D E1 5 1 N/A 3

Pre-Requisites Year 9 & 10 JapaneseFuture Options University Courses/Careers in Business, Science, Education, Law,

Foreign Affairs, Public Service, Tourism, Hospitality, Asian Studies andJournalism.

Japanese focuses on developing communicative proficiency in the reading writing, listening and speaking of Japanese. We also focus on the customs and culture of Japan. By the end of Year 12 students should be able to write fluently in Hiragana and Katakana and have a working knowledge of about 300 Kanji. Topics include: Sport, Hobbies, Health and Fitness, Media and Travel and Holidays.ASSESSMENT Reading, writing, speaking and listening tests covering a range of genres

EXPECTATIONS Students who continue languages study in the senior years need to have a diligent work ethic in relation to study. Regular revision of new vocabulary and grammar at home is necessary for success in senior languages.

EXTRA COSTS Optional excursions to Japanese restaurants and other cultural activities are available. Interested students have the opportunity to travel to Japan or to host Japanese exchange students to develop authentic language use.


DRAMA (DRA) SUBJECT AuthorityQCE CREDITS 4 Core

Contact Curriculum Leader- Performing Arts

Field Weightings

A B C D E3 2 1 0 5

Pre-Requisites Minimum C standard in Junior Drama and Junior English OR (where this has not been demonstrated) an audition and interview with the Curriculum Leader- Performing Arts.

Future Options Theatre, film and creative industries. Occupations might include entertainer, actor, presenter, director, producer, editor, set & costume designer, script writer, lighting designer, arts administrator, events manager.

Drama focuses on the practical side of theatre and film and video, including performance elements, acting, lighting, sound, design elements, publicity and promotion.ASSESSMENT Tasks include:

· Drama Performances: both collaborative and individual· Improvisation· Acting· Review and critique of live performances

EXPECTATIONS “Theatre black” clothing to wear for performances. Attend performances that are held in the students’ own time.

EXTRA COSTS $5-10 to attend Live Theatre performances.

MUSIC (MUS) SUBJECT AuthorityQCE CREDITS 4 Core


Field Weightings

Pre-Requisites It is highly recommended that students achieve a C standard in Junior Music or participate regularly in instrument/voice tuition; OR (where this has not been demonstrated) an audition and interview with the Curriculum Leader- Performing Arts.

Future Options Performer, composer, director, arts administrator, event director, band manager, music technologist, arranger, conductor.

Music focuses on the practical side of music, including performance elements, composition, sound engineering, production elements, publicity and promotion.ASSESSMENT Roles of Maker, Performer, Manager and Technician

demonstrated in:· Music Performance· Improvisation· Composing· Recording studio sound engineering

EXPECTATIONS Competency on an instrument/voice via private tuition. Attend performances that are held in the students’ own time.

EXTRA COSTS $5-10 to attend Live performances.


Performing Arts

MUSIC EXTENSION (MUS EXT)

SUBJECT AuthorityQCE CREDITS 2 Core


Field Weightings

Pre-Requisites Concurrent enrolment in Senior Music in Yr 11 & 12. It is highly recommended that students achieve a B standard in Yr11 Music and participate regularly in instrument/voice tuition; OR (where this has not been demonstrated) an audition and interview with the Curriculum Leader- Performing Arts.

Future Options Performer, composer, musicologist, music technologist.Music Extension offers students the opportunity to more deeply engage in one of the subject area specifications: performance, OR composition, OR musicology.ASSESSMENT Performers will present for approximately 18 minutes for a live audience,

Composers will produce original works for approximately 4 minutes, Musicologists will undertake research into an area of interest and present findings. All students will investigate a topic and present findings at the beginning of the course.

EXPECTATIONS Private tuition in a subject area specification: performance, OR composition, OR musicology is highly recommended. Students should possess motivation and an appetite for independent study.

EXTRA COSTS Private tuition fees (if engaged in instrumental lessons).

DRAMA STUDIES (DRS)



Field Weightings

Not applicable

Pre-Requisites This is a VET subject and is an alternative to Senior Drama. There are no prerequisite Junior subjects. This subject is part of the Arts in Practice Study Area Specification – Drama Strand, and is internally assessed by the school. It is hoped that on completion of the course, eligible students will receive a Certificate I or Certificate II in Live Production, Theatre and Events.

Future Options Theatre, film and creative industries. Occupations might include set designer, script editor, lighting operator, retailer of theatre equipment, costume designer.

Drama Studies focuses on the practical side of theatre and film and video, including performance elements, acting, lighting, sound, design elements, publicity and promotion. The course is designed to expose students to a variety of cultural and theatrical experiences, to challenge the students with physical and written tasks, and to build students’ skills in speaking, group work, research and problem solving.ASSESSMENT Roles of Maker, Presenter/Performer, Manager and Technician

demonstrated in: Drama Performance Improvisation Acting Operating basic sound and lighting equipment

EXPECTATIONS “Theatre black” clothing to wear for performances. Attendance at performances that are held in the students’ own time.

EXTRA COSTS $5-10 to attend Live Theatre performances, tours of performance venues, radio


stations.

MUSIC STUDIES (MUST)



Field Weightings

Contact

Pre-Requisites This is a SAS subject and is an alternative to Senior Music. There are no prerequisite Junior subjects although it is highly recommended that students study Music in Junior or participate regularly in instrument/voice tuition. This subject is part of the Arts in Practice Study Area Specification – Music Strand, and is internally assessed by the school.

Future Options Performer, arts administrator, event director, band manager, music technologist, arranger, conductor.

Music Studies focuses on the practical side of music, including performance elements, sound engineering, production elements, publicity and promotion.ASSESSMENT Roles of Maker, Performer, Manager and Technician

demonstrated in:· Music Performance· Improvisation· Composing· Recording studio sound engineering

EXPECTATIONS Competency on an instrument/voice via private tuition. Participation in an ensemble. Attend performances that are held in the students’ own time.

EXTRA COSTS $5-10 to attend Live performances.


ANCIENTHISTORY

SUBJECT Authority subjectQCE CREDITS

4 Core

Contact Curriculum Leader:Social Science

Field Weightings

A B C D E5 4 2 N/A 3

Pre-Requisites None – but we recommend B-level achievements in Year 10 History & EnglishFuture Options professional writing, journalism, politics, law, archaeology, art, marketing,

tourism, management, leadership, teaching, psychology, advertising, academic research

A study of History will equip you for the ‘real world’ - with research skills, communication skills, and analytical skills.In particular, this subject will provide you with a sustained opportunity to master your essay-writing skills. Mastering these will advantage you by boosting your results not only in History but also in English and Religion, with a commensurate improvement in your OP. This would also help you to survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core Curriculum Elements tested by the QCS test, such as evaluation, analysis, and decision-making.

ASSESSMENT Written research assignment

Essay testResearch task – multi-modal presentationShort answer test

EXPECTATIONS Readiness to read extended text Readiness to complete one major research project per semester

EXTRA COSTS Possible minor costs for an excursion, such as to a museum


Social Science

MODERN HISTORY

SUBJECT Authority subjectQCE CREDITS

4 Core

Contact Curriculum Leader:Social Science

Field Weightings

A B C D E5 4 2 N/A 3

Pre-Requisites None – but we recommend B-level achievements in Year 10 History & EnglishFuture Options professional writing, journalism, politics, law, art, marketing, tourism,

management, leadership, teaching, psychology, advertising, academic research

A study of History will equip you for the ‘real world’ - with research skills, communication skills, and analytical skills.

In particular, this subject will provide you with a sustained opportunity to master your essay-writing skills. Mastering these will advantage you by boosting your results not only in History but also in English and Religion, with a commensurate improvement in your OP. This would also help you to survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core Curriculum Elements tested by the QCS test, such as evaluation, analysis, and decision-making.

ASSESSMENT Written research assignment

Essay testResearch task – multi-modal presentationShort answer test

EXPECTATIONS Readiness to read extended text Readiness to complete one major research project per semester

EXTRA COSTSPossible minor costs for an excursion, such as to a museum


GEOGRAPHY


4 Core

Contact Curriculum Leader- Social Sciences

Field Weightings

A B C D E4 5 4 3 2

Pre-Requisites We recommend B standard in Year 10 English and Maths. High proficiency in Year 10 Geography is also highly recommended.

Future Options Tertiary studies for which Geography is a useful preparation include anthropology, architecture, environmental studies, engineering, economics and commerce, geography, geology, journalism, psychology, social work, surveying, town planning, teaching and tourism.

Senior Geography involves the study of people and places, and of the relationship between people and their environment. It is interesting, challenging and useful, providing you with an understanding of the world and its people; promoting your enjoyment through active fieldwork; has many applications in real life beyond school and has a strong vocational relevance.

Students are required to undertake field studies each semester. Practical skills involve sketching, mapping and graphing, and the interpretation of graphical and written material. Information technology skills include the use of Geographical Information Systems (GIS) and Global Positioning Systems (GPS). Similarly, Senior Geography represents varied and stimulating opportunities for you to develop your literacy, numeracy and technology skills.

Students in recent years have commented that they were proficiently able to use their Geography skills in the QCS test.

ASSESSMENT Each term students will complete a Short Response Test to assess their knowledge. Additionally student will have their abilities in the other three strands (Analytic Process, Decision Making and Communication Skills) assessed using a variety of Stimulus Response Essays, Field Studies and Practical Exercises.

EXPECTATIONS Students will be expected to participate actively in all Field Studies including a one night camp early in Semester 1.

An expectation of at least 3 hours of study per week outside of class time.EXTRA COSTS Students may incur extra costs associated with the Camp early in Semester 1.

Students will also incur costs when under taking field studies in Semester 3.


PHILOSOPHY AND REASON


4 Core

Contact Curriculum Leader- Social Sciences

Field Weightings

A B C D E5 4 3 3 1

Pre-Requisites A high level of competency in EnglishFuture Options This subject is highly recommended for those wishing to study arts, law or

science.

This course will help students not only with all their other subjects, but with their life as well. It empowers the individual by providing a rational and discerning methodology for finding truth and detecting deception. This is done by looking at some of ‘Life’s Big Questions’, the history of ideas and philosophy, as well as every day examples from the media and friends. It is directly concerned with the development of the ability to reason, to analyse and to think for oneself. Most of all, it allows students to develop their own viewpoints about life and to back that up with well-reasoned opinions drawn from a wide range of theories and ideas. This subject is highly recommended for those wishing to study arts, law or science.

ASSESSMENT There is a mixture of Media Reports, Essays, In-class exams as well as exams during exam block

EXPECTATIONS An expectation of at least 3 hours of study per week outside of class time.EXTRA COSTS There are no extra costs associated with Philosophy and Reason


SENIOR HOME ECONOMICS


4 Core

Contact Curriculum Leader- Home Economics, Hospitality and Childcare

Field Weightings

A B C D E3 4 3 2 4

Pre-Requisites There are no pre-requisite Junior subjects. However, a sound achievement in Junior English is desirable and Junior Home Economics is an advantage.

Future Options Home Economics covers a diverse range of career paths. In addition to a career as a Home Economics teacher, career opportunities can be found with community health organisations such as government health departments, the food industry, local councils, health promotion and nutrition agencies, consumer advocacy, counselling, family and social work organisations.

Home economics focuses on three areas of study: Food Studies Living environments Textiles studies

There are 4 semester long units with an underpinning theme of the well-being of individuals and the family in everyday life:

Managing Change – Foods based unit looking at how an overabundance of food, coupled with limited of knowledge of food and food preparation methods has led to issues of over and under nutrition, with an emphasis on empowering students to make effective decisions about food to enhance their future lives.

Textiles and Fashion Trends - For Better or Worse – Students investigate their own clothing needs and in light of this, their response to fashion as it is today. This unit includes a practical textile task.

Diversity – Everyone is Different and That’ OK. –This unit considers differences in culture, living arrangements, family types, modes of communication, ways of dressing, as well as other differences evident in the Australian population. This unit includes a practical textile task.

From consumerism to sustainability - Modern consumers are constantly being bombarded with various issues in the provision of healthy food and they need to be critically aware of the practices of the food industry and how this impacts on well-being both now and in the future. This is a foods based unit and includes practical cookery components.

ASSESSMENT Theory exams, assignments and practical tasks including process journals, with students being asked to recall data, respond to stimulus materials, investigate issues and develop and refine practical skills in a variety of contexts.

EXPECTATIONS Practical materials need to be provided as required for both food studies and textiles studies.A minimum of three hours study per week.Attendance at extra tutorials provided by teachers.


Home Economics

EXTRA COSTS Weekly practical food costs and practical textile costs as relevant to particular semesters.

CERTIFICATE I IN HOSPITALITY

SUBJECT VET CertificateSIT10212Certificate I in Hospitality


VETField Weightings

Not Applicable

Pre-Requisites

A commitment to working with people in a hospitality setting.

Future Options

Completion of a Certificate II in Hospitality in Year 12, career in entry level hospitality positions such as food or glass runner, or kitchen hand or further study in Hospitality at at TAFE or University.

Certificate I in Hospitality is completed during year 11 and feeds into the Certificate II which is studied during year 12. The Certificate I consists of two components, theory and practical.Students will complete 6 units of competency. Included in these are topics such as providing information and assistance to customers, participating in safe and hygienic work practices, working effectively with others and preparing simple dishes. Work placement must be undertaken and attendance at functions is mandatory.ASSESSMENT Completion of module booklets and assessable activities

Various activities which could include: practical demonstrations,resource folios and written tasks

Demonstration of competencies during work placement.EXPECTATIONS

Students will need to participate in approximately 5 shifts of work experience in a hospitality establishment.

EXTRA COSTS Purchase of consumable items for practical activities which run on a weekly basis.Excursion costs

CERTIFICATE II IN HOSPITALITY

SUBJECT VET CertificateSIT20212Certificate II in Hospitality


VETField Weightings

Not Applicable

Pre-Requisites

A commitment to working with people in a hospitality setting.

Future Options

Café attendant, catering assistant, food and beverage attendant, or further study in Hospitality at TAFE or University.

Certificate II in Hospitality consists of two components, theory and practical.Students will complete 11 units of competency in total, with 4 of these having been completed during Year 11. Included in the new units to be studied are Preparing and serving espresso coffee, Preparing and serving non-alcoholic beverages, Responsible Service of alcohol as well as others. Compulsory work placement must be undertaken and attendance at functions is mandatory.ASSESSMENT Completion of module booklets and assessable activities

Various activities which could include: practical demonstrations,resource folios and written tasks

Demonstration of competencies during work placement.EXPECTATIONS

Students will need to participate in approximately 15 shifts of work experience in


a hospitality establishment.EXTRA COSTS Purchase of consumable items for practical activities which run on a weekly basis.

Excursion costs.Co-payment of external courses- Responsible Service of Alcohol and Coffee School excursions


CERTIFICATE III IN CHILDREN’S SERVICES (CCS)

SUBJECT VET CertificateCHC30712 Certificate III inChildren’s Services

QCE CREDITS 8 CoreContact Curriculum Leader- VET Field

WeightingsNot Applicable

Pre-Requisites A commitment to working with and understanding young children.Future Options Career in child care as an assistant or further study in Early Childhood

Education at TAFE or University.Certificate III in Children’s Services consists of two components, theory and practical.Students will complete 14 competencies. Included in these are supporting the development and care of children, creating a safe environment, and working effectively with families and co-workers. Work placement must be undertaken. A first aid certificate will be completed during Year 12.

ASSESSMENT Completion of module booklets and assessable activities Various activities which could include: practical demonstrations, resource

folios and written tasks Demonstration of competencies during work placement.

EXPECTATIONS Students will need to participate in approximately 200 hours of work experience in a child care centre.Students to obtain a blue card (processed through the school).

EXTRA COSTS $260 First Aid, Work Placement, External tuitionPurchase of some consumable items for practical activitiesExcursion costsN.B. $30 industry placement fee is included in the subject cost#Whilst Clairvaux MacKillop College staff deliver this course, ACCCO (Australian Child Care Careers Options) is the Registered Training Organisation. The current fee for ACCCO is $400 for the 2 year course (This may be paid up front or $200 at the commencement of each year through the College)


Appendix A

Self-Assessment of Subject Selection

Subjects being studied at Junior level and recent results:Subject Result Subject Result

Careers I am interested in:

Tertiary courses I could study to reach these careers:Course Institution Prerequisite

Senior SubjectsFPs

My planned subjects for Years 11 and 12: Category ‘A’ Subject?Subject Field Weights Yes/

NoA B C D E


Appendix B

Glossary of TermsArea of Learning – a category in which different types of courses fit: Currently there are four areas of learning that can contribute toward the QCE – Authority subjects, Authority registered subjects, vocational education and training (VET) and recognized courses and subjects.Authority Subjects: Subjects that have state-wide syllabi and which are recognised for entrance to university level courses. Results contribute to an OP and also appear on the Queensland Certificate of Education.Authority Registered Subjects: These are subjects devised from a Study Area Specification (SAS) provided by the QSA. Results in Authority registered subjects are NOT included in the calculation of OPs and FPs. Results for Authority Registered subjects appear on the Queensland Certificate of Education.Banking Achievements – the process of adding learning achievements to a Learning Account.Compulsory Participation Phase – the legislated requirement for young people to participate in education or training for a further two years beyond Year 10, or until they have gained a QCE (formally the Senior Certificate) or a Certificate III qualification, or until they have turned 17.Credit – a defined and assessable quantity of learning at the set standard that is the minimum achievement that can contribute to the QCS.FP – Field Position: a number between 1 and 10 (1 being the highest), used to determine strengths in particular areas. FPs are used if an allocation of university places cannot be made on the OP score alone. FPs are rarely used to offer a course to students at the end of Year 12.IP – Industry Pathway CourseLearning Account – records all learning achievements banked with the QSA during the Senior Phase of Learning.OP – Overall Position: a number between 1 and 25 (1 being the highest), used for selection into university courses at the end of Year 12.Queensland Certificate of Education (QCE) - the award attained by a young person who has achieved 20 credits in the required pattern and who has met the literacy and numeracy requirements. The learning achievements banked during the Senior Phase of Learning contribute toward the qualification.QCST – Queensland Core Skills Test: a series of four sub-tests conducted over two days in August/ September for all OP eligible Year 12 students across the state. It is used by the QSA, along with the results in subjects from schools, to calculate the OP.QSA – Queensland Studies Authority: The government body that oversees education in Queensland, carrying out activities such as developing curricula and issuing the QCERecorded Subjects – these subjects can be recorded on the QCE. They do NOT contribute towards an OP. They include certificates offered through outside providers Senior Curriculum Handbook 2014-2015

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such as Certificate III in Childcare and Certificate III in Tourism. Other subjects that students study privately, such as AMEB Music, can have results recorded on the QCE under certain conditions.SCIPS – School Community Industry Placement ServiceSenior Statement – the transcript, issued by the QSA that records all learning achievements banked by someone completing Year 12. This statement will attest to a person’s completion of 12 years of schooling.VET – Vocational Education and Training


Senior School Curriculum Handbook 2014 2015

Documents

Transcript of Senior School Curriculum Handbook 2014 2015