Senior Subject Handbook - Bribie Island State High School · 2020. 4. 27. · 2020QCESubject...

Senior Subject Handbook

-for students graduating in 2021

Achieving Our Future

Updated September 2019

WELCOME TO THE NEW QCE 3

THE QUEENSLAND CERTIFICATE OF EDUCATION 5

CURRICULUM GUIDE 8

SENIOR COURSE PREREQUISITES 11

APPLIED AND GENERAL SUBJECTS OFFERED FOR SELECTION IN 2020 14

VETSUBJECTSATBRIBIE ISLAND STATE HIGH SCHOOL 55

INDEX 61

2020QCESubject Handbookforstudentsgraduating in2021– Years 10 to 12 Page 3

Welcome to the new QCE The introduction of the new Queensland Certificate of Education (QCE) system is the most significant change to senior curriculum and assessment in Queensland since the early 1970s. The change involves:

• a new senior assessment model that combines school-based assessment developed and marked by classroom teachers, with external assessment set and marked by the Queensland Curriculum and Assessment Authority (QCAA); and

• a move from the current Overall Position (OP) tertiary entrance rank to an Australian Tertiary Admission Rank (ATAR), as used by other Australian states and territories.

In responding to this change, Bribie Island State High School has developed a curriculum program that:

• offers breadth and depth in order to provide students with challenge and enjoyment whilst also meeting tertiary entrance pre-requisite requirements; and

• provides multiple pathways as well as flexible and supportive study options for our diverse student cohorts.

Our QCE program provides courses of study, resources, and support programs to assist students

• develop into capable and confident young people of strength and integrity – optimistic, self-aware and

• be adaptable, with a strong sense of compassion and social justice.

We look forward to working with you to ensure your student’s senior pathway leads to personal success.

Overview

The QCE Curriculum Guide is designed to provide students and parents with an overview of the new senior curriculum, and to assist students with making informed decisions about subject choices. For students in Year 10, this guide should be used to learn about the QCE and map out a program of study for the final two years at Bribie Island State High School. This guide should be used to re- assess an academic program, in light of ATAR requirements and working towards completion of the QCE. In the new QCE system, students can study a wide variety of subjects:

• QCAA General subjects

• QCAA Applied subjects

• Vocational education and training (VET) courses

• School-based apprenticeships and traineeships

• University subjects completed while at school

• Workplace learning

• Certificates and awards such as those issued by the Australian Music Examinations Board

Students should choose subjects according to their learning goals, and what they enjoy and are good at. Students should also pay close attention to the prerequisite requirements of the undergraduate courses they are considering for tertiary study. In deciding which electives to study, it is important to consider:

• the QCAA senior syllabus subject summaries

• the School guidelines for subject selections

• advice from the Guidance Officer and the Vocational Education and Training Liaison Officer(VETLO), as well as the Heads of Department

• the student’s interests, abilities and motivation

• keeping open as many options as possible

• making choices that will develop skills, knowledge and attitudes which will be useful throughout life

Students are encouraged to reflect on their preferred activities, strengths and aptitudes, personality style and future career and life goals, and to use this knowledge as a basis for course selection.

Subject Selection

Year 10 students will make initial choices from the elective subjects on offer. These choices will be used to guide the decision-making as to the subjects that will run at the start of Year 11. Once decisions have been made, the subject lines will be created. These lines represent the subjects that will be blocked on the timetable at the same time. Whilst we do our best to meet students’ preferences, this may not always be possible due to limitations of class size and viability, the constraints of combined Year 11 and 12 classes, and blocking combinations. Students will be asked to make reserve selections in order to help the school best meet the needs of all students. In making choices, students are reminded that courses for Years 11 and 12 are two year courses, and they should, therefore, choose carefully. Subject changes at a later date may be very limited and restricted to the first three weeks of every semester.

Subject Changes It is important that students plan their QCE program carefully, as subject changes at a later date may be very limited and restricted by QCAA rules. In exceptional circumstances students may change a subject only:

• in the first three weeks of Unit 1 and Unit 2; or

• at the end of Unit 1 and Unit 2. Changes are dependent on space availability in the subject and the support of the Senior Schooling Team including the subject teacher and subject Head of Department. Subject changes in the new QCE are not possible at the end of Unit 3 as Units 3 and 4 are studied as a sequence and are assessed as such for the purposes of calculating an Australian Tertiary Admission Rank (ATAR). Change requests must be made on curriculum grounds only and not on the basis of a student or parent request for a change of teacher.


The Queensland Certificate of Education

Senior Education Profile

Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of their senior studies. This profile may include a:

• Statement of results

• Queensland Certificate of Education (QCE)

• Queensland Certificate of Individual Achievement (QCIA)

Statement of Results Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after they complete each QCAA-developed course of study. A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE. A statement of results shows all contributing studies and the results achieved.

Queensland Certificate of Education

(QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. To be awarded a QCE, a student must complete a significant amount of learning, to a set standard and in a set pattern, while meeting literacy and numeracy requirements.

Students have a wide range of learning options to achieve a Queensland Certificate of Education (QCE) including General and Applied subjects, vocational education and training, workplace and community learning, as well as university subjects undertaken while at school. If a student does not achieve enough credit to qualify for a Queensland Certificate of Education (QCE) by the end of their senior phase of schooling, they can continue to accrue, through further study, the required amount of learning, at a set standard and in a set pattern for up to nine years after the learning account is opened. Once a student achieves the set number of credits and has completed the QCE requirements, the Queensland Curriculum and Assessment Authority (QCAA) awards the QCE in the following July or December. Details of the various ways in which students can gain the required 20 credits for a QCE can be found on the QCAA website. https://www.qcaa.qld.edu.au/senior/certificates- qualifications/qce/learning-options-requirements Please note that the QCE rules are quite complex and are subject to change.

Queensland Certificate of Individual

Achievement (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.

https://www.qcaa.qld.edu.au/senior/certificates-qualifications/qce/learning-options-requirementshttps://www.qcaa.qld.edu.au/senior/certificates-qualifications/qce/learning-options-requirements


The Australian Tertiary

Admission Rank (ATAR)

From 2020, the Australian Tertiary Admission Rank (ATAR) will replace the Overall Position (OP) as the standard pathway to tertiary study for Queensland Year 12s. The ATAR will be introduced for students who will graduate from the end of 2020 and seek entry to tertiary courses from 2021. The ATAR is the standard measure of overall school achievement used in all other Australian states and territories. It is a rank indicating a student’s position overall relative to other students. The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:

• best five General subject results or

• best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET qualification.

The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.

ATAR Eligibility To be eligible for an ATAR, a student must have:

• satisfactorily completed an English subject

• completed five general subjects, or four general subjects plus one applied subject or VET course at AQF Certificate III or above

• accumulated their subject results within a five-year period.

English Requirement

Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language. While students must satisfactorily complete an English subject to be eligible for an ATAR, the result in English will only be included in the ATAR calculation if it is one of the student’s best five subjects.

ATAR Calculation The ATAR will be calculated by combining a student’s best five subject scaled scores. Scaled scores will be derived from a student’s subject results as reported to QTAC by the Queensland Curriculum and Assessment Authority (QCAA), using a process of inter-subject scaling.

Inter-Subject Scaling

Inter-subject scaling is where raw scores for a given subject are adjusted so the results for that subject can be compared fairly with the results of any other subject. As scaling is based on actual subject achievement data, it will not be possible to provide the scaled subject data until 2020 when the first students qualify for ATARs in the new system. The first year of the ATAR system will provide base line information about the scaling of subjects for inclusion in the ATAR calculation. Trend information on the scaling of subjects will be available in the years immediately following the first year.

Vocational Education and Training

(VET) and the ATAR Each VET qualification level (Certificate III or higher) will have a single scaled score that can be included in a student’s ATAR. For example, a Certificate III in Hospitality and a Certificate III in Laboratory Skills will each have the same scaled score; this will be regardless of the duration or area of study of the Certificate III. It is expected that the scaled score for a completed VET diploma will be higher than that for a completed VET Certificate IV, which in turn will be higher than the scaled score for a completed VET Certificate III. As with inter-subject scaling information, scaled scores for VET qualifications will not be available until 2020.

Curriculum

Guide

Study Options

QCAA General Subjects General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects.

QCAA Applied Subjects Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

Vocational Education and Training Vocational Education and Training (VET) certificates and qualifications can contribute to the achievement of a student’s QCE and provide a range of pathways to work, further education and training.

Advanced Courses of Study Studies at tertiary level are called Advanced Courses of Study. They enable students to include a first-year university subject into their study program and entry into these courses is based on academic merit.

Study Sequence The structure of the unit sequence for the QCE program at Bribie Island State High School is as follows:

Studies are made up of Units numbered 1, 2, 3 and 4 and each unit is studied over a semester:

• Units 1 and 2 are designed to be studied by Year 11 students

• Units 1 and 2 may be studied separately or in sequence.

• Units 3 and 4 are designed to be studied by Year 12 students but they can also be studied by Year 11 students.

• Units 3 and 4 must be studied as a sequence. Students are required to study 22 – 24 units (or equivalent) in the QCE program at Bribie Island State High School, consisting of:

• 12 units (6 subjects) generally in Year 11, and

• 10 or 12 units (5 or 6 subjects) generally in Year 12. Balancing learning at school with learning from outside providers, eg.. TAFE, needs to be discussed with the guidance officer or VET liaison officer.

Study Requirements In Years 11 and 12, students are required to study an English and Mathematics subject as part of their QCE program. Timetabled time is also allocated to the Bridges to Success program which incorporates learning about careers education, personal development and study skills.


Prerequisites and Constraints

1. To assist students to select the appropriate English subject for their QCE program:

• In Year 11, all students will study English or Essential English

• For students that are struggling during Unit 1 in Essential English, an alternate program may be available in Semester 2.

2. To assist students to select the appropriate Mathematics subject for their QCE program:

• In Year 11, all students will study one of Essential Mathematics, General Mathematics or Mathematical Methods.

• For students that are struggling during Unit 1 in Essential Mathematics, an alternate program may be available in Semester 2.

3. To study Specialist Mathematics, students must also choose Mathematical Methods: Specialist Mathematics is designed to be taken in conjunction with, or on completion of, Mathematical Methods. It is assumed that work covered in Mathematical Methods will be known before it is required in Specialist Mathematics.

4. To study Music Extension in Year 12 students must have completed Units 1 and 2 in Music and be enrolled in Units 3 and 4 (or equivalent): The subject assumes that Units 1 and 2 of the Music syllabus (or equivalent) have been studied before commencing this syllabus. ‘Equivalent’ refers to compatible interstate or overseas school Music syllabuses or qualifications. The course is studied either concurrently with, or after, Units 3 and 4 of the general course in Music.

Overview of General and

Applied Syllabuses

General Syllabuses

General syllabuses course overview

General syllabuses are developmental four-unit courses of study. Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE. It is strongly recommended that students complete Units 1 and 2 before starting Units 3 and 4. Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.

Extension syllabuses course overview

Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study. Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners. The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.

Units 1 and 2 assessments

Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2. Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit. Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.

Units 3 and 4 assessments

Students complete a total of four summative assessments - three internal and one external — that count towards the overall subject result in each General subject. Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus. The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes

to a determined percentage of a students’ overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

Instrument-specific marking guides

Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments. The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument. Schools cannot change or modify an ISMG for use with summative internal assessment. As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.

External assessment

External assessment is summative and adds valuable evidence of achievement to a student’s profile. External assessment is:

• common to all schools

• administered under the same conditions at the same time and on the same day

• developed and marked by the QCAA according to a commonly applied marking scheme.

The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.

Applied Syllabuses

Applied syllabuses course overview

Applied syllabuses are developmental four-unit courses of study. Units 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners. Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation. A course of study for Applied syllabuses includes core topics and elective areas for study.

Assessment

Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result. Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4. Applied syllabuses do not use external assessment.

Instrument-specific standards matrixes

For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.

Essential English and Essential Mathematics

— Common internal assessment

Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA. The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:

• developed by the QCAA

• common to all schools

• delivered to schools by the QCAA

• administered flexibly in Unit 3

• administered under supervised conditions

• marked by the school according to a common marking scheme developed by the QCAA.

The CIA is not privileged over the other summative internal assessment.

Summative internal assessment — instrument-

specific standards

The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4. The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.


SENIOR COURSE PREREQUISITES

When planning a senior pathway please be aware that prerequisites are needed for some Yr 11 and 12 subjects. Prerequisites are applied to ensure students select subjects in which they have the greatest capacity to be successful. The new Queensland Certificate of Education (QCE) requires students are successful in each unit of each subject they study and therefore it is essential to select subjects aligned with demonstrated achievements in Year 10.

Senior Subjects in 2020

Year 11 and 12 subjects

and courses

Subject type Pre-requisite Year 10 subject and minimum level of achievement

Ancient History General At least a B in any Year 10 Humanities and Social Science subject

At least a B in Year 10 English (not ENF)

Aquatic Practices Applied Nil

Aquatic Practices Foundations QCIA Approval of HoSES

Biology General At least a B in Year 10 Natural Science SCN10


Business General At least a B in Year 10 English (not ENF)

At least a B in Year 10 Mathematics (MGE10)

Business Certificate Studies VET

Business Studies Applied Nil

USI (unique student identifier) from usi.gov.au

Chemistry General At least a B in Year 10 Physical Science SCP10 /Chemical Science SCC10


At least a B in Year 10 Mathematics Extension (MSM10)

Drama General At least a B in 2 semesters of Drama study across Year 9/10

Drama in Practice Applied Nil

Drama in Practice Foundations QCIA Approval of HoSES

Early Childhood Studies Applied Nil

Early Childhood Foundations QCIA Approval of HoSES

Engineering Skills Applied Nil

Engineering Skills Foundations QCIA Approval of HoSES

English General At least a B in Year 10 English (not ENF)

Essential English Applied Nil

Essential Mathematics Applied Nil

Fashion Applied Nil

Fashion Foundations QCIA Approval of HoSES

Fitness Certificate III (RTO: Binnacle)

VET USI (unique student identifier) from usi.gov.au

Furnishing Skills Applied Nil

Furnishing Skills Foundations QCIA Approval of HoSES

General Mathematics General At least a B in Year 10 Mathematics (MGE10)

Geography General At least a B in any Year 10 Humanities and Social Science subject


Health General At least a B in Year 10 English (not ENF)

Year 11 and 12 subjects

and courses

Subject type Pre-requisite Year 10 subject and minimum level of achievement

Hospitality Practices Applied Nil

Hospitality Foundations QCIA Approval of HoSES

Hospitality Certificate II

(RTO: iVET)


Information Digital Media & Technology Certificate Studies

VET At least a C in Year 10 English (not ENF)


Legal Studies General At least a B in any Year 10 Humanities and Social Science subject


Marine Science General At least a B in Year 10 Natural Science SCN10


Mathematical Methods General At least a B in Year 10 Mathematics Extension (MSM10)

Media Studies in Practice Applied At least a C in any English

Modern History General At least a B in any Year 10 Humanities and Social Science subject


Music General Must be willing to perform using either voice or an instrument

Physics General At least a B in Year 10 Physical Science SCP10 /Chemical Science SCC10


At least a B in Year 10 Mathematics Extension (MSM10)

Science in Practice Applied Nil

Skills for Work and Vocational Pathways Cert II

VET Approval from HoSES

Specialist Mathematics General At least a B in Year 10 Mathematics Extension (MSM10)

*Remember must be enrolled in Mathematical Methods as well

Sport and Recreation Applied Nil

Sport and Recreation Foundations

QCIA Approval of HoSES

Tourism Applied Nil

Tourism Foundations QCIA Approval of HoSES

Visual Art in Practice Applied Nil

Visual Art in Practice Foundations

QCIA Approval of HoSES

Please note: As Year 10 results are summative, students must be aware that all aspects of their assessment will count towards their achievement of prerequisites for Year 11 subject selection.

Where a student has not met the prerequisite for a subject that they wish to study, an application may be made to the Principal for consideration for a student to enrol in the subject. This will involve an evidence based meeting between a parent/carer, student, Principal and Head of Department for the subject.


QCAA Senior Syllabus Subjects offered in 2020

Mathematics General

• General Mathematics

• Mathematical Methods

• Specialist Mathematics Applied

• Essential Mathematics English General

• English Applied

• Essential English

Humanities General

• Ancient History

• Legal Studies Applied

• Tourism Technologies General Applied

• Early Childhood Practices

• Engineering Skills

• Fashion

• Furnishing Skills

Health and Physical Education General

Science General

• Biology

• Chemistry

• Marine Science

• Physics Applied

• Aquatic Practices

• Science in Practice Business & IT General

• Business

• Digital Solutions Applied

• Business Studies

The Arts General

• Music Extension - (only unit 3 & 4) Applied

• Drama in Practice

• Visual Arts in Practice

• Media Arts in Practice

QCIA subjects

School

• Literacy

• Numeracy

• Drama in Practice Foundations • Early Childhood Foundations

Applied

• Health

• Sport and Recreation

• Fashion Foundations

• Furnishing Skills Foundations

• Hospitality Foundations

• Sport and Recreation Foundations

• Visual Arts in Practice Foundations

School-based VET Subjects at Bribie Island SHS Certificate III in Business Certificate III in Fitness through Binnacle RTO Certificate II in Hospitality through iVET Group RTO Certificate III in Information, digital media and technology

Certificate II in Skills for Work and Vocational Pathways

Applied and General subjects offered for selection in 2020

List alphabetically

Read the information carefully; including the assessment requirements

Remember that subjects that form the timetable in 2020 will be determined by the student

selections.

Some subjects with small enrolment numbers may continue to be available because classes are

combined. Others may not run at all.


Ancient History

Ancient History provides opportunities for students to study people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies, and the impact of individuals and groups on ancient events and ways of life, and study the development of some features of modern society, such as social organisation, systems of law, governance and religion. Students analyse and interpret archaeological and written evidence. They develop increasingly sophisticated skills and understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies, individuals and significant historical periods. They investigate the problematic nature of evidence, pose increasingly complex questions about the past and formulate reasoned responses. Students gain multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically.

Pre-requisites At least a “B” in one of Year 10 History, Geography or Legal studies

At least a “B” in English (not ENF)

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior-

subjects/humanities-social-sciences/ancient-history

Pathways A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research.

Objectives By the conclusion of the course of study, students will:

• comprehend terms, issues and concepts

• devise historical questions and conduct research

• analyse historical sources and evidence

• synthesise information from historical sourcesand

• evidence

• evaluate historical interpretations

• create responses that communicate meaning.

Structure

Unit 1

Investigating the ancient world

• Digging up the past

• Ancient societies — Beliefs, rituals and funerary practices.

Unit 2

Personalities in their time

• Hatshepsut

• Akhenaten

• Rameses II

• Caesar

• Hannibal Barca

• Cleopatra

• Agrippina the Younger

• Nero

• Richard the Lionheart

• Alternative choice of personality

Unit 3

Reconstructing the ancient world

• Fifth Century Athens (BCE)

• Philip II and Alexander III of Macedon

Unit 4

People, power and authority

• Ancient Rome — Civil War and the breakdown of the Republic

• Augustus

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4, students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments

Unit 3

Summative internal assessment 1 (IA1): 25%

• Examination — essay in response to historicalsources

• Time: 2 hours plus 15 minutes planning time • Length: 800–1000 words • No notes allowed


• Independent source investigation

• Length: 1500–2000 words total (suggested breakdown: rationale 200–300 words, source analysis 800–1200 words, critical summary of evidence 300–500 words).

Unit 4


• Investigation — historical essay based on research

• Length: 1500–2000 words.

Summative external assessment (EA): 25%

• Examination — short responses to historical sources

• Time: 2 hours plus 15 minutes planning time • Length: 3–5 questions with a total word length of 800–1000 words.

General Senior Subject

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

Aquatic Practices

Aquatic Practices provides opportunities for students to explore, experience and learn practical skills and knowledge valued in aquatic workplaces and other settings. The subject promotes an appreciation of the role coastal waters and inland waterways play in tourism, recreation, transport and food production, and of the legal and safety issues and codes of practice associated with waterways. Through these learning experiences, students build their understanding of the conditions and expectations for work in aquatic settings and develop an understanding of career pathways, jobs and other opportunities available for participating in and contributing to aquatic and related fields and activities.

Pre-requisites Nil Participation in practical activities, eg. swimming and boating, is essential.

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/sciences/aquatic-practices

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

Structure The Aquatic Practices course is designed around safety and management practices, areas of study and aquatic contexts.

Applied Senior Subject

Safety and management practices

• Legislation, rules and regulations for aquatic environments

• Equipment maintenance and operation

• First aid and safety

• Management practices

Areas of study

• Environmental

• Recreational

• Commercial

• Cultural

Assessment For Aquatic Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• two projects

• one performance.

Project

A response to a single task, situation and/or scenario. A project consists of a product component and at least one of the following components:

• written: 500–900 words

• spoken: 2½–3½ minutes

• multimodal: 3–6 minutes

• product: 1–4.

Performance

This technique assesses physical demonstrations as outcomes of applying a range of cognitive, technical and physical skills. Performance assessments involve student application of identified skill/s when responding to a task that involves solving a problem, providing a solution, or conveying meaning or intent. This technique requires teachers to observe a defined activity within an aquatic activity, such as performance of:

• physical responses required to perform an aquatic activity in a familiar environment, e.g. swimming in a pool

• relevant physical responses in an aquatic activity within a changing environment, e.g. reef snorkelling

• roleplaying of group or team situations, e.g. identification of group tasks and allocation of responsibilities

• applying knowledge or following industry guidelines and procedures in a workplace or workplace related situation

• operating equipment, e.g. dive equipment, boats.

https://www.qcaa.qld.edu.au/senior/senior-subjects/sciences/aquatic-practiceshttps://www.qcaa.qld.edu.au/senior/senior-subjects/sciences/aquatic-practices


Biology

Biology provides opportunities for students to engage with living systems.

Structure


Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem- solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society. Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluatingclaimsand applyingbiological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pre-requisites A “B” in Prep for Maths Methods or “A” in Prep for General Maths A “B” in science At least a “B” in English (not ENF)

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/sciences/biology

Pathways A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.

Unit 1 Cells and multicellular organisms

• Cells as the basis of life

• Multicellular organisms

Unit 2 Maintaining the internal environment

• Homeostasis

• Infectious diseases

Unit 3

Biodiversity and the interconnectedness of life

• Describing biodiversity

• Ecosystem dynamics

Unit 4

Heredity and continuity of life

• DNA, genes and the continuity of life

• Continuity of life on Earth



Unit 3


• Data test

• • Time: 60 minutes plus 10 minutes perusal. • Length: up to 500 words in total, consisting of short responses, i.e. single words, sentences or short paragraphs (fewer than 50 words) • paragraphs, 50–250 words per item • other types of item responses


• Student experiment

• • Length: written (e.g. scientific report), 1500–2000 words or multimodal presentation (e.g. scientific poster presentation), 9–11 minutes.

Unit 4


• Research investigation

• • Length: written (e.g.scientific essay), 1500–2000 words or multimodal presentation (e.g. scientific conference presentation), 9–11 minutes.

Units 3 and 4


• Examination

• 2 x exams • Time: 90 minutes plus 10 minutes perusal.

https://www.qcaa.qld.edu.au/senior/senior-subjects/sciences/biologyhttps://www.qcaa.qld.edu.au/senior/senior-subjects/sciences/biology

Business

The study of business is relevant to all individuals in a rapidly changing, technology-focused and innovation-driven world. Through studying Business, students are challenged

Unit 2

Business growth


academically and exposed to authentic and real-life practices. The knowledge and skills developed in Business will allow students to contribute meaningfully to society, the workforce and the marketplace and prepare them as potential employees, employers, leaders, managers and entrepreneurs of the future. Students investigate the business life cycle from the seed to post-maturity stage and develop skills in examining business data and information. Students learn business concepts, theories, processes and strategies relevant to leadership, management and entrepreneurship. A range of business environments and situations is explored. Through this exploration, students investigate the influence of and implications for strategic development in the functional areas of finance, human resources, marketing and operations. Business provides opportunities for students to develop business knowledge and skills to contribute meaningfully to society, the workforce and the marketplace and prepares them as potential employees, employers, leaders, managers and entrepreneurs.

Pre-requisites At least a “B” in Year 10 English (not ENF)

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/humanities-social-sciences/business

Pathways A course of study in Business can establish a basis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems.


• recognise and describe elements, components, principles and processes

• describe business environments and situations

• explain business concepts, strategies and processes

• select and analyse business data and information

• interpret business relationships, patterns and trends to draw conclusions

• evaluate business practices and strategies to make decisions and propose recommendations

• create responses that communicate meaning to suit purpose and audience

Structure

Unit 1

Business creation

• Fundamentals of business

• Creation of business ideas

• Establishment of a business

• Entering the markets

Unit 3

Business diversification

• Competitive markets

• Strategic development

Unit 4

Business evolution

• Repositioning a business

• Transformation of a business



Unit 3


• Examination — combination response

• Time: 2 hours plus 15 minutes planning time the examination is completed in one sitting. • Length: short-response items — paragraph responses 50–100 words each item interpretive items — paragraph responses 50–200 words each item extended-response item — business report (extract) 400–500 words examination in its entirety — 800–1000 words.


• Investigation – business report

• Length: 1500–2000 words

Unit 4


• Extended response – feasibility report

• Length: 1500–2000 words


• Examination — combination response

• Time: 2 hours plus 15 minutes planning time • Length: short items — paragraph responses 50–250 words each item extended-response item — business report 400– 600 words examination in its entirety — 800–1000 words.

https://www.qcaa.qld.edu.au/senior/senior-subjects/humanities-social-sciences/businesshttps://www.qcaa.qld.edu.au/senior/senior-subjects/humanities-social-sciences/business


Business Studies

Business practices and functions bind an organisation together, enable it to operate and connect it to its customers, stakeholders and community. The business practices (i.e. Business fundamentals, Financial literacy, Business communication and Business technology) describe the concepts, ideas and skills which students need to develop to be able to work effectively in business. The business functions (i.e. Working in administration, Working in finance, Working with customers and Working in marketing) describe the different activities a business undertakes in order to achieve its mission and objectives. In a course of study, students develop their business knowledge and understanding through applying business practices and business functions in business contexts (e.g. entertainment, mining, retail, rural, travel, events management). Students will analyse business information and will have opportunities to propose and implement outcomes and solutions in business contexts. Students develop effective decision-making skills and learn how to plan, implement and evaluate business outcomes and solutions, resulting in improved economic, consumer and financial literacy.

Pre-requisites Nil

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/humanities-social-sciences/business-studies

Pathways A course of study in Business Studies can establish a basis for further education and employment in office administration, data entry, retail, sales, reception, small business, finance administration, public relations, property management, events administration and marketing.

Structure The Business Studies course is designed around core and elective topics. The elective learning occurs through fashion contexts.

Core topics

• Business practices Business fundamentals Financial literacy Business communication Business technology

• Business functions Working in administration

Working in finance Working with customers Working in marketing


Electives: Business contexts

• Events management

• Financial services

• Health and well-being

• Insurance

• Legal

• Media

• Mining

• Not-for-profit

• Real estate

• Retail

• Rural

• Sports management

• Technical, e.g. manufacturing, construction, engineering

• Tourism and Travel

Assessment For Business Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• one projects

• two extended response

• one examination.

Project





• product: 1–4.

Extended response

A technique that assesses the interpretation, analysis/examinationand/orevaluationofideasand information inprovidedstimulusmaterials.

Presented in one of the following modes:


• spoken: 3–4 minutes

• multimodal: 4–7 minutes.

Short response examination

Respond to questions relating to overseas travel.

• 60–90 minutes

• 50–250 words per item

• (diagrams and workings not included in word count)

https://www.qcaa.qld.edu.au/senior/senior-subjects/humanities-social-sciences/business-studieshttps://www.qcaa.qld.edu.au/senior/senior-subjects/humanities-social-sciences/business-studies

Chemistry

Chemistry is the study of materials and their properties and structure.

Unit 2


Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds. Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. Theycriticallyevaluateanddebatescientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem- solving and research skills), understand how it works and how it may impact society.

Pre-requisites A “B” in Prep for Maths Methods or “A” in Prep for General Maths

A “B” in science At least a “B” in English (not ENF)

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/sciences/chemistry

Pathways A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

Structure

Unit 1

Chemical fundamentals — structure,

properties and reactions

• Properties and structure of atoms

• Properties and structure of materials

• Chemical reactions —reactants, products and energy change

Molecular interactions and reactions

• Intermolecular forces and gases

• Aqueous solutions and acidity

• Rates of chemical reactions

Unit 3

Equilibrium, acids and redox reactions

• Chemicalequilibriumsystems

• Oxidation and reduction

Unit 4

Structure, synthesis and design

• Properties and structure of organic materials

• Chemical synthesis and design



Unit 3


• Data test

• • Time: 60 minutes plus 10 minutes perusal. • Length: up to 500 words in total, consisting of short responses, i.e. single words, sentences or short paragraphs (fewer than 50 words) • paragraphs, 50–250 words per item • other types of item responses


• Student experiment

• • Length: written (e.g. scientific report), 1500–2000 words or multimodal presentation (e.g. scientific poster presentation), 9–11 minutes.

Unit 4


• Research investigation

• • Length: written (e.g.scientific essay), 1500–2000 words or multimodal presentation (e.g. scientific conference presentation), 9–11 minutes.

Units 3 and 4


• Examination

• 2 x exams • Time: 90 minutes plus 10 minutes perusal.

https://www.qcaa.qld.edu.au/senior/senior-subjects/sciences/chemistryhttps://www.qcaa.qld.edu.au/senior/senior-subjects/sciences/chemistry


Drama in Practice

Drama in Practice gives students opportunities to plan, create, adapt, produce, perform, appreciate and evaluate a range of dramatic works or events in a variety of settings. A key focus of this syllabus is engaging with school and/or local community contexts and, where possible, interacting with practising artists. As students gain practical experience in a number of onstage and offstage roles, including actor/performer, designer, scriptwriter, director, stage technician, publicity manager and stage manager, they recognise the role drama plays and value the contribution it makes to the social and cultural lives of local, national and international communities. In Drama in Practice, students explore and engage with two core topics of study — ‘Dramatic principles’ and ‘Dramatic practices’ — as they participate in learning activities that apply knowledge and develop creative and technical skills in communicating meaning to an audience. Individually and in groups, they shape and express dramatic ideas of personal and social significance that serve particular purposes. They identify and follow creative and technical processes from conception to realisation, which fosters cooperation and creativity, and helps students develop problem-solving skills and gain confidence and self-esteem.

Pre-requisites There are no pre-requisites for Drama in Practice but a willingness to perform in front of audiences is essential.

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior-subjects/the- arts/drama-in-practice

Pathways A course of study in Drama in Practice can establish a basis for further education and employment in the drama and theatre industry in areas such as performance, theatre management and promotions. With additional training and experience, potential employment outcomes may include actor/performer, stage director, scriptwriter, lighting or sound designer, theatre technician, properties manager, stage manager, tour manager, producer, costume designer, venue manager or marketing and promotions manager.

Structure The Drama in Practice course is designed around core and elective topics.

Core

• Dramatic principles

• Dramatic practices

Electives

• Acting (stage and/or screen)

• Career pathways

• Community theatre

• Directing

• Playbuilding

• Scriptwriting

• Technical design and production

• The theatre industry

• Theatre through the ages

• World theatre

Assessment For Drama in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• at least two projects, with at least one project arising from community connections

• at least one product (composition), separate to an assessable component of a project.

Project

A response to a single task, situation and/or scenario.

A project consists of:

• a product component: variable conditions

• at least one different component from the following



• multimodal

• non-presentation: 8 A4 pages max (or equivalent

• presentation: 3–6 minutes.

Product

Atechniquethatassessestheapplicationofidentified skills to the production of artworks.

Extended response

A technique that assesses the interpretation, analysis/examinationand/orevaluationofideasand information inprovidedstimulusmaterials.




• multimodal

• non-presentation: 10 A4 pages max (or equivalent)


Investigation

A response that includes locating and using information beyond students’ own knowledge and the data they have been given.




• multimodal

• non-presentation: 10 A4 pages max (or equivalent)


https://www.qcaa.qld.edu.au/senior/senior-subjects/the-arts/drama-in-practicehttps://www.qcaa.qld.edu.au/senior/senior-subjects/the-arts/drama-in-practice

Early Childhood Studies

Early Childhood Studies focuses on learning about children

Structure


aged from birth to five years. A cornerstone of the subject is the significance of play to a child’s development. Play involves opportunities in which children explore, imagine, investigate and engage in purposeful and meaningful experiences to make sense of their world. Students explore play-based learning activities from two perspectives: they use theories about early childhood learning and devise play based learning activities responsive to children’s needs The course of study provides opportunities for students to interact with children aged from birth to five years; this allows students to appreciate that children are unique individuals. Students interact with early childhood educators, through excursions and visits to quality early childhood education and care settings, supporting them to develop self-confidence, independence, a responsible attitude towards children and readiness for the workplace. Through these interactions students understand the scope of early childhood learning as well develop awareness of the important role early childhood educators have in promoting child development.

Pre-requisites Nil A willingness to work with small children is essential.

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/health-physical-education/early-childhood-studies

Pathways A course of study in Early Childhood Studies can establish a basis for further education and employment in health, community services and education. Depending on qualifications, opportunities exist as early childhood educators or teacher’s aides or assistants in early childhood settings, childcare facilities, kindergartens and early learning centres.

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

• describe concepts and ideas related to fundamentals of early childhood

• explain concepts and ideas of practices of early childhood learning. apply tourism concepts and information from a local, national and global perspective

• analyse concepts and ideas of the fundamentals and practices of early childhood learning

• apply concepts and ideas of the fundamentals and practices of early childhood learning

• use language conventions and features to communicate ideas and information for specific purposes

• plan and justify play-based learning activities responsive to children’s needs

• evaluate play-based learning activities in response to children’s needs

• evaluate contexts in early childhood learning.

The Early Childhood Studies course is designed around core and elective topics. The elective learning occurs through early childhood contexts.

Core topics

• Fundamentals of early childhood

• Practices in early childhood learning.

Elective topics

• Play and creativity

• Literacy and numeracy skills

• Being in a safe place

• Health and physical wellbeing

• Indoor and outdoor learning environments

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. For Early Childhood Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• two projects

• one investigation

• one extended response examination.

Project





• product: 1–4.

Investigation

A response that includes locating and using information beyond students’ own knowledge and the data they have been given.





Extended response

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.





https://www.qcaa.qld.edu.au/senior/senior-subjects/health-physical-education/early-childhood-studieshttps://www.qcaa.qld.edu.au/senior/senior-subjects/health-physical-education/early-childhood-studies


Engineering Skills

The Engineering Skills subject focuses on the underpinning

Structure


industry practices and production processes required to create, maintain and repair predominantly metal products in the engineering manufacturing industry. This subject provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills. By doing manufacturing tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including technical drawings, demonstrate and apply safe practical production processes with hand/power tools and machinery, communicate using oral, written and graphical modes, organise, calculate and plan production processes and evaluate the products they create using predefined specifications.

Pre-requisites Nil

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/technologies/engineering-skills

Pathways A course of study in Engineering Skills can establish a basis for further education and employment. With additional training and experience, potential employment opportunities may be found in engineering trades as, for example, a sheet metal worker, metal fabricator, welder, maintenance fitter, metal machinist, locksmith, air- conditioning mechanic, refrigeration mechanic or automotive mechanic.


• describe industry practices in manufacturing tasks

• demonstrate fundamental production skills

• interpret drawings and technical information.

• analyse manufacturing tasks to organise materials and resources

• select and apply production skills and procedures in manufacturing tasks

• use visual representations and language conventions and features to communicate for particular purposes.

• plan and adapt production processes

• create products from specifications

• evaluate industry practices, production processes and products, and make recommendations.

The Engineering Skills course is designed around core and elective topics. The elective learning occurs through manufacturing contexts.

Core topics

• Industry practices

• Production processes

Elective topics

• Fitting and machining

• Sheet metal working

• Welding and fabrication

Assessment For Engineering Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• two projects

• two practical demonstrations

Project

A project occurs over a set period of time. Students may use class time and their own time to develop a response. A project involves students demonstrating and documenting ‘Industry practices’ and ‘Production processes’ when creating a product to predefined specifications. A project consists of a product component and at least one of the following components:




Practical Demonstration

This technique assesses the practical application of a specific set of teacher-identified production skills and procedures. Responses are completed individually in a set timeframe. Examples of practical demonstrations in Engineering Skills include:

• welding exercises to produce a bracket

• machining a hose nozzle

• using a template to prepare components and assemble a carryall.

Conditions:

• the technique is completed within a set period of in- class time

https://www.qcaa.qld.edu.au/senior/senior-subjects/technologies/engineering-skillshttps://www.qcaa.qld.edu.au/senior/senior-subjects/technologies/engineering-skills

English

English focuses on the study of both literary texts and non- literary texts, developingstudents as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts. Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it. Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences.

Pre-requisites At least a “B” in Year 10 English (not ENF)

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/english/english

Pathways A course of study in English promotes open-mindedness, imagination,criticalawarenessandintellectualflexibility— skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.


• use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations

• establish and maintain roles of the writer/speaker/ signer/designer and relationships with audiences

• create and analyse perspectives and representations of concepts, identities, times and places

• make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions

• use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts

Structure

Unit 1 Perspectives and texts

• Examining and creating perspectives in texts

• Responding to a variety of non-literary and literary texts

• Creating responses for public audiences and persuasive texts


Unit 2 Texts and culture

• Examining and shaping representations of culture in texts

• Responding to literary and non-literary texts, including a focus on Australian texts

• Creating imaginative and analytical texts

Unit 3 Textual connections

• Exploring connections between texts

• Examining different perspectives of the same issue in texts and shaping own perspectives

• Creating responses for public audiences and persuasive texts

Unit 4 Close study of literary texts

• Engaging with literary texts from diverse times and places

• Responding to literary texts creatively and critically

• Creating imaginative and analytical texts



Unit 3


• Extended response — written response for a public audience

• Written: 1000–1500 words (may be accompanied by digital elements appropriate to the type of publication) • Duration: 5 weeks notification and preparation


• Extended response — persuasive spoken response

• Spoken: 5–8 minutes; while this task is spoken, a student may use multimodal/digital components to support the development of the response; the response may be live or prerecorded • Duration: 4 weeks notification and preparation • Individual response

Unit 4


• Extended response — imaginative written response

• Written: 800–1000 words • Time: 2 hours plus planning (15 minutes) • Other: students to be given the specific task one week prior to the assessment


• Examination — analytical written response

• Time: 2 hours plus planning time (15 minutes) • Length: 800–1000 words.

https://www.qcaa.qld.edu.au/senior/senior-subjects/english/englishhttps://www.qcaa.qld.edu.au/senior/senior-subjects/english/english


Essential English

Essential English develops and refines students’

Structure


understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts. Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts. Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.

Pre-requisites Nil

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/english/essential-english

Pathways A course of study in Essential English promotes open- mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.


• use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations

• use appropriate roles and relationships with

• audiences

• construct and explain representations of identities, places, events and concepts

• make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence meaning

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

• select and use subject matter to support perspectives

• sequence subject matter and usemode-appropriate

• cohesive devices to construct coherent texts

• use language features to achieve particular purposes across modes.

Unit 1 Language that works

• Responding to a variety of texts used in and developed for a work context

• Creating multimodal and written texts

Unit 2 Texts and human experiences

• Responding to reflective and nonfiction texts that explore human experiences

• Creating spoken and written texts

Unit 3 Language that influences

• Creating and shaping perspectives on community, local and global issues in texts

• Responding to texts that seek to influence audiences

Unit 4 Representations and popular culture

texts

• Responding to popular culture texts

• Creating representations of Australian identifies, places, events and concepts

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4, students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.


Unit 3

Summative internal assessment 1 (IA1):

• Extended response — spoken/signed response

• • Spoken/signed presentation of 4–6 minutes • Three weeks’ notice of task


• Common internal assessment (CIA)

• Time: 1½ hours plus 15 minutes of planning time, delivered in one continuous session or 90 minutes allocated over no more than three consecutive sessions • Length: 200–300 words per response (total of 400– 600 words) • One seen stimulus text and one unseen stimulus text • One written stimulus text and one visual stimulus text

Unit 4


• Extended response — Multimodal response

• • Multimodal presentation of 4–6 minutes per student • Three weeks’ notice of task • Other: must include a combination of at least two modes, one of which must be spoken/signed

Summative internal assessment (IA4):

• Extended response — Written response

https://www.qcaa.qld.edu.au/senior/senior-subjects/english/essential-englishhttps://www.qcaa.qld.edu.au/senior/senior-subjects/english/essential-english

• Length: 500–800 words • Four weeks’ notice of task


Essential Mathematics

Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance. Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes. Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.

Pre-requisites Nil

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/mathematics/essential-mathematics

Pathways A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.


• select, recall and use facts, rules, definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

• comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance

• communicate using mathematical, statistical and everyday language and conventions

• evaluate the reasonableness of solutions

• justify procedures and decisions by explaining mathematical reasoning

• solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance.

Structure

Unit 1 Number, data and graphs

• Fundamental topic: Calculations

• Number

• Representing data

• Graphs


Unit 2 Money, travel and data


• Managing money

• Time andmotion

• Data collection

Unit 3 Measurement, scales and data


• Measurement

• Scales, plans and models

• Summarising and comparing data

Unit 4 Graphs, chance and loans


• Bivariate graphs

• Probability and relative frequencies

• Loans and compound interest

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4, students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.


Unit 3


• Problem-solving and modelling task

• • Written: up to 8 pages (including tables, figures and diagrams) maximum of 1000 words • Duration: 5 weeks.


• Common internal assessment (CIA)

• • Time: 60 minutes plus 5 minutes perusal Part A: simple short response Part B: complex short response. • Short-response format, consisting of a number of items that ask students to respond • Other: only the QCAA formula sheet must be provided notes are not permitted.

Unit 4


• Problem-solving and modelling task

• Written: up to 8 pages (including tables, figures and diagrams) maximum of 1000 words • Duration: 5 weeks

Summative internal assessment (IA4):

• Examination

• • Time: 60 minutes plus 5 minutes perusal Part A: simple short response Part B: complex short response.

• Short-response format, consisting of a number of items that ask students to respond • Other: only the QCAA formula sheet must be provided notes are not permitted.

https://www.qcaa.qld.edu.au/senior/senior-subjects/mathematics/essential-mathematicshttps://www.qcaa.qld.edu.au/senior/senior-subjects/mathematics/essential-mathematics

Fashion

Fashion explores what underpins fashion culture, technology and design. Students use their imaginations to create, innovate and express themselves and their ideas, and to

Core topics

• Fashion culture


design and produce design solutions in a range of fashion contexts. Students learn to appreciate the design aesthetics of others while developing their own personal style and aesthetic. They explore contemporary and historical fashion culture; learn to identify, understand and interpret fashion trends; and examine how the needs of different markets are met. Students engage in a design process to plan, generate and produce fashion items. They investigate textiles and materials and their characteristics and how these qualities impact on their end use. They experiment with combining textiles and materials and how to make and justify aesthetic choices. They investigate fashion merchandising and marketing, the visual literacies of fashion and become discerning consumers of fashion while appraising and critiquing fashion items and trends as well as their own products.

Pre-requisites Nil

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/technologies/fashion

Pathways A course of study in Fashion can establish a basis for further education and employment in the fields of design, personal styling, costume design, production manufacture, merchandising, and retail.


• identify and interpret fashion fundamentals

• explain design briefs

• demonstrate elements and principles of fashion design and technical skills in fashion contexts

• analyse fashion fundamentals

• apply fashion design processes

• apply technical skills and design ideas related to fashion contexts

• use language conventions and features toachieve particular purposes

• generate, modify and manage plans and processes

• synthesise ideas and technical skills to create design solutions

• evaluate design ideas and products

• create communications that convey meaning to audiences.

Structure The Fashion course is designed around core and elective topics. The elective learning occurs through fashion contexts.

• Fashion technologies

• Fashion design

Elective topics

• Adornment

• Accessories

• Collections

• Fashion designers

• Sustainable clothing

• Textiles

• Merchandising

Assessment For Fashion, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• two projects

• one product

• one extended response.

Project





• product: 1–4.

Extended response

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and informationinprovidedstimulusmaterials. Presented in one of the following modes:




Product

A response applies identified skill/s in fashion technologies and designprocesses.

• products 1–4

https://www.qcaa.qld.edu.au/senior/senior-subjects/technologies/fashionhttps://www.qcaa.qld.edu.au/senior/senior-subjects/technologies/fashion


Furnishing Skills

The furnishing manufacturing industry transforms raw materials into products wanted by society. This adds value for both enterprises and consumers. Australia, as one of the most developed economies in the world, has strong manufacturing industries that provide employment for many people. The Furnishing Skills subject focuses on the underpinning industry practices and production processes required to manufacture furnishing products with high aesthetic qualities. The furnishing industry comprises a wide range of fields, including soft furnishing, commercial and household furniture-making, cabinet-making and upholstering. Furnishing products can be manufactured from a range of materials such as textiles, timber, polymers, composites and metals. This subject provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills. Students learn to meet customer expectations of product quality at a specific price and time. The majority of learning is done through manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self- motivated and safe individuals who can work with colleagues to solve problems and complete practical work.

Pre-requisites Nil

QCAA subject guide: https://www.qcaa.qld.edu.au/senior/senior- subjects/technologies/furnishing-skills

Pathways A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trades as, for example, a furniture-maker, wood machinist, cabinet- maker, polisher, shopfitter, upholsterer, furniture restorer, picture framer, floor finisher or glazier.


• describe industry practices in manufacturing tasks

• demonstrate fundamental production skills

• interpret drawings and technical information.

• analyse manufacturing tasks to organise materials and resources

• select and apply production sk

Senior Subject Handbook - Bribie Island State High School · 2020. 4. 27. · 2020QCESubject...

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