Senior Subject Selection Handbook 2018 - San Sisto College · with teachers or to make alternative...

YEAR 11 ~ 2018 SUBJECT INFORMATION

HANDBOOK

CONTENTS Introduction Choosing Senior Subjects ........................................................................................... 3 Types of Subjects ....................................................................................................... 4 Certificates issued to students on completion of Year 12 ......................................... 6

Studying in Years 11 and 12 ....................................................................................... 7

Assessment Procedures ............................................................................................. 8

Authority Subjects

Accounting ................................................................................................... 10 Ancient History ............................................................................................ 12 Biology ......................................................................................................... 14 Chemistry ..................................................................................................... 16 Drama .......................................................................................................... 18 Economics .................................................................................................... 20 English .......................................................................................................... 22 Home Economics ......................................................................................... 23 Information Processing and Technology ..................................................... 26 Italian ........................................................................................................... 28 Japanese ...................................................................................................... 30 Legal Studies ................................................................................................ 32 Mathematics A ............................................................................................. 34 Mathematics B ............................................................................................. 36 Mathematics C ............................................................................................. 38 Modern History ............................................................................................ 40 Music ............................................................................................................ 42 Physical Education ....................................................................................... 44 Physics .......................................................................................................... 46 Study of Religion ......................................................................................... 47 Visual Art ...................................................................................................... 49

Vocational Education

Vocational Education Program .................................................................... 53

Authority‐registered Subjects

Media Arts in Practice .................................................................................. 56 English Communication ............................................................................... 58 Hospitality ................................................................................................... 60 Prevocational Mathematics ......................................................................... 63 Religion and Ethics ....................................................................................... 65 Visual Arts in Practice .................................................................................. 67 Drama in Practice…………………………………………………………………………………….70 Fashion………………………………………………………………………………………………….…72 Other Vet

Certificate III in Health Service Assistance……………………………………………….74

Certificate III in Business………………………………………………………………………….77

Certificate III in Early Childhood Education and Care……………………………….80

Certificate II in Skills for Work and Vocational Pathways ............................ 83 Certificate IV in Education Support……………………………………………………..……85 Certificate II in Sport and Recreation………………………………………………………..87

San Sisto College Subject Information Handbook 2

INTRODUCTION

We have produced this information to help students, together with their parents, choose the most suitable courses for Years 11 and 12. This process is one which involves input and discussion before a decision can be reached. On the Subject Selection Evening, the teachers of various subjects will be available to provide information on choosing subjects. I urge parents to take this opportunity to talk with teachers or to make alternative appointment times if there is a need for further consultation.

Students will be asked to nominate the subjects they would like to study in the following year. Following the initial subject selection, students will be involved in an interview process to discuss the appropriateness of the choices detailed in their SET Plans. From this information, the subject lines will be compiled to provide the maximum fit for stated student choices. It is most important, therefore, that students choose very carefully in their final selection. If insufficient students select a subject, it cannot go ahead and it will, therefore, not appear on the lines which are presented to students subsequently. This may mean that a late change of mind is not possible.

This information will provide students and parents with a comprehensive list of the subjects offered for study. Students are offered a choice between subjects which will lead them to tertiary study through gaining an OP, and subjects which can provide nationally recognised certification and which prepare them to enter the workforce. By providing alternative pathways through Years 11 and 12, San Sisto is meeting the needs of students wishing to access a full variety of opportunities on completing their high school studies. Whatever a student’s goals, the alternative pathways offered at the college provide for individual needs. It is therefore most important that, before finalising subject choices, students investigate all the pathways to the future.

As well as undertaking her academic work, each girl is urged to take an active part in the life of the college. There are many opportunities in community service groups, sport, drama, music and the arts which are available to help students to make the most of their potential. Involvement in these aspects of school life helps the students to maintain a balance between their intellectual, spiritual, physical and emotional needs. It is important to recognise that we are concerned to educate the whole person and that we encourage students to take the opportunity to assume leadership responsibility in a variety of contexts.

Shelley Hamilton Principal


CHOOSING SENIOR SUBJECTS

It is important to choose senior subjects carefully. Subject decisions can affect not only the type of career which can be followed after leaving school, but a student’s happiness and success while at school.

There are a number of rules to go by when choosing subjects for Years 11 and 12.

Students should choose subjects:

which they enjoy in which they are likely to achieve their best results which will help them reach their chosen tertiary and career goals especially any prerequisites for

particular courses which give them valuable skills, knowledge and attributes.

This will involve thought, discussion and research.

To investigate a subject, students should:

speak to their teachers in their related Year 10 subjects (where applicable) speak to your parents look at the books and materials used in that subject read the provided information about the subject listen carefully when teachers talk about the subject in class or during information sessions.

In particular, students should pay attention to the content of the senior subjects and to the assessment which they will be required to do. Students should consider whether they have shown an ability to complete this kind of work in the past. Students should make subject choices without reference to what their friends will be doing. Doing a subject because of your friend is little help if you cannot be successful. Consider the workload of all the subjects together. For example ask such questions as:

Can I manage the amount of writing which my chosen course requires? Can I expect to do well in subjects which require so much independent research? Can I prepare and complete the practical tasks which these subjects require of me?

CAREERS

It may be helpful to have some idea of career choices before choosing subjects. Try not to choose subjects with only one career in mind. Try to choose a course that will keep as many options open as possible, for as long as possible. Equally there is little point in taking subjects for a particular career if entry into that career is unrealistic.

Because course requirements may change, it is important to consult up‐to‐date resources. Each student has been issued with the QTAC Tertiary Prerequisites Guide. Students should check through the course requirements before they make their final selection. As well, students may choose to speak to the Careers Counsellor or Deputy Principal.

The following resources will provide students with information on subjects and courses:

QTAC Tertiary Prerequisites Other information accessed via internet sites: www.joboutlook.gov.au, www.myfuture.edu.au,

www.qtac.edu.au, www.careervoyage.com.au/au/ and www.thegoodguides.com.au.


By checking this information you will become aware of the distinction between:

Prerequisite (subjects which must be taken for future courses at a tertiary level) Recommended (not essential, but which are likely to make future courses easier to follow) Assumed (assumed knowledge is the minimum level of achievement in Senior studies

considered necessary for success – bridging courses may have to be undertaken).

It can be unwise, however, to focus too closely on one particular career, and to choose subjects too narrowly with that career in mind.

Students do change their minds. Careers, their desirability and their availability, all can change. Lastly, education and the subjects chosen at school should not be seen as training for a specific narrow job choice. Considering the rate of change in the modern world, a broad‐based education which can enhance flexibility is a sensible option.

TYPES OF SUBJECTS

Students are offered different subjects for different career purposes. Authority subjects are generally intended for students who hope to go on to further study, Authority‐registered subjects do not assist a student to gain an Overall Position.

Authority Subjects: These subjects are regarded as academically demanding, certainly more demanding than similar subjects at Year 10 level. Students who do not achieve a Sound level of achievement in a Year 10 subject will find it difficult to cope with the related Authority subject in Years 11 and 12. Struggling with a subject under these circumstances may be both difficult and demoralising. These subjects are used in the calculation of the Overall Position and are offered statewide in Queensland secondary schools and colleges.

Many Authority subjects may be taken up for the first time in Year 11. However other subjects have been written with an assumption that students have already a considerable knowledge of them, for example, foreign languages such as Japanese and Italian, Mathematics B and Mathematics C. Without that knowledge as a basis, success is difficult to achieve.

Vocational Education: These subjects place a greater emphasis on practical study as opposed to theoretical study. Experience and knowledge are also key elements. There are two categories of Vocational Education subjects.

1. Authority‐registered Subjects Media Arts in Practice English Communication Hospitality Prevocational Mathematics Religion and Ethics Visual Arts in Practice Drama in Practice Fashion

A student’s achievement in these subjects will be recorded as one of the five Levels of Achievement.

2. Other VET Certificate III in Health Service Assistance Certificate III in Business Certificate III in Early Childhood Education and Care Certificate II in Skills for Work and Vocational Pathways Certificate II in Sport and Recreation Certificate IV in Education Support


Achievement in these subjects is recorded in terms of attainment of nationally endorsed competencies. Where a student attains competency in all modules they are awarded the full certificate.

Vocational educational subjects are not used in the calculation of Overall Positions, but do contribute to the calculation of a student’s ranking for entrance to tertiary institutions.

OP Pathway

In order to be considered eligible for an Overall Position a student must have studied five Authority subjects over four semesters. At least three of these subjects must have been studied for both Years 11 and 12. Students aiming to maximise their chances of university entrance are strongly advised to follow these steps:

Select all prerequisite subjects for preferred courses Check to ensure that you are eligible for university entrance Consider subjects in which you have both an interest and a demonstrated ability Check that you are eligible to receive a Field Position if it may be used in the final selection of

applicants for a particular course.

Even after following these suggestions you and your parents may be a little confused or uncertain about the combination of subjects you have chosen. It is wise at this stage to check again with some of the many people around to talk to – teachers, academic leaders, the college counsellor, the WELL coordinator, Senior Schooling Coordinator or the Deputy Principal. Don’t be afraid to seek their assistance – they are all prepared to help you.

Year 10 students, with their parents, have some very serious decisions to make. There is information not just at school, but from tertiary institutions, employer groups and other groups in the community. Take advantage of whatever sources of information are available to you. Good decision making requires good information‐gathering and these resources should be exploited.


CERTIFICATES ISSUED TO STUDENTS ON COMPLETION OF YEAR 12 SENIOR STATEMENT

The Queensland Curriculum and Assessment Authority issues Senior Statements. This statement will display all learning registered in the learning account of an individual student at the end of Year 12. It also lists any competencies achieved that contribute towards certificates in vocational training programs, even if the full certificate has not been achieved

QUEENSLAND CERTIFICATE OF EDUCATION

This certificate is issued to students who achieve 20 credits or more in their learning account. Credit given for particular achievements is detailed in the subject selection form. There are four kinds of credit: core, preparatory, advanced and enrichment. To meet the requirements students must achieve at least 12 of their 20 credits in core subjects.

Students who do not achieve 20 credit points will receive a Senior Statement only. The QCE is issued to students in both the OP and VET courses who have 20 credits banked at the end of their Year 12.

For students to achieve credit from a course of study they must achieve at least a Sound level, or be assessed as Competent or achieve a Pass. Failure to meet these standards means that they will receive no credit towards the QCE from that course of study.

Students who successfully complete either an OP course or a VET course should easily fulfil the requirements of the QCE, provided that they pass all of their subjects.

TERTIARY ENTRANCE STATEMENT

This statement is issued by the Queensland Curriculum and Assessment Authority and will be received only by eligible students i.e. those students who have studied five (5) Authority subjects throughout Years 11 and 12. It will contain an indication of a student’s Overall Position relative to all other students who are OP‐eligible. Students are ranked from 1 (top) to 25 (lowest). As well it will indicate achievement in up to five fields of study i.e. Field Positions (FPs) in bands from 1 to 10 will be recorded. This statement, as the name infers, will be used by tertiary institutions as a basis for entry into tertiary courses.


STUDYING IN YEARS 11 AND 12 How is it different from Year 10?

ADJUSTMENT

One of the distinct advantages of the senior school is that you will be given greater personal responsibility. Greater trust will be placed in you in many ways and for some this will require some adjustment.

WORK CONSISTENTLY THROUGHOUT THE YEAR

The amount of work you will be required to cover will increase substantially. You will have more reading to do, more note taking; you will need to assimilate a greater body of facts, come to grips with ideas and develop necessary skills. To be successful you will need to work consistently throughout the year. Leaving things to the weeks before the tests and exams is a certain recipe for failure.

ASSUME INCREASING RESPONSIBILITY FOR YOUR OWN PROGRESS

All your teachers are experienced professionals who can assist you by guiding, directing and encouraging you in your learning process. They cannot learn for you. You must become convinced that you are the one who must assume an ever increasing responsibility for your own progress.

DISCIPLINE TO UNDERTAKE APPROXIMATELY 20 HOURS OF HOME STUDY EACH WEEK

As you proceed with further study an increasing amount of work must be done by you in your own time. Because every student approaches study differently it is difficult to make a blanket statement about the amount of time which each student should spend on study. As a rule of thumb you should be willing and sufficiently self‐disciplined to work unsupervised for approximately 20 hours over and above the time spent in formal classes. During the year you will be given some assistance in developing effective study skills.

STUDY HABITS

In Years 11 and 12 you will find less emphasis on constant teacher direction. Approximate dates will be given for tests and assignments. You will notice that there will be pressure points in each semester. You must keep looking ahead and plan your work well in advance.

In some subjects you will be given regular and required homework. In other subjects you will be constantly working towards a goal. Your night study should then consist of:

revising the work of the day completing required homework doing advance reading, research and planning for coming commitments preparing for the work of the next day.


ASSESSMENT PROCEDURES

It is essential that students are clear on the implications and responsibilities of the assessment procedures.

COLLEGE ASSESSMENT

The college has the task of assessing student achievement Tests, assignments, practical work, oral presentations, class work and participation, and

homework are all essential parts of assessment techniques. Reports will be made on progress throughout Years 11 and 12. Students will be given an

indication of their provisional Levels of Achievement at the end of Year 11 and throughout Year 12.

REQUIRED HOURS AND ABSENCES FROM CLASS

For the purpose of assessment, students are required to complete 55 hours of programmed work in any given semester unit. It is therefore essential that any absences from school are carefully monitored.

ASSESSMENT POLICY

At the beginning of each semester, an assessment calendar will be made available so that you can organise your study program for the term.

All assignments must be handed in on the due date. If a student is absent on that day then the assignment must reach the College Office by 3.00pm. If this is not possible, assignments can be faxed or emailed.

For every assignment, in all year levels, students will be given an assignment sheet giving the due date and the criteria for marking. This sheet is to be attached to the assignment when it is handed in. Students should keep not only a copy of the assignment but also all drafts and notes to confirm authorship.

Extenuating Circumstances

In the interest of justice for all students, extensions will only be granted in extenuating circumstances. If there are extenuating circumstances that prevent a student from completing an assignment by the due date the teacher must be informed of the problem as far in advance of the due date as possible. Evidence of these circumstances is to be provided by the parent/guardian who may phone the teacher to negotiate an extension for the assignment. The Special Provision form must be completed and signed.

Absence from tests and examinations, written, oral or practical, is a grave matter and must be treated seriously.

Absence from an examination which is part of assessment will require a medical certificate.

On your return to school it is your responsibility to organise with the teacher for the test to be completed as soon as possible.


AUTHORITY SUBJECTS

Accounting Ancient History

Biology Chemistry Drama

Economics English

Home Economics Information Processing and Technology

Italian Japanese

Legal Studies Mathematics A Mathematics B Mathematics C Modern History

Music Physical Education

Physics Study of Religion

Visual Art


ACCOUNTING AUTHORITY SUBJECT WHY STUDY ACCOUNTING?

Accounting is primarily the study of small business activity. The students enjoy a practical and experimental course where much of the learning is completed through ‘doing’ and often in the context of meaningful, ‘real life’ situations. It is believed that business oriented skills are helpful in today’s society as many of our country’s business undertakings are represented by small business enterprises.

The study of Accounting should benefit students because it:

provides a foundation in the discipline of accounting promotes the development of numeracy, effective communication and logical reasoning introduces students to relevant technologies enables students to participate more effectively and responsibly in a changing business

environment provides information useful to individuals in the management of their personal financial affairs assists students to appreciate the necessity for accuracy and the presentation of high‐quality

work prepares students for further education, training and employment

WHAT IS STUDIED IN ACCOUNTING?

During the course, students will study basic principles relative to small business:

principles of double‐entry accounting preparation of accounting records and reports to show cash flow, profit and financial position use of technologies relevant to the preparation of accounting records and reports – accounting

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

non‐current assets. analysis and interpretation reports in order to make decisions.

HOW IS ACCOUNTING STUDIED?

The learning experiences involved in Accounting reflect the active and practical nature of the course. Students are involved in a wide range of learning activities to achieve the aims and objectives of the subject. Together with many of the more traditional teaching and learning activities, students may be involved in activities which include practice class sets, case studies, use of computers, assignments and projects, guest speakers, videos, statistics and data analysis.

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

HOW ARE STUDENTS ASSESSED?

Three criteria with equal weighting are used to record information relating to student performance:

Criterion 1 Knowledge and Procedural Practices Criterion 2 Interpretation and Evaluation Criterion 3 Applied Practical Processes

For students completing the course, results from Semesters 1 and 2 will not be used when determining a final Level of Achievement in Year 12. This allows the student to develop the necessary foundation skills to complete the course.

To measure the students’ performance levels, a variety of assessment instruments will be used:


multiple choice/short answer tests extended writing – essays, reports on case studies etc. practical work including computer applications assignments

WHERE MIGHT ACCOUNTING LEAD?

This course is not a prerequisite for entry into tertiary study in accounting. Students of Senior Accounting would, however, find it useful preparation for a number of tertiary business courses such as those in management, law, international business, marketing and retailing.


ANCIENT HISTORY AUTHORITY SUBJECT WHY STUDY ANCIENT HISTORY?

Studying Ancient History helps us to understand humanity by looking at its beginnings; to observe some of the processes of change and continuity that have shaped today’s world.

Because of its strong focus on research, and the effective communication of knowledge and understanding, the Ancient History course will develop the student’s research, writing and oral communication skills.

Students will also become proficient in critical evaluation of sources of information – a valuable skill for many areas of secondary and tertiary study.

WHAT IS STUDIED IN ANCIENT HISTORY?

Year 11 Term 1: Archaeology & Prehistory Term 2: Life and government in ancient Egypt Term 3: Introduction to ancient Greece and a focus on Greek women Term 4: Focus on the Greek society of Sparta Year 12 Term 1: Classical Greece: Athens in the fifth century BC Term 2: Rise and decline of the Roman Republic Term 3: A leader of your choice from ancient times Term 4: Roman religion

HOW IS ANCIENT HISTORY STUDIED?

Lessons are conducted in one of two ways:

Teacher input, independent reading, class discussion and viewing of video.

A process of inquiry. After an initial period of study, students are encouraged to choose an issue they are interested in and conduct independent research. Their research will culminate in a written or oral presentation.

There is a strong focus on the problematic nature of information about the past. Students are encouraged to learn to recognise origin, purpose, point of view and bias of sources.


In Year 11, all assessment is formative; in Year 12 all assessment is summative.

Following are the categories of assessment:

Short answer tests (2 per year) Essay under test conditions, and which is chiefly in response to sources provided Written assignment accompanied by a journal of research Multi‐modal presentation accompanied by a journal of research

ASSESSMENT CRITERIA

The following three criteria are used when making judgements on student exit levels of achievement.


Criterion 1: Planning and using an historical research process

Criterion 1 is about planning and putting into effect the procedural and organisational structures of a research task. It involves students in:

identifying the issue for investigation devising, developing and focusing the key research question or hypothesis, and sub‐questions locating and using primary and secondary sources maintaining a record of research reflecting on and revising the research process where necessary

Criterion 2: Forming historical knowledge through critical inquiry

identifying the information that is explicit in sources understanding the nature of historical sources of evidence, assumptions about the

problematic character of historical sources, and the tentative and interpretative qualities of historical knowledge

analysing what is explicit and implicit in sources, including themes, values and interrelationships within and among sources

evaluating the worth of sources: assessing the reliability, authenticity, representativeness, relevance and accuracy of the sources and locating value positions, biases, perspectives and standpoints in their historical context

making decisions about a question or hypothesis: synthesising evidence, reaching a conclusion about a question or hypothesis, and justifying the conclusion.

Criterion 3: Communicating historical knowledge

communicating a knowledge and understanding of historical information, concepts, events producing written and non‐written responses in appropriate genres producing logically developed and fluent historical arguments, with claims substantiated by

sources of evidence or references to evidence meeting the requirements for language conventions, referencing, length, scale and scope of

responses.


BIOLOGY

AUTHORITY SUBJECT

WHY STUDY BIOLOGY? The study of the living world is exciting and can be a source of endless fascination. From the apparent simplicity of a bacterial cell to the intricacies of the human brain, there are topics which stimulate everyone to ask, What? Why? How? and provide inspiration to students at school and in later life as they search for answers to questions about organisms, their structure and function.

For us to have some understanding of the interaction of living things and their environment is not only interesting and enjoyable but also essential for us to come to an appreciation of our role in the biosphere.

The Biology course helps the student develop:

a knowledge and understanding of the living world the ability to identify, gather and process information in the context of

classroom and field investigations the ability to communicate competently on biological issues an appreciation of the complexity and beauty of biological systems and

organisms a recognition of the unique characteristics of Australian ecosystems an appreciation of the unique position that humans occupy in the biosphere an ability to apply biological understanding to public issues

WHAT IS STUDIED IN BIOLOGY?

The topics studied over two years are:

Classification and evolution Human physiology Ecology Cell biology Botany Reproduction Genetics Homeostasis Disease

HOW IS BIOLOGY STUDIED?

As well as a variety of classroom activities, practical work is a very important component in the study of Biology. This takes the form of laboratory work throughout the course together with a field excursion in Year 11. At least ten hours of field work is mandatory over the two years of the course.


1 Assessment will include:

Extended response task (ERT) Supervised assessments (SA) Extended experimental investigation reports (EEI)


2 Assessment criteria are the aspects, dimensions or characteristics on which a student’s performance is judged. Exit criteria are the broad performance dimensions that are used to determine exit Level of Achievement. They are derived from the general objectives of the syllabus. In the Biology syllabus they have been identified as:

Understanding Biology Investigating Biology Evaluating Biological Issues

3 A successful biology student will be required to:

learn a substantial amount of content read widely have good communication skills to be able to write short paragraph answers and

essays demonstrate a precise usage of terminology conduct library and electronic research analyse data and draw conclusions perform simple mathematical calculations and graph data develop reasoned arguments develop an open inquiring mind care for and use scientific equipment

WHERE DOES BIOLOGY LEAD?

Biology will be very useful in fields of tertiary study such as medicine, dentistry, veterinary science, nursing, physiotherapy, speech pathology, occupational therapy, food science and technology and laboratory assistant courses. Biology can be a prerequisite for some of these courses; if not, it is often recommended.

For students who do not go on to related fields of study, Biology is still useful and interesting. It will help students to have a better understanding of the world in which they live. It will also provide a basis on which to make reasoned decisions on many current issues.

To experience success when studying Biology in Years 11 and 12, it is necessary to have performed well in Mathematics, English and in Science course in Year 10.


CHEMISTRY AUTHORITY SUBJECT WHY STUDY CHEMISTRY?

Chemistry is concerned with the materials that make up the universe. It provides a study of the properties of matter, how it behaves and interacts under different conditions and how it can be used. In Chemistry, we are interested in theoretical areas such as the development of a logical and scientific method of working; the foundation of laws to summarise information and the development of theories to interpret and explain observations and the ability to use technology productively in chemical concepts.

WHAT IS STUDIED IN CHEMISTRY?

In the study of Chemistry, “Structure” and “Reactions” are organisers for grouping key concepts which are accepted broad chemical understandings.

The course of study can be summarised as follows: Organiser 1 Structure Key Concepts All matter is composed of atoms Materials can be categorised and represented symbolically and their

macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.

Organiser 2 Reactions Key Concepts Specific criteria can be used to classify chemical reactions

Chemical reactions involve energy changes The mole concept and stoichiometry enable the determination of

quantities in chemical processes Specialised qualitative and quantitative techniques are used to

determine the quantity, composition and type of reaction Chemical reactions are influenced by the conditions under which they

take place and, being reversible, may reach a state of equilibrium.

These concepts are studied within contexts, some of which include: Transport ‐ A necessary evil Water – A unique material Shipwrecks and salvage

HOW IS CHEMISTRY STUDIED?

The Senior Chemistry course is context‐based. Units are designed to immerse students in both the practical and contextual aspects of the discipline through working scientifically and enacting scientific inquiries, investigations and experiments. It is hoped that by studying Chemistry, it will facilitate the growth of student awareness of the constructions of chemical understandings from academic, personal, social and global perspectives. The course also embraces the intrinsic “hands on” nature of the subject and provides students with opportunities to develop the key competencies of:

collecting, analysing and organising information communicating ideas and information planning and organising activities working with others and in teams using mathematical ideas and techniques solving problems & using technology



Assessment instruments are developed to provide: opportunities for students to demonstrate their understanding of Chemistry a level of challenge suitable for the whole range of students information about student’s demonstrations of the achievement of the general

objectives of the Chemistry course.

Assessment techniques are grouped under the following categories:

Extended experimental investigations (EEI) Supervised assessments (SA) Extended response tasks (ERT) Criteria used in making judgements about a student’s level of achievement are: Knowledge and conceptual understanding Investigative processes Evaluating and concluding

Through the study of Chemistry, students should develop:

the capacity to work scientifically in chemical contexts the skills to engage in informed chemistry inquiry and investigation techniques safely beyond

the school context an ability to engage in solving chemistry problems in everyday contexts an ability to use technology productively in chemistry contexts an ability to understand and appreciate the chemistry encountered in everyday life a capacity to work as part of a team engaging in co‐operative activity an ability to communicate chemical understandings an appreciation of the issues and impacts of chemistry

WHERE MIGHT CHEMISTRY LEAD?

Chemistry is basic to all science disciplines and necessary for most. It is useful for almost all tertiary courses that are science‐oriented, and is a prerequisite for many.

In many courses where Senior Chemistry is not a compulsory prerequisite, a knowledge of Chemistry is assumed. Chemistry is a prerequisite for more tertiary courses than any other science subject.

To experience success when studying Chemistry in Years 11 and 12 it is necessary to have performed well in Science and Mathematics in Year 10.


DRAMA AUTHORITY SUBJECT WHY STUDY DRAMA?

In a society in which effective communication is vital, the study of drama develops verbal and non‐verbal, individual and group communication skills which are skills for living. Drama fosters self‐discipline, confidence and team work and develops skills in interpreting, researching, negotiating, problem solving and decision making.

Drama enhances students’ artistic and creative abilities and gives them a better understanding of themselves and their world. In this subject, students learn about drama, they learn about the world through drama and they learn about themselves in drama. Through an exploration of drama contexts relating to identity, societies, cultures, ideologies, gender, time and change, students are able to become more critically reflective members of the Australian community.

Throughout their Senior studies, students work across the styles and forms of Realism, Documentary Drama, Process Drama, Magical Realism, Australian Gothic Theatre, Contemporary Political Theatre, Epic Theatre, Verbatim Theatre, Greek Theatre, Elizabethan Theatre, and Physical Theatre. They work with the elements of drama and the styles and skills of performance learnt in their previous studies and expand and apply their knowledge in these conventions.

WHAT IS STUDIED IN DRAMA?

It’s About the Process – In semester 1, students work together in the process of creating a scripted performance for the Easter Drama Liturgy. They also look at the processes of deconstructing performance at a senior level and the creation of individual scripts based on process dramas for inclusion in a scriptwriting portfolio.

It’s About Being Real – In semester 2, students work particularly with the style of Realism, enhancing their studies in this genre, and direct their peers in an individual directing task of a scripted text. They expand on this further, analysing a piece of work delivered in the style of Realism, and then practise Realism within the genre of Australian Gothic Theatre, creating their own group performance.

It’s About Making a Statement – In semester 3, students look at theatre designed to inform, and work specifically with the forms and styles of Epic Theatre and Verbatim Theatre. Students direct their peers in an interpretation of a selected text in the style of Verbatim Theatre and later participate in a group performance. They also write a review of a theatre production.

It’s About Being Physical – In semester 4, students engage with the dramatic style of Physical Theatre, workshopping elements and conventions of the style and creating a performance based on Greek or Elizabethan Theatre, which is presented to a live audience. They further enhance their abilities to review a live performance and write their own script for inclusion in the group task.

HOW IS DRAMA STUDIED?

Acting and staging skills are taught in conjunction with a study of texts and contexts which enable students to devise, interpret, analyse and deliver dramatic forms and style. Students work in the Fra Angelico drama space and the surrounding area, the Siena Centre and the library. Their understanding of drama is developed through texts, media, guest artist workshops and attendance at theatre performances.



Assessment involves the three dimensions of Forming, Presenting and Responding.

The dimension Forming is characterised by students making creative dramatic works. When forming, students create, shape and manage drama through the application, manipulation and structuring of the dramatic languages.

The dimension Presenting is characterised by students planning and rehearsing performances to present to an audience. When presenting, students manipulate the dramatic languages to realise dramatic action and communicate dramatic meaning to an audience. Work in the Presenting dimension requires students to demonstrate their understanding of the purpose of drama and elements of drama in a variety of contexts, forms and/or styles. This understanding is realised through applying acting and performance skills.

The dimension Responding is characterised by students interpreting, analysing, reflecting and evaluating dramatic action from a position outside of, or after, the drama. When responding, students demonstrate their skills in interpretation, analysis and evaluation of dramatic action and meaning to communicate a position. They also examine how the dramatic languages are employed in professional, independent or non–school‐based productions and performances. This objective can be realised in written, oral and multimodal communication.

WHERE DOES DRAMA LEAD?

The study of drama provides a good foundation for tertiary study in creative and performing arts, arts administration, acting, media studies, teaching, journalism, law, public relations and speech pathology.

Any career which involves social interaction and public presentation will be enhanced by the study of Drama.

ENTRY STANDARD

It is not necessary for students to have completed Junior Drama although achieving a Sound standard in this subject would be an advantage. It is recommended that students should have received a Sound achievement in English in order to enrol in Drama. Any student not fulfilling these requirements may seek an interview with the Drama teacher.

It must be noted that students choosing this subject will at times be required for assessment out of school hours. Also, as part of their learning experiences in Drama, students are encouraged to attend live dramatic performances both in and out of class time. The study of Drama requires that students mainly work in groups. Students must be willing to accept this condition and be co‐operative and reliable group members.


ECONOMICS AUTHORITY SUBJECT WHY STUDY ECONOMICS?

Economics is the study of how to use scarce resources in the best way possible. Households, businesses and governments are confronted with the economic problem of alternative uses of their limited resources. This course of study stresses the desirability of understanding the significance of economic events as well as the implications of individual, business and government economic decision making.

The emphasis is on the application of economic skills and concepts to the problems and issues facing Australian society. It helps senior students gain key employment skills and competencies and to participate effectively in, and contribute to, economic decision making.

WHAT IS STUDIED IN ECONOMICS?

Economics offers a range of core and elective topics. One core topic is studied each semester.

Core Topics

Markets and models The generic nature of economics and the economic problem of what, how and for whom to produce.

Contemporary micro‐economic issues The best use of scarce resources comes from using the cost‐benefit model and rational economic behaviour can result from using this model.

Contemporary macro‐economic issues How governments and central banks implement economic policies and objectives.

International economics International economics, external trade relations, the balance of payments, and the connection between the domestic and external sectors of the economy.

The elective topics are:

Environment Globalisation and Trade Income and wealth distribution Population


Over the four semesters, students will be required to participate in the following assessment techniques:

supervised written assessment – involves providing responses, in the form of a paragraph or extended responses to questions conducted under supervised conditions. These may be in response to stimuli such as articles from newspapers, graphs and cartoons.

research assessment – involves research, analysis, synthesis and evaluation of data and information in the development of a response. These assessments occur over a period of time during class and often in the student’s own time.

WHERE MIGHT ECONOMICS LEAD?

The skills acquired from the study of Economics would be an asset to students seeking employment in a diverse range of fields. Economics as a subject would be useful to the following groups of people:


those intending to become solicitors, accountants, business managers, economists, stock brokers and financial managers.

those intending to enter the public service, banking, foreign affairs, public relations, politics or industrial relations.

those trying to understand everyday happenings around us. all people intending to enter the business world including tourism and hospitality, journalism,

administration, real estate and insurance.

Economics is not a prerequisite for tertiary studies in any of the mentioned fields. However, those students who study the subject in Year 11 and 12 will have a distinct advantage should they choose it as part of any relevant tertiary course.

It is recommended that students should have reached a Sound Level of Achievement in English in order to enrol in Economics.


ENGLISH AUTHORITY SUBJECT Senior English requires students to think, write and speak critically and creatively. Through studying a range of complex texts and creating their own texts in response, students will imagine, appreciate, reflect, persuade, inform, analyse and narrate. They will enhance their ability to see the world empathetically, to be empowered through the acquisition of higher‐level language skills and to create meaning through expressing thoughts, feelings and ideas.

WHAT IS STUDIED IN SENIOR ENGLISH?

Students will focus in various ways on a range of texts such as:

Narrative texts: novels, short stories, plays, feature films

Non‐narrative texts: poetry

Reflective texts: biographies, autobiographies, media articles

Persuasive texts: documentary films, feature articles, speeches

Expository texts: critical analyses, reviews, digital information texts

It is important for students to realise that many of the texts that are used in Senior English are complex in style and language use. It is expected that students will work actively towards further developing their capacity to read critically and effectively, and respond accordingly, to such texts.


Assessment in Senior English is standards‐based, meaning that students are required to: 1. prove their ability to write and speak in different modes (reflective, persuasive, expository,

imaginative)

2. under different conditions (short‐notice assignment, long‐notice assignment, seen exam, unseen exam)

3. in order to demonstrate their ability to:

a) understand and respond to contexts (i.e. what)

b) understand and control textual features (i.e. how)

c) evaluate meaning (i.e. why)

4. and thus match their work to particular standards (ranging through Very Low‐Low‐Sound‐

High‐Very High)

Students will complete three or four written tasks and two or three spoken tasks in each year of Senior English. It is important for students to realise that spoken tasks will be completed in front of an audience of peers, unless otherwise specified.

WHERE MIGHT SENIOR ENGLISH LEAD?

Skills learned through the study of English are important in every profession and occupation. Students should have achieved a minimum Sound Level of Achievement in Year 10 English in order to enrol in Senior English.


HOME ECONOMICS AUTHORITY SUBJECT

WHY STUDY HOME ECONOMICS?

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

A central premise of Home Economics is that today’s actions and attitudes determine present and future welfare, security, and happiness of individuals, families and communities. Home economists educate, inform and advise government, industry and the community. Their advice can help individuals make better lifestyle choices. Career opportunities are available in community and education agencies such as health, families, housing, and community services as well as in industries related to design, fashion, food and textiles.

WHAT IS STUDIED IN HOME ECONOMICS?

Home Economics is concerned with developing deep understandings about the reciprocal impacts that capabilities, choices and priorities — of individuals, families, government and non‐government organisations and local and global communities — have on each others’ wellbeing through three areas of study: 1. Individuals, families and communities 2. Nutrition and food 3. Textiles and fashion.

Each area of study is underpinned by broad understandings that guide a course of study. These broad understandings are that:

the wellbeing of individuals, families and communities is explored through various points of view

purposeful and informed decision making and action as citizens and consumers will help bring desired results

a range of practical skills is essential for resourceful, creative and innovative design and production.

There will be a minimum of two substantial units of work — at least one in Year 11 and one in Year 12 (see outline below). These permit depth and sophistication of understanding and increased complexity across the areas of study.

The San Sisto College program consists of the following units:

Year 11

Semester 1: Food, Families and Eco‐Footprints (exploring nutrition, family and the lifecycle, factors affecting food choices including environment and ethics, and sustainable food choices).

Semester 2: Fashionable Living (exploring well‐being of individuals, families and communities as a result of textile choices by individuals and society, and practices within the textile industry).

Year 12

Semester 3, Term 1: Sustainable Relationships and Families (exploring the challenges facing individuals, families and communities in promoting positive relationships, resolving conflict, the role of communication in the well‐being of individuals, families and communities, and utilization of various support organisations with this regard).

Semester 3, Term 2: Sustainable Living Environments Part A: Packing Bags and Filling Stomachs (exploring the significant impact that housing and accommodation choices have on the well‐being of


young people and effective use of available resources to sustain a healthy, eco‐friendly and sustainable lifestyle with respect to food and nutrition in various living situations)

Semester 4, Term 3: Sustainable Living Environments Part B: Sustainable Interiors (explores the impact of interior design on the well‐being of occupants, and the environmental impact as a result of choices made with respect to resources, relationships and futures perspectives)

Semester 4, Term 4: The Right to Wear Clothes (explores the rights and responsibilities associated with the purchase and care of textile items, from a consumer perspective)

Indicates substantial unit of study as prescribed in the 2010 syllabus.

HOW DO STUDENTS LEARN?

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

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

Using collective points of view such as social/cultural, historical, political/legal, technological, ethical, economic and environmental, students will be able to develop the skills of research and investigation needed for the critical and informed reasoning of a range of issues.

In a design challenge or practical task students will use the processes of planning and managing resources, exploring, using, developing and refining skills to create a product that meets the intended purpose in both food and textile contexts. Reflection in all stages of planning and production will be used to determine and justify the effectiveness of actions. NOTE: The San Sisto program includes practical performance and products in many, but not all units of work.


Assessment in Home Economics enables students to demonstrate achievement in the three dimensions of knowledge and understanding, reasoning and communicating processes, and practical performance.

To determine a student’s level of achievement, Home Economics at San Sisto College will select from, and combine in a variety of ways, the following techniques: 1. supervised written assessment 2. research assessment 3. product assessment.

Assessment involves students in: 1. applying knowledge and understandings from the three areas of study across a range of

situations 2. using research techniques such as analytical expositions or research reports to investigate an

issue related to an area of study or resolving a design challenge. Students will be required to complete independent research

3. producing a product in food and textile contexts involves planning, evaluating and reflecting as well as the performance of a range of practical skills.

HOW CAN PARENTS HELP?

Parents and carers can help students by providing a supportive environment in the home and showing an interest in what they do each day. The following suggestions will help students develop and shape valuable points of view and opinions related to the wellbeing of individuals and families:


1. discussing among family members current issues related to individual and family wellbeing in the context of maintaining healthy and sustainable local and global communities;

2. encouraging their children to read relevant articles in newspapers, magazines and other media about the wellbeing of individuals and families;

3. providing access, either in the home or through community and school information centres or libraries, to radio programs, documentaries and journals to help students consider various views on practices and issues relevant to Home Economics.

SPECIFIC REQUIREMENTS OF SAN SISTO COLLEGE HOME ECONOMICS DEPARTMENT

It is expected that at all times communication between parents and families, and the department, will remain open and frequent. This is particularly important in a subject area where practical equipment/ingredients are required on a frequent basis, and where students are required to make decisions regarding their assessment items as individuals.

Students are expected to provide their own ingredients and textile resources as outlined by the teacher at the beginning of each unit of work.

The department has developed its own policies regarding the student, staff and parent expectations, responsibilities and outcomes for the study of Home Economics. These work with the college’s Classroom Norms and Routines as outlined in the student diary, and cover aspects in more particular respect to the nature of the subject such as: assessment submission; production of textiles items; provision of ingredients and equipment; participation in the subject area and; safety expectations and regulations.


INFORMATION PROCESSING AND TECHNOLOGY AUTHORITY SUBJECT

WHY STUDY INFORMATION PROCESSING & TECHNOLOGY (IPT)?

Information processing deals with the ways in which information is gathered, structured, represented, stored, accessed, manipulated and communicated.

In studying Information Processing and Technology, students investigate the nature of, and methods associated with information processing and related technologies, using a computer as the primary tool. Such a study assists students to cope with the rapid rate of change associated with computer technology and to appreciate its impact on society and the individual. Students are exposed to a variety of intellectual challenges involving formal approaches to problem solving while developing a range of practical skills. Consequently, the study of this course contributes in a significant way to students’ general education irrespective of whether they intend proceeding to further studies or employment in computing or information processing.

WHAT IS STUDIED IN INFORMATION PROCESSING & TECHNOLOGY?

Information Processing and Technology has the following topics:

Algorithms which are implemented for the solution of appropriate problems. Relational Information Systems which introduces a formal model to describe the architecture

of information systems (databases). A methodology for the development of these systems is presented and students are provided with opportunities to design and implement information systems using appropriate tools.

Software Programming involves the study of the development of software. Students will gain some experience and skills in the design, development and evaluation of computer programs that solve practical problems or meet particular needs.

Structured Query Language which introduces a formal query language SQL for the manipulation of data within database.

Social and Ethical Issues which encourages students to develop an appreciation and understanding of the effects that Information Technology has had on themselves and the wider community. Students collect information, analyse it and use it as a basis to form opinions which

are critically evaluated and compared with other opinions. Structure of society, the individual, and computers and crime are sub‐topics and at least one of these is studied in depth.

Human – Computer Interaction which examines the complex relationship between the human environment and software and hardware systems.

HOW IS INFORMATION PROCESSING & TECHNOLOGY STUDIED?

In studying Information Processing and Technology, students engage in a variety of practical and theoretical learning experiences. These might include retrieving information from databases; designing, implementing, testing, evaluating and writing documentation for databases, algorithms and expert systems; participating in class discussions, role plays, dilemmas and scenarios; examining and investigating programs they learn; critically evaluating media reports and advertisements and undertaking case studies to investigate existing or proposed systems.


Student achievement is assessed on the basis of three criteria: Knowledge and Application (declarative knowledge – knowledge and understanding of information technology terminology, concepts and principles; and procedural knowledge – ability to apply these concepts and principles in practice), Analysis and Synthesis (analysing problems or situations in order to determine a clear definition of what is involved and the planning and development of a solution or resolution that


satisfies the relevant constraints involved) and Evaluation and Communication (involves the ability to provide supporting evidence in making judgements of issues, cases, problems, products and processes, and the ability to communicate using a range of natural languages to different audiences).

Student responses to objective tests, writing tasks and projects are the principal sources of assessment data. Students may also be required to undertake practical exercises, oral presentations and collections of annotated media articles.

WHERE MIGHT INFORMATION PROCESSING & TECHNOLOGY LEAD?

Knowledge and skills learned in the study of IPT will be useful for students wanting to pursue any tertiary course but will be especially helpful for courses in information technology, computer science, engineering, arts, applied science, business and information management (librarianship).

WHO SHOULD STUDY INFORMATION PROCESSING & TECHNOLOGY?

Students interested in the increasing use of information technology in our lives would be well suited for this course. Good language skills, logical thinking, patience and perseverance would be valuable attributes for students considering IPT.

It is recommended that students should have reached a Sound Level of Achievement in English in order to enrol in IPT.


ITALIAN AUTHORITY SUBJECT WHY STUDY ITALIAN?

It contributes to student’s personal, educational, intellectual and cultural development It increases self‐esteem through the acquisition of new and different communication skills and

through learning to interact with people of other cultures It provides an awareness and understanding of the nature and purposes of languages in general. It develops greater sensitivity to and understanding of English and improves students’ use of

English. It promotes clear thinking, clarity of expression and problem solving, all of which have important

applications for other learning areas. Scientific studies prove that speaking more than one language improves creative thinking and

enhances memory. It fosters cross‐cultural understanding and develops a respect for people of other languages and

cultures. It enhances career opportunities when combined with other vocational competencies, for

example in Law, the Arts, Engineering, Commerce and Education.

WHAT IS STUDIED IN ITALIAN?

Students learn to communicate in the language using the skills of listening, speaking, reading and writing for practical purposes. To enhance their ability to communicate, they also focus on grammatical and other structures of the language. Key themes include family and community, leisure, recreation and human creativity, school and post‐school options and social issues. Through studying these, students gain an understanding and appreciation of the cultures of other people. Fine arts and performing arts of these cultures will also be given consideration. By the end of Year 12, students should be able to:

listen to and comprehend a wide range of spoken language. speak confidently and sustain a conversation on a range of topics. read, understand and respond to a wide variety of material write with sufficient clarity and accuracy to satisfy their communication needs

HOW IS ITALIAN STUDIED?

Students learn by using the language in communicative activities and through interacting with other speakers of the language. These activities include:

participating in class discussions and role plays viewing documentaries and films reading brochures, magazines, newspapers, short stories and literature communicating with students in other schools and countries via letter, audio tape or electronic

mail using word processors for writing stories and letters using computer software in the second language playing language games.

HOME STUDY REQUIREMENTS:

Revision of class work every night. Specific tasks to practise the four basic skills – writing a letter, reading a newspaper, practising a

conversation etc.



Student’s ability to use the language is assessed through a variety of communicative tasks.

They include:

Listening comprehending conversations announcements reports

Speaking role‐playing having a conversation in the Language other than English presenting a talk on a familiar topic

Reading Responding to a range of written materials such as magazine articles, cartoons and

brochures.

Writing letters postcards school magazine articles

Formative assessment takes place throughout Year 11, while summative assessment occurs during Year 12.

WHERE DOES THE STUDY OF ITALIAN LEAD?

As a discipline in its own right, the study of a language can lead to a career in teaching, translating or interpreting. For many other fields of study, especially such diverse fields as foreign affairs, engineering, journalism, the arts, international trade and tourism, the study of a language can offer many advantages.

Students need to be achieving at a C level in all macroskills in Year 10 to study a modern language in the senior years.

UNIVERSITY OF QUEENSLAND, QUT, UNIVERSITY OF SOUTHERN QUEENSLAND, UNIVERSITY OF SUNSHINE COAST and GRIFFITH UNIVERSITY OFFER BONUS POINTS FOR LANGUAGE STUDY AT YEAR 12 LEVEL

The above universities recognise that there are some subjects undertaken by high school students that require a high level of skill and knowledge and that better prepare students for the rigour and diversity of tertiary study. A language is one of these subjects.

As a result of this, these universities have introduced a Bonus Rank Scheme for OP eligible students who successfully complete a language course in Year 12. They will automatically be granted a 2 rank point bonus (equivalent to 1 OP) when enrolling into courses at these universities. For some students the extra points could mean the difference that gets them over the line to their chosen course. See QTAC website for more information.


JAPANESE AUTHORITY SUBJECT WHY STUDY JAPANESE?

It contributes to student’s personal, educational, intellectual and cultural development It increases self‐esteem through the acquisition of new and different communication skills and

through learning to interact with people of other cultures It provides an awareness and understanding of the nature and purposes of languages in general. It develops greater sensitivity to and understanding of English and improves students’ use of

English. It promotes clear thinking, clarity of expression and problem solving, all of which have important

applications for other learning areas. It fosters cross‐cultural understanding and develops a respect for people of other languages and

cultures. It enhances career opportunities when combined with other vocational competencies, for

example in Law, the Arts, Engineering, Commerce and Education. A sound achievement in Japanese entitles students to 2 bonus ranking points at most

Queensland universities.

WHAT IS STUDIED IN JAPANESE?

Students learn to communicate in the language using the skills of listening, speaking, reading and writing for practical purposes. To enhance their ability to communicate, they also focus on grammatical and other structures of the language. Key themes include family and community, leisure, recreation and human creativity, school and post‐school options and social issues. Through studying these, students gain an understanding and appreciation of the cultures of other people. Fine arts and performing arts of these cultures will also be given consideration. By the end of Year 12, students should be able to:

listen to and comprehend a wide range of spoken language. speak confidently and sustain a conversation on a range of topics. read, understand and respond to a wide variety of material write with sufficient clarity and accuracy to satisfy their communication needs

HOW IS JAPANESE STUDIED?

Students learn by using the language in communicative activities and through interacting with other speakers of the language. These activities include:

participating in class discussions and role plays viewing documentaries and films reading brochures, magazines, newspapers and a variety of other written texts communicating with students in other schools and countries via letter, audio tape or electronic

mail using word processors for writing stories and letters using computer software in the second language playing language games study in class and at home of a wide variety of vocab, grammar and kanji


HOME STUDY REQUIREMENTS:

Revision of class work every night. Specific tasks to practise the four basic skills – writing a letter, reading a newspaper, practising a

conversation etc.


Student’s ability to use the language is assessed through a variety of communicative tasks.

They include:

Listening comprehending conversations announcements reports

Speaking role‐playing having a conversation in the Language other than English presenting a talk on a familiar topic

Reading Responding to a range of written materials such as magazine articles, cartoons and

brochures.

Writing letters postcards school magazine articles

Formative assessment takes place throughout Year 11, while summative assessment occurs during Year 12.

WHERE DOES THE STUDY OF JAPANESE LEAD?

As a discipline in its own right, the study of a language can lead to a career in teaching, translating or interpreting. For many other fields of study, especially such diverse fields as foreign affairs, engineering, journalism, the arts, international trade and tourism, the study of a language can offer many advantages. In order for Australians to participate in the global economy foreign language skills will be vital.

Students need to be achieving at a C level in all macroskills in Year 10 to study a modern language in the senior years.

UNIVERSITY OF QUEENSLAND, QUT, UNIVERSITY OF SOUTHERN QUEENSLAND, UNIVERSITY OF SUNSHINE COAST and GRIFFITH UNIVERSITY OFFER BONUS POINTS FOR LANGUAGE STUDY AT YEAR 12 LEVEL

The above universities recognise that there are some subjects undertaken by high school students that require a high level of skill and knowledge and that better prepare students for the rigour and diversity of tertiary study. A language is one of these subjects.

As a result of this, these universities have introduced a Bonus Rank Scheme for OP eligible students who successfully complete a language course in Year 12. They will automatically be granted a 2 rank point bonus (equivalent to 1 OP) when enrolling into courses at these universities. For some students the extra points could mean the difference that gets them over the line to their chosen course. See QTAC website for more information.


LEGAL STUDIES AUTHORITY SUBJECT Individuals and groups in Australian society are faced with many significant legal and social issues. To deal with these issues, people need to understand their legal rights and responsibilities. They need to be able to access the Australian legal system and investigate how it affects their basic rights, obligations and responsibilities. Informed citizens are better able to constructively question and contribute to the improvement of laws and legal processes.

WHY STUDY LEGAL STUDIES?

In Legal Studies, students develop an understanding of the ways in which the legal system can affect the lives of Australian citizens. By examining historical and social factors that have led society to create a legal system, students develop knowledge and understanding of the frameworks which regulate and shape our society. By analysing Australian and international legal systems, students consider the impacts that legal decisions can have on Australian society and how diverse groups influence and are influenced by the legal system.

Legal Studies enables students to have confidence in approaching and accessing the legal system and provides them with a better appreciation of the relationship between social and legal structures. The immediate relevance of Legal Studies to students’ lives should promote and motivate students to make constructive judgements and informed commentaries on the law, its system and processes, from practical and critical social perspectives. Students examine and justify their own opinions and attitudes to legal and social issues needing resolution, preparing them to participate in society as active and informed citizens.

The Legal Studies course can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies, social work, government, corrective services, business, education, economics and politics. More importantly, perhaps, it can establish a foundation for active and responsible citizenship.

WHAT IS STUDIED IN LEGAL STUDIES?

The 2013 Legal Studies syllabus four‐semester course of study includes:

Four mandatory core areas of study The legal system Human rights Introduction to civil obligations Criminal law

A selection of two‐four elective areas of study from the following: Civil wrongs(torts) and the law Employment and the law Environment and the law Family and the law Housing and the law Indigenous Australians and the law International law Sport and the law Technology and the law

An independent inquiry, assessed as a written extended research response in Year 12


HOW IS LEGAL STUDIES STUDIED?

Learning Legal Studies will involve a wide range of activities to achieve the aims and objectives of this course. Together with many of the more traditional teaching and learning activities, students will be involved in activities which include case studies, mock trials, debates and discussions, interviews and polls, community investigations, field trips, statistical analysis, simulation activities, guest speakers and audio‐visual presentations. Participation in events such as Youth Parliament is also encouraged, as an introduction to active citizenship, within the local community.


This course aims to develop students’ general awareness, knowledge, skills and abilities. Therefore the formal assessment of a student’s performance will be represented through varying assessment instruments including short answer tests, assignments, essays, real or simulated problem‐solving, seminar and media presentations, as well as reports on field experiences.


MATHEMATICS A AUTHORITY SUBJECT “Mathematics is an integral part of a general education. It can enhance our understanding of our world and the quality of our participation in a rapidly changing society. Mathematics pervades so many aspects of daily life that a sound knowledge is essential for informed citizenship. Through enhanced understanding of mathematics, individuals can become better informed economically, socially and politically in an increasingly mathematically oriented society..” Queensland Studies Authority (Senior Syllabus 2008)

WHY STUDY MATHEMATICS A?

Mathematics A aims to provide opportunities for students to continue to develop the capacity to make informed decisions on everyday issues such as:

choosing between loan repayment schedules or insurance plans interpreting statistical information in the media reading maps or house plans planning and organising activities estimating quantities of materials trip planning using technology

The study of Mathematics A emphasises the development of positive attitudes and engagement in mathematics through the use of relevant personal and work‐related learning experiences. There is a focus on the development of mathematical knowledge and understanding through investigative and explorative approaches to learning. Opportunities are provided for students to work collaboratively and cooperatively in teams as well as individually.

WHAT IS STUDIED IN MATHEMATICS A?

Mathematics A consists of core and elective topics.

Core Topics

The Core topics within each strand are:

Financial mathematics strand

Managing Money I and II Income, taxation, budgeting, spending, investing, consumer credit, superannuation, inflation and business applications

Applied geometry strand Elements of Applied Geometry

Trigonometry, Pythagoras’ Theorem applications, area, volume and capacity, and time zones Linking Two and Three dimensions

scale drawings and plans, bracing, squareness and levels, estimation of quantities and costings

Statistics and probability strand Data Collection and Presentation

Collecting, describing and displaying data; measures of central tendency; measures of spread; summary statistics; trends and predictions graphical and tabular presentations, simple methods for describing and summarising data

Exploring and Understanding Data Probability in practical and theoretical situations, interpretation of reports and their misuse in the media, contingency tables


Elective topics

The elective topics are:

Maps and Navigation – Land Measurement Compass bearings, drawing and interpreting site plans and maps, fixing positions, gradients, perimeters and areas

Operations Research – Networks and queuing shortest path networks, project networks, queuing systems

HOW IS MATHEMATICS A STUDIED?

The learning experiences included in the course involve life‐related applications of mathematics in both real and simulated situations, use of instruments and diverse opportunities for modelling and problem‐solving. These learning experiences may require students to work individually, in small groups or as a class. The Mathematics A syllabus is rich in learning experiences which may be enhanced by the use of technology. Mathematics enabled technology complements traditional approaches to teaching. Access to technology in the classroom allows students to explore, investigate and develop important concepts and processes.


Students will be assessed in a variety of ways.

As well as the traditional pen and paper supervised examinations, students will be required to undertake extended modelling and problem solving tasks/reports. This assessment may require them to construct models, use computer software or calculators, research articles, carry out experiments/investigations/field activities/projects set in contexts that highlight a real‐life application of Mathematics. They may be required to provide a scientific report/proposal to a company/feasibility study and to present their findings as an oral multimedia presentation.

Each semester the assessment program consists of two examinations and one extended modelling and problem solving task/report.

WHERE MIGHT MATHEMATICS A LEAD?

Studying Mathematics A is recommended for students wishing to pursue further study and training in the technical trades 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, and nursing. It is also suitable for tertiary studies in subjects with moderate demand in mathematics.

N.B. It is important to check tertiary course prerequisites before choosing Mathematics A.

A Sound level achievement or better in Year 10 Pre‐Mathematics A is desirable for students wishing to study Mathematics A.


MATHEMATICS B AUTHORITY SUBJECT “Mathematics is an integral part of a general education. It enhances an understanding of the world and the quality of participation in a rapidly changing society. It is a truly international system for the communication of ideas and concepts, and has developed over many thousands of years through contributions by scholars of both ancient and present‐day cultures around the world.” Queensland Studies Authority (Senior Syllabus 2008)

WHY STUDY MATHEMATICS B?

Mathematics B aims to provide the opportunity for students to experience the diverse applications of mathematics, the contribution of mathematics to human culture and progress, and its power, value and beauty.

Mathematics B is designed to develop

knowledge and skills in advanced computation and algebraic methods and procedures mathematical modelling and problem‐solving processes the capacity to justify mathematical arguments and make decisions the ability to communicate mathematical information in clear, concise language scientific literacy competence with technology

WHAT IS STUDIED IN MATHEMATICS B?

The topics to be studied include:

Functions and their applications polynomial, periodic, exponential and logarithmic

Calculus and its Application rates of change, differentiation, integration and optimisation.

Applied Statistical Analysis statistical measures and probability distributions

HOW IS MATHEMATICS B STUDIED?

The study of Mathematics B emphasises the development of positive attitudes towards mathematics. There is a focus on the development of mathematical knowledge and understanding through investigative and explorative approaches to learning. These approaches provide opportunities to work individually or collaboratively and cooperatively in teams.

A diverse range of learning experiences is an integral component of the course. The learning experiences involve relevant life‐related and abstract learning experiences in both real and simulated situations. The use of instruments (Graphics Calculators and computers) enables students to engage in diverse life‐related and abstract Modelling and problem‐solving tasks. Mathematics‐enabled technology complements the traditional approaches to teaching and significantly enhances the learning outcomes of the Mathematics B syllabus.



As well as the traditional pen and paper supervised examinations, students will be required to undertake extended modelling and problem solving tasks/reports. This assessment may require them to construct models, use computer software or calculators, research articles, carry out experiments/investigations/field activities/projects set in contexts that highlight a real‐life


application of Mathematics. They may be required to provide a scientific report/proposal to a company/feasibility study and to present their findings as an oral multimedia presentation.

Each semester the assessment program consists of two examinations and one extended modelling and problem solving task/report.

WHERE MIGHT MATHEMATICS B LEAD?

The study of Mathematics B is a recommended for students wishing to pursue further study and training at tertiary levels in subjects with high demand in mathematics, especially in the areas of science (physics and chemistry), medical and health, engineering (avionics, chemical, civil, communications, electrical, mechanical and mining), architecture, information technology and computer science, energy and resources, climatology, finance, business and tourism, economics and commerce, statistics and data analysis, mathematics and science education and pure mathematics.

N.B. It is important to check tertiary course prerequisites before choosing Mathematics B.

A Sound level achievement or better in Year 10 Pre‐Mathematics B is desirable for students wishing to study Mathematics B.


MATHEMATICS C AUTHORITY SUBJECT “Mathematics is an integral part of a general education. It enhances an understanding of the world and the quality of participation in a rapidly changing society. It is a truly international system for the communication of ideas and concepts, and has developed over many thousands of years through contributions by scholars of both ancient and present‐day cultures around the world.” Queensland Studies Authority (Senior Syllabus 2008)

WHY STUDY MATHEMATICS C?

Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence of students in mathematics beyond the scope of Mathematics B, by building on and combining many of the concepts.

Students will experience the diverse applications of mathematics, the contribution of mathematics to human culture and progress, and its power, value and beauty.

Mathematics C is designed to develop

knowledge and skills in advanced computation and algebraic methods and procedures mathematical modelling and problem‐solving processes the capacity to justify mathematical arguments and make decisions the ability to communicate mathematical information in clear, concise language scientific literacy competence with technology

The additional rigour and structure of the mathematics required in Mathematics C will equip students with valuable skills which will serve them in more general contexts and provide an excellent preparation for further study of mathematics.

WHAT IS STUDIED IN MATHEMATICS C?

The syllabus contains both Core and Option topics.

The Core Topics are: Group Theory Real and Complex Number Systems Matrices and Applications Vectors and Applications Calculus (to compliment Calculus studies in Mathematics B) Structures and Patterns

The Option topics studied at San Sisto are: Dynamics Number Theory

These options complement Physics and Mathematics B.

HOW IS MATHEMATICS C STUDIED?

The study of Mathematics C emphasises the development of positive attitudes towards mathematics. There is a focus on the development of mathematical knowledge and understanding through investigative and explorative approaches to learning. These approaches provide opportunities to work individually or collaboratively and cooperatively in teams.

A diverse range of learning experiences is an integral component of the course. The learning experiences involve relevant life‐related and abstract learning experiences in both real and


simulated situations. The use of instruments (Graphics Calculators and computers) enables students to engage in diverse life‐related and abstract Modelling and problem‐solving tasks. Mathematics‐enabled technology complements the traditional approaches to teaching and significantly enhances the learning outcomes of the Mathematics C syllabus.



As well as the traditional pen and paper supervised examinations students will be required to undertake extended modelling and problem solving tasks/reports. This assessment may require them to construct models, use computer software or graphics calculators, write assignments or research articles, carry out investigations or give oral presentations on a prepared topic.

Each semester the assessment program consists of two examinations and one modelling and problem solving task/report.

WHERE MIGHT MATHEMATICS C LEAD?

Mathematics C is recommended for students wishing to pursue further study and training at tertiary level in subjects with high demand in mathematics, especially in the areas of science (physics and chemistry), medical and health (human biology, biomedical, nanoscience and forensics), engineering (avionics, chemical, civil, communications, electrical, mechanical and mining), architecture, information technology and computer science, energy and resources, climatology, finance, business and tourism, economics and commerce, statistics and data analysis, mathematics and science education and pure mathematics.

Past students often report that studying topics encountered in the Mathematics C course was of great assistance in their study of many other subjects at University level.

Students who achieve a Sound Achievement (SA) or better in Mathematics C are awarded 2 bonus selection ranks by QTAC (Queensland Tertiary Admissions Centre) when allocating students to courses they have applied for. This equates to one OP‐rung advancement in their senior results.

Mathematics C is recommended for students who enjoy mathematics and should be considered by students who have attained a High or Very High Achievement in Year 10 Pre‐Mathematics B, or Sound students with a good work ethic and a desire to achieve.

N.B. Students wishing to study Mathematics C must also choose Mathematics B as a compulsory companion subject.


MODERN HISTORY AUTHORITY SUBJECT

The greatest history lesson that students can take from our class‐ rooms is that the deeds of Eureka and Gallipoli were performed by men like their older brothers and fathers; that the universal suffrage and the defeat of conscription were achieved by women like their older sisters and mothers. Schools will have achieved the purpose of history as a subject, if students learn that this world was made by people like them, and hence can be made over. The greatest lesson of history is that we are making it.

Humphrey McQueen (1942–),

The Australian History Teacher No 12, 1985, p.11

WHY STUDY MODERN HISTORY?

Through the study of Modern History we can develop the knowledge, skills and values which we need to enable us to live purposefully, ethically and happily with each other.

Through the study of Modern History we can understand why our world is the way it is today, through the study of processes of change and continuity that have shaped today’s world.

Through the study of Modern History, we encounter different values, investigate their origins and study their impact on human affairs, which can guide us towards building a more democratic, just and ecologically sustainable world for all people.

WHAT IS STUDIED?

In the current syllabus, the term “modern history” describes the study of the past 200 years, approximately, with the focus being predominantly on the 20th century. From the wide range of themes and inquiry topics available, the Course of Study has been organised around the following:

Semester One: Studies of Conflict

Introductory Study Inquiry Topic 1 – The Cold War Inquiry Topic 2 – The Arab‐Israeli Conflict

Semester Two: Studies of Power

Inquiry Topic 3 – A Powerful Person – Gandhi Inquiry Topic 4 – People Power – South Africa Inquiry Topic 2 – The Arab‐Israeli Conflict

Semester Three: National History

Inquiry Topic 5 – Japan Inquiry Topic 6 – Australia in the 20th Century

Semester Four: Studies of Hope

Inquiry Topic 7 – Indigenous Australians


Inquiry Topic 8 – Feminism in the 20th Century

HOW IS MODERN HISTORY STUDIED?

The focus of learning experiences in Modern History is student inquiry. This involves three major elements:

Planning and using an historical research process Forming historical knowledge through critical inquiry Communicating historical knowledge

In each inquiry topic, students will investigate five major aspects:

definitions sources backgrounds, changes and continuities: motives and causes effects, interests and arguments reflections and responses

In the course of their studies, students will be involved in a wide range of learning experiences e.g.

collecting, analysing, organising and evaluating information planning, organising and completing research projects problem‐solving communicating in a variety of formats, for a variety of audiences using information technologies


Students are assessed in three criteria in Modern History:

Criterion 1: Planning and using an historical research process Criterion 2: Forming historical knowledge through critical inquiry Criterion 3: Communicating historical knowledge

There are four categories of assessment techniques, from which a variety of tasks may be selected:

Category 1: Extended written response to historical evidence Category 2: Written research tasks Category 3: Multi‐modal presentations Category 4: Additional test formats

In Year 11, all assessment is formative while in Year 12, all assessment is summative. In Semesters One – Three, there are currently three assessment tasks per semester, while in Semester Four, there are two.


MUSIC AUTHORITY SUBJECT

Music is an important part of society and culture. Music allows students to develop creativity and self expressiveness, whilst also fostering self‐discipline, concentration, listening skills and fine‐motor skills. It also develops important inter‐personal skills, a sense of responsibility and teamwork. Music will lead to an informed awareness of the world at large, improve language and mathematical abilities, develop analytical skills and enhance self‐esteem. The study of music can develop an enduring love of and lifelong involvement with music as well as offer a wide variety of career opportunities. Senior Music supports and enhances students who may be interested in pursing a career in the Creative Industries. In fact, the Performing Arts can support students’ ambition in any career which involves social interaction and public presentation, from medicine to commerce. People in professions like law, teaching, public relations and advertising will also benefit.

WHAT IS STUDIED IN SENIOR MUSIC?

Students will study a variety of units in Year 11 and Year 12. These units are as follows:

Innovations (contemporary music) Music of the Theatre You Go Girlfriend (music performed and composed by women) Being Instrumental Finding Your Voice (vocal unit) Wider Horizons (student negotiated unit)

THE AIMS OF THE SENIOR MUSIC COURSE

The music course in Years 11 and 12 is a comprehensive study of varying styles of music and related activities. Students will have regular weekly homework for written or practical tasks. The 3 dimensions in Music are:

Composition – creating music in a variety of genres and styles. Student can develop their own creative style and can record their compositions or use computer programmes to write music.

Performance – interpreting music by playing an instrument, singing or conducting, either solo or in an ensemble.

Musicology – identifying styles and elements of music, reading and discussing music.

Parents/guardians can support their student through the study of Music by:

Talking with students about unit topics, the assessment program and deadlines Encouraging students to practice their instrument/s at home Assisting students to be responsive and reliable as members of an ensemble Supporting the Performing Arts program by attending cultural events and performances Attend public performances and cultural events with your student

PREREQUISITES

It is advantageous to have either studied Music in Year 10 and attained an ‘SA’ or studied privately and attained a similar standard. Students entering Senior Music should be able to play an instrument or have some vocal background.


Assessment in Music is designed to test students’ abilities in the three dimensions of Composition, Performance and Musicology. It is a developmental course with each of the skill areas progressively addressed.


A variety of assessment techniques will be used e.g. performance tasks, written tests, oral presentations, composition tasks, analysis tasks and assignments/reviews. Students will have the opportunity to work in groups or individually.

WHERE MIGHT SENIOR MUSIC LEAD?

Senior Music is a Board Subject and therefore enables students to be eligible for an OP. After completion of Year 12, students can further their studies in music at one of the many tertiary institutions. Students can study various degrees such as Bachelor of Music, Bachelor of Arts, and Bachelor of Contemporary Music and can focus on performance, composition, musicology and contemporary music. These qualifications can lead students to careers in performance, composing, arranging, sound engineering, education, radio, television, advertising, retail industry, entertainment industry, music therapy and so on. The study of music is also very relevant in developing students’ creativity and providing them with skills and knowledge for worthwhile recreational activities.

This course is not only suitable for students seeking a career in the music field, but also for students who wish to become more advanced musicians and develop musical skills whilst still at school.

Possible careers in all fields of music or the arts industry: e.g. teaching, performing, recording, and composing as well as music‐related careers such as radio announcer, lyric/songwriter, music critic, sales assistant in music shop, audio technician, music school administrator, musical director or many other positions available within the music/arts industry.


PHYSICAL EDUCATION AUTHORITY SUBJECT WHY STUDY PHYSICAL EDUCATION?

Physical Education involves students learning in, about and through physical activity. Physical Education focuses on the complex interrelationships between psychological, physiological and other factors that influence individual and team physical performances. The course also focuses on the wider social attitudes to and understandings of physical activity. Learning in, about and through physical activity will enable students to acquire knowledge, skills and understandings directly and indirectly as they participate in and study physical activity.

To allow students to develop as intelligent performers, the thinking skills associated with the cognitive processes are part of the learning in Physical Education. Students make meaning of complex understandings by providing connections with their real‐life contexts. From this basis of understanding students can apply these experiences to increasingly diverse and less familiar circumstances. In this subject students learn to make judgments regarding their involvement in physical activity in a variety of roles, such as participant, spectator, official or observer. These aspects of the subject will be demonstrated as students become involved in processes which could include planning psychological strategies for pre‐match preparation, examining the impact of gender stereotypes on participation in physical activity, increasing their own physical fitness and developing an aesthetic appreciation of performance.

WHAT IS STUDIED IN PHYSICAL EDUCATION?

Students study four physical activities over the course with equal time and emphasis given to each activity. The students have a choice of physical activities from the activity groups below:

Indirect Interceptive Direct Interceptive Aesthetic/Performance Volleyball Futsal Orienteering Badminton Touch Ballroom Dance Table Tennis Team Handball Sport Aerobics Tennis Netball

Subject matter is drawn from three focus areas which are:

Focus Area A: Learning physical skills – How skills are learned, implemented, maintained and enhanced.

Focus Area B: Process and effects of training and exercise – How can an understanding of physiology of exercise, training and program development improve team and individual performance?

Focus Area C: Equity and access to exercise, sport and physical activity in Australian society – What are the influences that shape personal, team and community participation and appreciation of sport and physical activity within Australian society?

HOW IS PHYSICAL EDUCATION STUDIED?

At least 50% of timetabled time involves students engaging in physical activity. Students will be involved in a variety of written, oral and physical learning experiences that are focused on the study of the four physical activities. Learning experiences could include activities such as designing a training program for a team, analysing popular beliefs about physical activity and debating current sporting issues.



Assessment in Physical Education encourages students to be active, critically reflective and research orientated learners. Through the use of personalisation, assessment in Physical Education is contextualised and authentic. Personalisation enables students to make meaning of complex understandings by providing connections with their real‐life contexts.

Assessment involves students:

Applying conceptual understandings from the focus areas to the physical activities they are studying

Actively participating in physical activity.

Assessment items may include:

Performance tasks within each sport studied

Assignment/research reports

Written essays, journals and articles

Multimodal presentations

Interviews

WHERE MIGHT PHYSICAL EDUCATION LEAD?

Physical Education would interest students who are physically active, enjoy a range of sports; participate in sport as a coach, or who would like to further their knowledge of the physical culture of Australia. It provides a foundation for students who wish to pursue further study in human movement related fields such as:

sport development, management, marketing,

sales, sponsorship and fundraising

sport and physical activity policy development

sport journalism

sport psychology and coaching

athlete conditioning and management

personal training

primary, middle and senior school teaching.

HOW CAN PARENTS HELP?

Parents/caregivers can be involved in many ways. They can encourage students to actively involve themselves in physical activities, to read widely about relevant topics, and to reflect upon concepts and principles influencing the engagement and performance of physical activity. Parents/caregivers might also consider:

perusing the Physical Education syllabus from which schools plan their work programs discussing the school work program with the teacher discussing the student's progress with the student and with school personnel drawing attention to sporting issues as presented in the media.


PHYSICS AUTHORITY SUBJECT WHY STUDY PHYSICS?

There are few aspects of modern life unaffected by science and Physics in particular. Physics forms a basis for the understanding of developments in our increasingly technological society, a society largely dependent on electrical and electronic devices. Knowledge of Physics, therefore, is useful to people in exercising responsibilities as citizens, confronting technologies, understanding the physical and social environment, pursuing hobbies and appreciating the challenge of a particular way of knowing the world. Physics incorporates a way of thinking as well as a body of knowledge.

WHAT IS STUDIED IN PHYSICS?

The key concepts are organised under the headings of:

Forces Energy Motion

These key concepts are developed within the following unit contexts:

Solids and Statics (Introduction to Engineering) Light and Sight Nuclear Physics Electricity Generation Traffic Physics Hearing and Music Thermal Physics Atomic and Quantum Physics

In addition, there is an independent research project on a topic of the student’s own choosing within each year of the program.

HOW IS PHYSICS STUDIED?

Physics is studied through a variety of methods. Students are expected to contribute to classroom discussions, research and present work in a variety of forms and complete a significant amount of practical work to complement the theoretical component of this course. Students will also complete a number of activities and problems to reinforce the course content. Students are encouraged to think laterally and apply basic concepts in a variety of situations.


Students’ work is evaluated by use of the criteria prescribed in the Syllabus.

These criteria are:

(a) Knowledge and conceptual understanding (b) Investigative processes (c) Evaluating and concluding

Students are assessed in these criteria through a variety of methods. These may include Supervised Assessments (SA), Extended Response Tasks (ERT), and Extended Experimental Investigations (EEI).

WHERE MIGHT PHYSICS LEAD?

Physics is a prerequisite (or at least highly recommended) for engineering courses, medical radiation technology, optometry, building, mining, dental science, surveying, veterinary science and pharmacy courses. It is useful to those who study physiotherapy. It is often recommended for podiatry, occupational health and safety, science, human movement studies and many applied science degrees. It is strongly recommended for students hoping to enter post‐graduate medical degrees.


STUDY OF RELIGION AUTHORITY SUBJECT “I look to Catholic schools in the Archdiocese to be places that strive for excellence in their teaching and learning processes and also places that:

introduce students to the Gospel teach the Catholic Tradition are places of justice and prayer challenge students to work to improve society through service and

action based upon the teachings of Jesus Christ”. Archbishop Rev J.A. Bathersby Archbishop of Brisbane (Nov 1996)

WHY STUDY THIS SUBJECT?

Study of Religion is offered as an alternative to those students who are studying an OP pathway and is taught using an educational model which recognises the diversity of beliefs and practices within society, whilst acknowledging the predominance of the Catholic Christian tradition within our own school community.

The Study of Religion course provides an intellectual basis for the adolescent search for meaning and nurtures faith through understanding.

WHAT IS STUDIED?

All units are organised around the core components of:

Australian religious perspectives World religions (a minimum of 4 of the following being studied over the course – Christianity,

Judaism, Islam, Buddhism, Hinduism The nature and significance of religion

In Year 11 students study the following semester units:

Ritual and Pilgrimage (Christianity and Hinduism) Religion, Values and Ethics (Christianity and Islam)

In Year 12 students study the following semester units:

Sacred Texts (Christianity and Judaism) Ultimate Questions (Christianity and Buddhism)

HOW IS IT STUDIED?

Class activities in the Study of Religion may include:

asking and responding to questions reading religious literature eg sacred scriptures undertaking library research and individual study analysing printed texts and graphic material viewing DVDs, youtube clips, films etc skimming, note‐taking and summarising responding to posters, cartoons, pictures, photographs conducting interviews, constructing surveys etc visiting religious places, communities or groups. observing and/or participating in religious rituals, ceremonies etc


giving expression to ideas through creative work such as story, poetry, drama, mime, dance, art, role‐plays etc.

discussing information and views with others


Assessment in Study of Religion is designed to enable students to demonstrate a broad range of skills, all of which have application in the adult world.

Criteria by which students are assessed include the following:

1 Knowledge and understanding 2 Evaluative Processes 3 Research and Communication Skills

Students complete five pieces of assessment across each year. The types of assessment include:

essay writing research assignments ethnographic investigations responses to stimulus materials multi modal presentations objective, short‐answer exercises

WHAT HAS THIS COURSE OF STUDY TO OFFER YOUR DAUGHTER?

Australia today is a pluralistic society in which a variety of religious traditions exist side by side. There is a need for all to have an awareness of the beliefs of others as well as one’s own. The study of a range of religions and the understanding of alternative ways of viewing reality can make a valuable contribution to cross‐cultural and interfaith harmony and mutual enrichment. It can also be very valuable in leading students to reflect back on their own religious traditions, in most cases, Christianity and to deepen their understanding of their own traditions.

Studies in numerous tertiary courses are greatly aided by a knowledge of religion and the skills developed through this course of study e.g.

anthropology architecture art commerce and economics education law medicine nursing foreign affairs/diplomatic work international affairs

This course gives students studying a largely Science/Maths course opportunities to develop research skills in contexts they may not otherwise encounter and these skills can be very helpful in future tertiary study.

Writing skills required by Study of Religion can be very helpful in preparation for the QCS Writing Task.

Over 86% of our students use Study of Religion in the calculation of their OPS.

A High Sound in Year 10 English is recommended for students wishing to study this subject.


VISUAL ART AUTHORITY SUBJECT

The Senior Visual Art course is an exciting new programme where each unit is based on a profound central concept. Also, task workloads and assessment have been reviewed and as a result have been reduced to be in line with other subjects. The Visual Art course at San Sisto College comprises six units, three in Year 11 and three in Year 12.

Year 11 concepts studied:

Polarity; Influence; Journey; Extension – student determined Year 12 concepts studied: Layers; Remnants; Extension

Each concept underpins the relevant unit with the exception of the final extension which builds on earlier concepts. These concepts are central to the units of study where the student explores the concept in every aspect of the unit undertaken. See the course overview on the following page. Each concept is developed in terms of the concept, focus, context and media.

WHY STUDY VISUAL ART?

Our everyday lives are very much influenced by the visual world in which we live. Art has existed since the very beginning of civilisation and predates language in the written form.

Art and design provide a most important means by which children, women and men express themselves and communicate with one another.

Art and Design play an important role in media and in the shaping of our physical environment. It is true to say that the fields of computer graphics, architecture, town planning, industrial design, graphic design, interior design, fashion design, film and television have a profound effect on our everyday lives. As well, there are many, many more art related career paths. (See the art related employment opportunities on the last page.)

An understanding of Art and Design helps us to understand the world in which we live.

HOW IS VISUAL ART STUDIED?

Students are given a task and they are asked to complete this task by Researching ideas, Developing ideas, Resolving ideas and Reflecting.

The tasks are each clearly set out on printed task sheets and visual stimulus is given to clarify the task set.

Two‐thirds of these tasks are Making Tasks (Practical Work) and one‐third of these tasks are Appraising Tasks (Theory Work).

The visual diary and folio construction throughout tasks assist girls in full exploring the arts through theoretical and creating processes.


WHAT IS REQUIRED TO STUDY VISUAL ART?

Commitment. Art is not a soft option. Having a passion and love of the arts, and a willingness to express your individuality and

creativity. Being self‐motivated, resourceful and well organised with all materials, equipment, and set

tasks. Having self‐discipline and a maturity to work in an informal class environment. Being aware of the environment in which you live, and responding to it visually. A willingness to analyse your own work and that of others. A willingness to present your work with care and application and record all work

photographically in art diary. Year 9/10 Art is highly recommended.


Students are assessed according to their demonstration of Researching, Developing, Resolving and Reflecting the art tasks set, using three criteria in total: Visual Literacy, Application and Appraising. All tasks are teacher assessed, and students also assess their own work using the same criteria.

Making tasks (Practical Work) are assessed in the two criteria of Visual Literacy and Application. Written Appraising tasks (theory assignments and exams) are assessed in one criteria of

Appraising. Year 11 Assessment is entirely formative (All foundation work does not count towards exit levels

at the end of Year 12) Time allocation: 60% class and 40% home. Year 12 Assessment is all summative (counts towards exit levels) All assessment is expected to be handed in complete and on time.

WHERE MIGHT VISUAL ART LEAD?

Studying Visual Art prepares students for tertiary education, for employment and for life. Suggested design and art related work and employment areas are:

allied health, psychology, social work, art therapy, counselling, computer graphics, web design, architect, town planner, landscape designer, industrial designer, advertising, graphic designer, interior designer, fashion designer, areas of film, areas of television, photographer, cartoonist, art teacher (primary, secondary, tertiary), art critic, art gallery officer, art gallery director, book illustrator, textile designer, window set designer, set and stage designer, jeweller, hairdresser, make‐up artist, sign writer, stone mason, picture framer, potter, sculptor, painter, printmaker and many, many more.

The subject of Visual Art is very relevant because our world focuses increasingly on the visual. An understanding of art helps us to access career paths, and understand the world in which we live. It also develops creativity, which is our greatest resource.

See Visual Art Minimum Standards and Student Profile on following pages.


VOCATIONAL EDUCATION SUBJECTS

AUTHORITY‐REGISTERED SUBJECTS

Media Arts in Practice English Communication

Hospitality Prevocational Mathematics

Religion and Ethics Visual Arts in Practice Drama in Practice

Fashion

CERTIFICATE VET SUBJECTS

Certificate III in Health Service Assistance Certificate III in Business

Certificate III in Early Childhood Education and Care Certificate II in Skills for Work and Vocational Pathways

Certificate IV in Educational Support Certificate III in Sport and Recreation


VOCATIONAL EDUCATION PROGRAM

At San Sisto College, we have an integrated studies program which incorporates Authority (OP) subjects, Vocational Education Certificate subjects, Authority‐Registered (Subject Area Syllabus ‐SAS) subjects, TAFE and external study, traineeships and apprenticeships. Students have many options when it comes to choosing the pathway that best suits them. San Sisto College is a Registered Training Organisation (RTO No. 30489).

WHY STUDY A VOCATIONAL EDUCATION SUBJECT?

Vocational Education and Training (VET) helps Year 11 and Year 12 students in their transition from school to work. It is also an alternative pathway to university entrance. It contributes to young people’s chances of obtaining employment upon leaving school and offers other benefits. Recognised vocational education and training allows students to reinforce and consolidate general learning in more applied contexts. In this way, our vocational education and training program at San Sisto College caters for a broader range of students’ learning styles.

VET potentially opens up a range of post‐school further education, training and employment possibilities. Many students are able to link their study in vocational education subjects with a school based traineeship/apprenticeship whilst completing Years 11 and 12. Students may also be eligible to enrol in the TAFE at School Program run by TAFE Queensland Brisbane where students can study a Certificate qualification on campus at TAFE one day a week.

SUBECTS (These courses vary from year to year and students enrol on an individual basis)

All students at San Sisto College must include the following three subjects in their curriculum.

An English subject A Mathematics subject A Religion subject

Students can choose the remainder of their subjects from the full list of Authority, Authority –Registered (SAS) or Vocational Education Certificates. San Sisto College operates within the Australian Quality Training Framework, in the offering of its VET qualifications.

The Nationally Recognised Certificate subjects are: Certificate III in Health Service Assistance (incorporating Cert II in Health Support Services) Certificate III in Business Certificate III in Early Childhood Education and Care Certificate II in Skills for Work and Vocational Pathways Certificate IV in Educational Support Certificate II in Sport and Recreation The Authority Registered subjects are: English Communication Hospitality Media Arts in Practice Prevocational Mathematics Religion and Ethics Visual Arts in Practice Drama in Practice Fashion


WORK PLACEMENT/WORK EXPERIENCE

Under the VET program students completing a Certificate course will undertake work placement, which complements their vocational studies and future career path. Work placement opportunities occur for one week per term in Year 11 and one week for the first three terms in Year 12 during the exam block week. The fee for work placement is $35 per placement which will be included in the school fees. An outline of how many times students need to attend placement for each Certificate course is included in the individual course information following. Students are required to locate their own work placements. Once the student has found the work place, the school will organise the insurance paperwork.

All students studying a Rank pathway (non‐OP) will have the option of undertaking work experience during the senior exam block week each term. The fee for work experience is $35 per placement which will be included in the school fees.

TERTIARY RANK

What is a rank? A rank, like an OP, is a measure that places students in order of merit for entry to tertiary courses. The difference is the scale used. Where OPs are based on a scale from 1 (highest) to 25 (lowest), ranks are based on a scale from 99 (highest) to 1 (lowest).

Ranks for OP ineligible students are calculated from specially formulated tables, known as schedules that take into account students results reported on the Queensland Certificate of Education (QCE) and QCS test. Like OPs, the schedules provide ranks that are based on the best possible information about how well a student did against all other OP and OP ineligible students. To determine a rank, QTAC uses the achievement levels reported on the QCE for Authority subjects, Authority‐registered subjects and approved Vocational Educational and Training (VET) courses only.

Students need to have a Tertiary Entrance Rank to be accepted into most TAFE courses at Diploma level and above. For some of the TAFE courses, there are also course prerequisites that students must meet.

Students who complete a Certificate III qualification while at school are automatically awarded a rank of 68, which is equivalent to an OP of approximately 15 (subject to change). Should a student study an OP pathway and complete a Certificate III qualification at school, they will be eligible for both an OP and a rank of 68 and will be awarded the highest level of achievement of the two.

RECOGNITION OF PRIOR LEARNING

RPL recognises your current skills and knowledge obtained through other subjects; previous training; things you have learned outside school; work experiences or your part time job. If you can show that you have the skills described in the units of competency of any Certificate course through activities undertaken at work, home or elsewhere, you may not have to do those parts again or you could finish your course earlier. With the assistance of your teacher in this subject you can apply for recognition of your prior learning.

‘Recognition of Prior Learning’ application forms and checklists, are given to every student who studies a VET subject at an induction session conducted at the beginning of each school year. Students may be asked to attend a meeting to discuss the details of their application. If a student thinks they may be eligible for RPL they can apply at any time during the course and have their current skills recognised.


POST SCHOOL PATHWAYS

For students who do not wish to go to University immediately upon leaving Year 12, VET courses can provide a wide range of attractive options.

Entry‐level employment. You may enrol in a Cert IV or Diploma course at TAFE which leads to further employment

opportunities or an increased rank used to apply for University. You may enrol in a Dual Award course at TAFE which transitions you from a Diploma to a

University Degree after 6 months to 1 year (depending on the course). You may consider furthering traineeship opportunities by converting your existing traineeship

into an apprenticeship or full time employment.

RECOGNITION GIVEN TO STUDENTS AT THE END OF YEAR 12

At the end of Year 12, the aim is for all students at San Sisto College to receive a Queensland Certificate of Education (QCE). Students are required to gain at least 20 QCE credit points to receive this certificate. The QCE which will show:

The student’s results in the Authority subjects and Authority‐registered subjects undertaken (results will range from Very High Achievement to Very Low Achievement)

A list of all modules or competencies achieved within the vocational and education and training certificates as recognised within the Australian Qualifications Framework. Student achievement will only be reported if the student has successfully completed them. Modules are based on industry‐endorsed competency standards. For these modules, the Queensland Certificate of Education records the following information: The unit of competency recognised within the industry standards The title of the industry standards, eg Business (Procedures)

Completion of certain sets of modules or competencies may qualify the student for a Certificate Qualification. If so any such qualification will be shown on the Queensland Certificate of Education.

OTHER NOTES

By enrolling in a Certificate subject, students will be given the opportunity to complete the course. Due to some circumstances ie enrolling late into the course, not completing course requirements etc, students are not guaranteed the completed qualification but may receive a Statement of Attainment for the units of competency they have completed. Gaining a Certificate Qualification will also not guarantee employment in the industry.


MEDIA ARTS IN PRACTICE AUTHORITY‐REGISTERED SUBJECT

Media Arts in Practice is a course of study that allows students to combine a passion for creating art works, while using technology (both hardware and software). There is the opportunity for students to develop a knowledge of the history of artistic methods and pieces, and how art can be used to influence, entertain, and educate an audience, then align this knowledge with developing skills using modern tools, in order to create their own pieces of art.

WHY STUDY MEDIA ARTS IN PRACTICE? Through the study of Media Arts in Practice, students can create and share media artworks that combine moving or still images, with text or sound, to create meaning and express insight. Media artworks are created in response to individual, group, or community needs and issues, in contexts, for a variety of purposes. Through media art making processes and works, students will develop self‐knowledge through self‐expression, provide commentary or critique, explore social, community and/or cultural identity, and develop aesthetic skills and appreciations. This course allows students to approach artistic pursuits, both in preparation for possible future employment/study options, and for their own benefit/enjoyment.

WHAT IS STUDIED IN MEDIA ARTS IN PRACTICE? Areas of study: Students are given the opportunity to focus their knowledge and skill development from the following electives of study:

graphic design (which could include processed such as logo design and marketing);

illustration & education/entertainment (through the development of products such as

typography and swatches to be displayed via printed and digital means);

moving image development (for example, through animation and/or film); and

still image development (by participating in processes such as photography and image

editing).

These areas of study are covered via a thematic approach, during which all three core topics (see below) must be addressed and assessed.

HOW IS MEDIA ARTS IN PRACTICE STUDIED? Students in Media Arts in Practice will develop knowledge, understanding and skills from three core topics: Media Technologies, Media Communications, and Media in Society. These three core topics will be embedded in, and explored through electives (areas of study) that provide the flexibility to accommodate emerging and new technologies and the diverse interests and abilities of the students who study it. Core topics:

1. Media Technologies – this involves students becoming familiar with hardware, software, and

techniques that are used by artists in the creation of media artworks.

2. Media Communications – involves students creating written, visual, and interactive texts, to

express meaning, and to appreciate how media communications connect ideas and

purposes with audiences. They will develop their knowledge of design elements and

principles, and use these to both develop their own works, and evaluate that of others.


3. Media in Society – will allow students the opportunity to develop an understanding and

appreciation of how media reflects and shapes society’s values, attitudes, and beliefs.

Students will learn to be ethical and responsible users and advocates of digital and emerging

technologies, and become aware of the social, environmental, and legal impacts of their

actions and practices.

HOW ARE STUDENTS ASSESSED? Assessment techniques may include the following:

the design and development of a product;

the completion of a project, in which they respond to a task/situation/scenario;

responding to an item(s) of stimulus; and

investigation

When completing their assessment items, students may be required to provide evidence in the following formats (examples of each format are given):

written/text – such as creating a design brief, writing a review;

graphic – through the creation of a journal, creating a montage;

spoken – delivering an oral presentation, recording a podcast;

multimodal form – developing a webinar or animation; as well as

producing a product

ASSESSMENT CRITERIA Students will be assessed across 3 dimensions: Knowing and Understanding, Applying and Analysing, and Creating and Evaluating. By the completion of the course students should be able to, amongst other things:

identify and explain media arts making processes,

demonstrate practical skills, techniques, and technologies required for media arts,

organise and apply media arts making processes, concepts, and ideas, to achieve solutions

and convey meaning for particular purposes, and

evaluate media arts making processes, concepts, and ideas, and media artworks.

WHERE MIGHT MEDIA ARTS IN PRACTICE LEAD? A course of study in Media Arts in Practice can establish a basis for further education and employment in the fields of advertising and marketing, publishing, web design, television and filmmaking, animation and gaming, photography, curating, 3‐D and mobile application design, concept art and digital illustration, as well as establishing a basis for self‐employment and self‐driven career opportunities.


ENGLISH COMMUNICATION AUTHORITY‐REGISTERED SUBJECT

WHY STUDY ENGLISH COMMUNICATION?

Whatever pathway your career takes, there are very few positions that do not require communication with others. As well as that, we need to be able to communicate with and understand others to be able to actively and successfully live within our community and the modern world.

Whilst Senior English is more focussed on analysis and representations within literary texts, English Communication is, as its name suggests, focussed on successfully communicating with and understanding others within the contexts of work, community and leisure.

HOW IS ENGLISH COMMUNICATION STUDIED?

The focus of English Communication is on the use of language to successfully communicate with and understand others throughout the many areas of our lives.

Students will be involved in a broad range of activities that represent the many ways that we communicate with others in our modern world. Examples are:

Reading, comprehending, and analysing a broad range of written texts including textbooks, magazines, newspapers, websites, forms and blogs.

Viewing, interpreting and analysing visual texts including illustrations, photographs, advertisements, TV shows, movies and internet based media.

Developing skills to structure and present a range of texts in a number of formats.

Gaining knowledge and insight from guest speakers.

Forming informed opinions based on analysis and understanding whilst developing skills to justify those opinions.

Exploring a range of different industries and the texts, language and communication skills involved with each.

Sharing information and ideas, and developing public speaking skills through in‐class discussions and presentations.

Understanding language choices made in different areas of life and how to greater develop our own language choices.

Using creativity to produce visual texts to compliment written work

Improving research and information technology skills.


Assessment is based on the principle of continuity. This means students are given assessment tasks at suitable intervals to be able to show their skills and understanding of texts and topics studied. Teachers use the stated criteria for each task, as well as observation, student/teacher conferencing and focused analysis to measure student achievement. Achievement levels are updated throughout the two‐year course.

Students are also asked to take part in self‐ and peer‐assessment so that they can develop expertise in assessing their own and others’ achievements.

An exit level of achievement is awarded on completion of the two year English Communication course. Students will be judged on their knowledge of Contextual Factors, Textual Features and Understanding of Texts.


WHERE WILL ENGLISH COMMUNICATION LEAD?

The communication skills that students gain through studying English Communication will lead them towards becoming successful communicators within all areas of their lives. They will benefit from skills to better understand the world around them and act as informed citizens of our modern society. Those who successfully complete modules may also gain advanced standing/credit transfer into a range of courses or qualifications offered by other registered training organisations, such as TAFE Queensland.


HOSPITALITY (Food and Beverage) AUTHORITY‐REGISTERED SUBJECT

The hospitality industry has become increasingly important economically in Australian society and is one of the largest employers in the country. It specialises in delivering products and services to customers, and it consists of different sectors, including food and beverage, accommodation and clubs and gaming. Hospitality offers a range of exciting and challenging long‐term career opportunities across a range of businesses. The industry is dynamic and uses skills that are transferrable across sectors and geographic borders.

Hospitality (Food and beverage) provides students with opportunities to foster and develop personal attributes that contribute to overall employability, including the abilities to communicate, connect and work with others, to plan, organise, and solve problems, and navigate the world of work through an industry lens. The subject enables students to develop knowledge, understanding and skills of the hospitality industry and to consider a diverse range of post school options.

The subject enables students to develop skills in food and/or beverage production and food and beverage service. They work as individuals and as part of teams to plan and implement events in a hospitality context. In each year of the course students plan and implement at least one actual event in a hospitality context. Events provide opportunities for students to participate in and produce food and/or beverage products and perform service for customers, in real‐world hospitality contexts. As well students examine and evaluate industry practices from the food and beverage sector.

A course of study in Hospitality (Food and beverage) can establish a basis for further education and employment in hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation.

AIMS

A program of study derived from this study area specification assists students to develop:

the knowledge and skills essential for effective participation in the workforce in general and the hospitality industry in particular

a responsible attitude toward the safety, health and wellbeing of self and others in work‐related situations

the ability to communicate effectively using hospitality related language accurately and appropriately in both written and oral formats

the skills associated with team work, cooperative planning, problem solving and decision making

empathy with and understanding of cultural and social justice diversity as related to the hospitality industry

an awareness of ethical and responsible attitudes and practices in the work environment regarding social, environmental and fiscal applications.

manipulative skills to use materials, equipment and processes to produce products and services.

At the conclusion of the program of study, students should have an appreciation of:

the need to communicate with colleagues and customers observing cultural sensitivities the importance of working cooperatively with colleagues and in teams the importance of personal grooming, hygiene and ethical behaviour the need for a responsible attitude towards the safety, health and wellbeing of self and others

in the work environment the importance of efficiency and cost effectiveness in hospitality contexts


the importance and necessity of social, environmental and ethical responsibilities of sectors of the hospitality industry.

Students should be provided with the opportunities to acquire the skills and knowledge to work in various hospitality situations. Students working in different hospitality contexts where a variety of food and beverages are served should gain the skills to enable the style of service to flow smoothly and within the required time frame, and to an industry‐standard.

There are five factors that underpin subject area syllabuses and that are essential for defining the distinctive nature of Authority‐registered subjects: applied learning; community connections; Core Skills for Work (CSfW); and literacy and numeracy knowledge and skills. These factors, which overlap and interact, are derived from current education, industry and community expectations, and inform and shape Hospitality (Food and beverage).

The proposed study plan is outlined below:

Semester 1: The Green Beans (Elective: Beverage Operations and Service)

Students will participate in a range activities to introduce them to the Hospitality Industry, and industry expectations regarding: safety; hygiene; beverage production; customer expectations; and principles of sustainability. This will be presented in the context of coffee‐carts utilizing the new facilities at the college. Students will take on weekly beverage stall promotion, production and sales of a variety of hot and cold beverages. This unit will help to under‐pin the beverage component of the remainder of the course of study. Students will also be given the opportunity to achieve their RSA certificate in this semester.

Semester 2: Hospitality – Industry trends – Casual Dining (Elective: Kitchen Operations)

The trends in modern hospitality have moved away from formal events to casual dining. This is a foundation unit to develop the skills of food production in a hospitality context culminating in a casual dining event. Students will develop food production and presentation skills that respond to current trends. Students will participate in a tender experience where they will develop and refine several menu items suitable to tender for a casual dining event.

Semester 3: Hospitality – Responding to Cultures (Electives: Kitchen Operations; Beverage Operations and Service; and Food and Beverage Service)

The focus of this semester is on developing knowledge, understanding and skills in communication, including respect, sensitivity and cross‐cultural understandings, required when working with customers and colleagues in the hospitality industry. Students will explore catering for the diverse nature of the hospitality industry in Australia. This unit is of particular significance to the San Sisto College community as the students prepare food and beverages which reflect fusion of traditional and modern cultural expectations through the specific context of Italian cuisine.

Semester 4: Chocolate Bars Vs Chocolate Bars (Electives: Kitchen Operations; Beverage Operations and Service)

Modern hospitality trends call for specialist providers of service and products of all kinds, and chocolate is no exception. There is also an increasing market for specialist ‘themed’ events requiring highly‐detailed planning and creativity. In this final unit of the course of study, students will explore the evolving chocolate‐themed revolution in the industry, and plan and prepare for a culminating event that meets a customer event brief, and demonstrates the depth and breadth of student knowledge and skills refined throughout this course.


ASSESSMENT

The dimensions (criteria) in which a student will be judged on completion of the Hospitality (Food and beverage) course of study are:

Dimension 1: Knowing and Understanding Dimension 2: Examining and Applying Dimension 3: Planning and Evaluating.

The three dimensions contribute equally in determining a student’s exit level of achievement.

Students will be required to complete a number of projects (assessing all three dimensions), multi‐modal presentations, investigations and examinations across the four semesters of study.

It is important to note that whilst this is a practical subject, the course of study does not require actual events each semester. Students completing Hospitality (Food and beverage) will plan and evaluate a number of actual and simulated events across years 11 and 12. For actual events, attendance is compulsory and cannot be made up at a later date.

UNIFORM

Students will be required to wear their full chef uniform for each practical lesson, some demonstrations/activities as determined by the class teacher, and for events. These may be purchased from the uniform shop and must be available for the students to wear from early term 1. Sample sizes are held at the uniform shop should students wish to try them on. Details regarding these uniforms are available at the uniform shop, and will be given to all students in the first week of year 11. Students may purchase and wear clean, un‐marked and appropriately‐fitted second‐hand uniforms. These uniforms may be worn outside the College on traineeship days, however, the students must change into and out of the uniforms on their scheduled cookery day, and are not permitted to enter or leave the College in anything other than the approved San Sisto College uniform. The introduction of uniforms for this subject area has increased participation rates, as well as improved the professional appreciation the students both within, and outside of the subject area in the College.


PREVOCATIONAL MATHEMATICS AUTHORITY‐REGISTERED SUBJECT Numeracy is the ‘effective use of mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life’1. Queensland Studies Authority (Senior Syllabus 2004)

WHY STUDY PREVOCATIONAL MATHS?

Prevocational Mathematics provides opportunities for students to improve their numeracy by building their confidence and success in making mathematics meaningful, and to assist them in pursuing a range of vocational and personal goals. It aims to encourage students to overcome any past difficulties with, or negative attitudes towards, mathematics, so that they can use mathematics efficiently and critically to make informed decisions in their daily lives.

At San Sisto College, the course is flexibly designed to assist young women about to enter the workforce. Students learn that there is rarely one way of doing things and that workplace mathematics is often very different from school mathematics because of the particular requirements in different industries where mathematical skills are adapted to ensure efficiency.

We believe mathematics and numeracy skills are best developed through practising basic mathematics computations, and developing an understanding of the contexts within which the skills are applied. The contexts foster cooperation, and are supportive, enjoyable and non‐competitive to encourage students to develop positive attitudes towards the use of mathematics and to develop a sense of confidence as they achieve competencies in familiar situations.

HOW IS PREVOCATIONAL MATHEMATICS STUDIED?

Students are required to reinforce their numeracy skills through: participating in day to day activities that involve mathematical calculations viewing media to appreciate the importance of numeracy skills when making decisions

(especially financial ones) communicating with others using technical language presenting information in a variety of forms including statistical, tabular, written, oral, pictorial,

graphical using technology to support effective use of numeracy skills

Students study five topics (listed below) integrated into teaching and learning contexts which have relevance to them:

Mathematics for interpreting society: number (study area core) Mathematics for interpreting society: data Mathematics for personal organisation: location and time Mathematics for practical purposes: measurement Mathematics for personal organisation: finance

HOW IS PREVOCATIONAL MATHEMATICS ASSESSED?

Assessment in Prevocational Mathematics will be both informal and formal (open‐book). The assessment is designed to enable students to demonstrate achievement of the objectives of the subject: knowing, applying and explaining. Most assessment will occur during class time. A folio of formative activities will be assessed each term as well as a summative assessment piece in the form of an assignment task or open book exam.

Assessment tasks, written and non‐written, will assess the skills and knowledge of being numerate, such as interpreting claims about data, acting upon numerical information in technical documents


and forms, applying mathematical reasoning and solving realistic problems, communicating about mathematical issues and explaining one’s reasoning. Open‐ended tasks may have more than one reasonable solution and/or solution path.

Students will be assessed where possible in contexts that are real and meaningful to them because it is practical and realistically related to the world of work, personal organisation, and interpreting society.

Students will be encouraged to talk about what they are doing and the choices they are making. These explanations can be given:

informally through discussions with teachers and peers formally in presentations, demonstrations and folios of work

WHERE MIGHT PRE‐VOCATIONAL MATHEMATICS LEAD?

Pre‐vocational Mathematics is recommended for students wishing to enter the workforce, apprenticeships, traineeships, or further study immediately after Year 12


RELIGION AND ETHICS AUTHORITY‐REGISTERED SUBJECT “I look to Catholic schools in the Archdiocese to be places that strive for excellence in their teaching and learning processes and also places that:

introduce students to the Gospel teach the Catholic Tradition are places of justice and prayer challenge students to work to improve society through service and

action based upon the teachings of Jesus Christ”. Archbishop Rev J.A. Bathersby Archbishop of Brisbane (Nov 1996)

WHY STUDY RELIGION AND ETHICS?

Religion and Ethics is offered as an alternative to the Authority subject Study of Religion. This course of study seeks to:

provide students with an understanding and appreciation of the role of religion in human life. assist students to grow in their knowledge and understanding of Jesus and of God’s self‐

revelation through Jesus. use criteria from the Catholic tradition against which students are able to evaluate their own and

other people’s moral values and behaviour. assist students in their understanding of the different religious views that they are likely to

encounter in multi‐religious, multi‐cultural Australia.

WHAT IS STUDIED IN RELIGION AND ETHICS?

Topics studied in the Religion and Ethics course include the following:

The Australian Scene Sacred Stories Ethics and Morality Social Justice Spirituality and Ritual Heroes and Role Models Origins, Purpose and Destiny Life Choices

HOW IS RELIGION AND ETHICS STUDIED?

Class activities may include:

asking and responding to questions reading religious literature e.g. sacred scriptures library research and individual study analysing texts and audio‐visual material using prepared software skimming, note‐taking and summarising responding to posters, cartoons, pictures, photographs organising and conducting interviews and surveys visiting religious places, communities, groups observing and participating in religious rituals giving expression through creative work such as story, poetry, drama, mime, dance, art, role‐

plays etc. discussing and debating views


The study area core consists of three dimensions of religious experience. They are the personal, relational and spiritual dimensions. Students investigate these and relate them to their own life situations.


The types of assessment may include:

research assignments responses to stimulus exams e.g. film, scenarios, print material multimodal presentations, seminars, tutorials objective short‐answer exercises essay writing

The criteria by which students are assessed include the following:

1 Knowledge and Understanding 2 Applying and Examining 3 Producing and Evaluating

There are eight significant assessment items over the two years of the course.

WHAT HAS THIS COURSE OF STUDY TO OFFER YOUR DAUGHTER?

A knowledge and understanding of religion and particularly one’s own religion enriches life. It is also valuable in the present pluralistic society of Australia in which a variety of religious traditions exist side by side. There is a need for all to have an awareness of the beliefs of others as well as one’s own. The study of a range of religions and the understanding of alternative ways of viewing and expressing reality can make a valuable contribution to cross‐cultural and cross‐faith harmony and mutual enrichment.

The knowledge and skills learnt in Religion and Ethics would be an asset to students seeking employment in a wide range of fields such as education, the arts, tourism and hospitality, policing, law, journalism and nursing.


VISUAL ARTS IN PRACTICE AUTHORITY‐REGISTERED SUBJECT Currently, the Queensland Curriculum and Assessment Authority (QCAA) are in the process of finalising the syllabus document for this new subject. As a result, the information provided here is based on the draft syllabus information available to schools as at May 2015, and may be altered before the program of study is implemented within the college in 2016.

WHY STUDY VISUAL ARTS IN PRACTICE

Visual Arts in Practice is aimed at providing students with a broad range of artistic disciplines and experiences via set making tasks. They will develop an understanding of the design and creative thinking processes, the techniques and skills required to create artworks and gain knowledge when creating and presenting 2D and 3D work. Specific areas of specialisation available range from drawing, painting, printmaking, sculpture, wearable art and digital design. Students acquire relevant formal and technical training, whilst experience connections to professional practising artists, galleries and Arts networks across Brisbane. The course also encourages personal development and independent focus on learning through teacher guided assessment tasks.

WHAT IS STUDIED IN MEDIA ARTS IN PRACTICE?

Students may be given the opportunity to focus their knowledge and skill development from the following electives of study:

Year 11

Surface ‐ Photographic and Digital Imaging folio

Soul A ‐ Design and create an experimental folio of drawings and printmaking experiments

Soul B – Printmaking folio

Excess – Wearable Art folio

Year 12

Polarity – Drawing folio

Restraint A – Design and create an experimental folio of drawing and sculptural prototypes

Resistant B – Design, create and resolve an assemblage sculpture

Influence – Soft sculpture

All making tasks are accompanied by Visual Diary theory, development and research. Students also undertake mandatory Workplace, Health and Safety assessment.

HOW IS MEDIA ARTS IN PRACTICE STUDIED?

Students in Visual Arts in Practice will develop knowledge, understanding and skills from three core topics: Visual mediums, technologies and techniques, Visual Literacies and Artwork realisation. Together these three core topics are designed to encapsulate and develop an understanding of Visual Art and the role it plays in various cultures, and particularly how it can engage communities.


Core topics:

1. Visual mediums, technologies and techniques – involves students becoming aware mediums and materials used by an artist or designer to create an art work. Technologies and or techniques are the tools and methods that artists use to experiment with and manipulate the chosen medium/s. Industry connections highlights the diverse vocations and skills applicable to visual arts.

2. Visual literacies and contexts – involves students communicating meaning through visual forms. It involves reading images; perceiving images; thinking with images; recording images; communicating images; processing images; manipulating, classifying, recalling, selecting, arranging constructing images; whether they stem from contexts, personal ideas and thoughts, memories or insights. Contexts are frames of reference that inform the production of art works, allowing intended and suggested meaning to evolve.

3. Artwork realisation – This allows students the opportunity to realise or complete an art work, via various through a processes, stemming from the context and inquiry they have undertaken. Artwork realisation interacts with and depends upon the knowledge, understanding and skills developed through Core topics 1 and 2.


Assessment is based on the Submission of Evidence to demonstrate key concepts, media, contexts and focuses undertaken in each unit. Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

Practical demonstration of skills through the production of specific artworks in specific media.

Portfolio Submission (drawings, paintings, jewellery work etc)

Visual Diary Folio Verbal or written reports Review and evaluations of portfolios Direct observations throughout lessons One on one discussion with teacher

ASSESSMENT CRITERIA

Students will be assessed across 3 dimensions: Knowing and Understanding, Applying and Analysing, and Creating and Evaluating.

By the completion of the course students should be able to, amongst other things: ‐ Demonstrate practice skills, techniques and processes required for art making ‐ Identify and analyse visual art media ‐ Communicate meaning using key symbols and imagery in various artworks ‐ Evaluate and interpret art making processes and meaning

HOW WILL THIS CONTRIBUTE TO MY SENIOR CERTIFICATE?

Upon completion of the course, students will receive 4 points towards their Queensland Certificate of Education (QCE) listing the course results they have achieved. Results from this course are not included in the calculation of OPs and FPs.


WHERE MIGHT VISUAL ARTS IN PRACTICE LEAD?

This course is a pathway for graduates and could possibly lead into entry level Visual Arts programs or TAFE and Higher Education media programs and/or directly to employment. It is also designed to provide the skills, knowledge and opportunity to prepare a portfolio for further student or entry level positions in creative industries.

Studying Visual Art prepares students for tertiary education, for employment and for life. Suggested design and art related work and employment areas are:

art therapy computer graphics, web design architect, town planner, landscape designer, industrial designer advertising, graphic designer, interior designer, fashion designer areas of film, areas of television, photographer, cartoonist art teacher (primary, secondary, tertiary), art critic, art gallery officer, art gallery director, book

illustrator textile designer, window set designer, set and stage designer jeweller, make‐up artist, sign writer, stone mason, picture framer, potter, sculptor, painter,

printmaker and many, many more.


DRAMA IN PRACTICE AUTHORITY‐REGISTERED SUBJECT

WHY STUDY 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. “The Drama in Practice syllabus recognises that the needs and interests of students vary considerably. Through a broad range of electives, schools are given the flexibility to cater for students with interests in the design and technical production aspects of drama and theatre, as well as those with interests in performance.” (Syllabus)

Drama in Practice is an authority‐registered subject and so does not contribute to a

student’s OP

Drama in Practice operates as an alternative to Senior Drama, but students are still able

to take both

For many students who want to study areas of drama that are not offered in Senior

Drama, such as “behind the scenes” and technical elements, Drama in Practice gives

students that opportunity

There are many opportunities for students to undertake projects at school that could be

used in this course, such as school musical, Open Day, Music performance evenings, San

Sisto Day, lunchtime entertainment

It also gives students the opportunity to work with outside groups, as evident in the

electives below, such as local theatre companies, schools and community groups

The electives

Units of work will be determined by the following factors: o the interests of the student cohort o the expertise of teachers o the available facilities and resources.

Possible electives include:

o Elective 1: Acting (stage and screen) o Elective 2: Career pathways (including arts entrepreneurship) o Elective 3: Community theatre o Elective 4: Contemporary theatre o Elective 5: Directing o Elective 6: Playbuilding o Elective 7: Scriptwriting o Elective 8: Technical design and production o Elective 9: The theatre industry o Elective 10: Theatre through the ages o Elective 11: World theatre.


Assessment techniques:

1. Project

This technique assesses a response to a single task, situation and/or scenario in a unit of work that gives students authentic opportunities to demonstrate their learning. The student response will consist of a collection of at least two assessable components, demonstrated in different circumstances, places and times, and may be presented to different audiences, and through different modes. In Drama in Practice, one project must arise from community connections

2. Performance In Drama in Practice, this technique assesses the demonstration and interpretation of dramatic principles, practices, concepts and ideas through acting, directing a performance, designing lighting, sound or audio visual/multimedia, or conducting a drama workshop. In Drama in Practice, there must be at least one performance (acting) assessment separate to those included in projects.

3. Product This technique assesses the application of a range of creative, expressive, cognitive, technical and physical skills in the production of a design solution (set, lighting, sound and/or audio visual/multimedia and costume).

4. Extended response to stimulus This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials. In Drama in Practice students respond to dramatic works by applying dramatic skills, concepts and ideas, and interpreting, examining and evaluating dramatic ideas, principles and practices. In Drama in Practice, there must be at least one extended response to stimulus (live theatre).

5. Investigation This technique assesses investigative practices and the outcomes of applying these practices. Investigation includes locating and using information beyond students’ own knowledge and the data they have been given. In Drama in Practice, investigations involve research and follow an inquiry approach. Investigations provide opportunity for assessment to be authentic and set in lifelike contexts.


FASHION AUTHORITY‐REGISTERED SUBJECT

What is Fashion all about? Fashion is an integral part of everyday life, with individuals making choices about what clothing and accessories to wear. Your identity often shapes and is shaped by fashion choices. Fashion choice is determined through the integration of two or more of the following influences — culture, history, function (e.g. occasion, employment or recreation requirements), economic considerations, personal taste, peer group, availability and trends.

In Fashion three core topics are explored — ‘Fashion culture’, ‘Fashion technologies’ and ‘Fashion design’. Fashion culture explores fashion history, trends and fashion careers. Fashion technologies examine textiles and materials and the technical skills required for garment, accessory and adornment construction. Fashion design focuses on the design process and visual literacies.

What will you learn?

You will learn to appreciate the design aesthetics of others while developing your own personal style, aesthetic and collections. You will explore contemporary and historical fashion culture; learn to identify, understand and interpret fashion trends; and examine how the needs of different markets are met.

Across the two‐year course you will explore the following fashion contexts:

∙ Adornment (embellishment and fashion accessories)

∙ Fashion designers

∙ Fashion in history

∙ Sustainable clothing

∙ Theatrical design

∙ Merchandising.

Through a design process you will engage in design challenges, meet the needs of clients, and develop products to suit design opportunities. You will investigate fashion merchandising and marketing and the visual literacies of fashion. You will also become a discerning consumer of fashion, appraising and critiquing fashion trends and items including your own fashion products.


How will you learn? Fashion has a practical focus and you will learn through doing as you engage in a design process to plan, generate and produce fashion items. You will investigate textiles and materials and their characteristics and how these qualities impact on their end use. You will experiment with combining textiles and materials and how to make and justify aesthetic choices.

Why study Fashion? You will be challenged to use your imagination to create, innovate and express yourself and your ideas. You will undertake individual and group work, manage projects and work independently on some tasks.

What other subjects compliment / are complimented by Fashion? Here at San Sisto College the Humanities and Arts departments work very closely to ensure that the content and units of study are interlinked in a way that is entirely engaging to our students, and supports student learning in each other’s areas. Students considering Visual Art, Arts in Practice and Home Economics should consider Fashion as another elective as it provides an excellent opportunity for students to engage with the underpinning principles of each of these subject areas. The Fashion course builds upon knowledge and skills developed in Years 9 and 10 in Home Economics and Art, however these are not necessarily pre‐requisites for enrolling in Fashion.

How will you be assessed? Assessment in Fashion gives you opportunities to demonstrate your knowledge, understanding and skills in fashion culture, technologies and design. In Fashion, assessment instruments include projects, investigations, extended responses to stimulus, and products (fashion solutions and items). In each year of the course, you will make fashion items and develop visual and/or design folios.

In Year 12, you will be expected to complete three to four assessments including at least one response that demonstrates the stages of a design process and two fashion projects with a product component (i.e. fashion item/s).

How can parents/carers help? Your parents/carers may help you by: ∙ discussing different views about Fashion with you ∙ encouraging and helping you to find suitable websites, documentaries, journals and other resources

∙ encouraging you to take part in school‐based activities, including field trips, and extracurricular activities

∙ offering their services as guest speakers if they are involved in this area of study or related industry

∙ encouraging safe and ethical behaviour

∙ contacting your school to establish communication with your teachers to help understand the work undertaken at senior level, and to become familiar with assessment requirements.

Where can Fashion take you? This subject contributes four credits towards the Queensland Certificate of Education (QCE) if you receive a Sound Achievement or higher. 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.

Many fashion‐related courses are offered at Bachelor, Diploma and Certificate level in Brisbane and around Australia in most tertiary institutions.


CERTIFICATE III in HEALTH SERVICES ASSISTANCE (including Cert II Health Support Services) VET CERTIFICATE COURSE WHY STUDY HEALTH SERVICES ASSISTANCE?

Health is an industry that has a high demand for qualified staff. Students who successfully complete this course will be exiting Year 12 as a fully qualified Assistant Nurse (AIN) and will be job ready. The HLT33115 course is delivered at San Sisto College in partnership with an external Registered Training Organisation (RTO) TAFE Queensland Brisbane with lesson content and assessment delivered by a San Sisto Health Teacher at school.

TAFE Queensland Brisbane Website: www.tafebrisbane.edu.au

RTO No. 0275 Phone: (07) 3215 1657

Benefits to students who undertake this course are listed below:

Students who successfully complete the two year course will exit with both the Cert II in Health Support Services (HLT21212) and the Cert III in Health Services Assistance (HLT33115)

Certificate III qualification carries the equivalent field ranking to OP of approximately 15 (subject to variation)

A Certificate III qualification has been allotted 8 credit points towards a students’ Queensland Certificate of Education. Certificate II qualification has been allotted 4 credit points. Therefore, students who complete this course will be awarded 12 QCE credit points. Results from this Certificate are not included in the calculation of OP.

Lower fees compared to studying the course after Year 12. The RTO’s fees are $500 over two years compared to $3475 if studying full time after Year 12. TAFE Queensland Brisbane does not refund fees paid by students due to heavy discount.

A first aid course (HLTAID003), compulsory for full completion of the course, will be offered to the students to attend during school at a discounted rate. The fee for the first aid course is variable and is not included in the subject levy but will be charged to school fees once the course has taken place.

Completion of this certificate will give credit towards a number of courses including the Diploma of Nursing, Diploma of Paramedical Science (Anaesthesia), Certificate IV in Allied Health Assistance and Certificate IV in Home and Community Care (Aged Care).

Health industry needs qualified people so students are more likely to get a job with this qualification.

Can be used as a pathway to other careers. Students can be working as a qualified AIN in a hospital setting while continuing their studies at University or TAFE.

This qualification gives students a broad range of knowledge and skills in most areas of the health industry.

VOCATIONAL PLACEMENT

All students will also need to participate in at least 80 hours of vocational placement. This will be arranged as 1 week per term during exam block in the following format:

Year 11 – Term 2, Term 3, Term 4 Year 12 – Term 2, Term 3

Students will be required to attend school on the days they have exams, but will otherwise be at vocational placement. Industries in which Vocational Placement may take place are: aged care facilities, special schools, hospitals etc.


REQUIRED SKILLS AND STUDENT SELECTION

This qualification requires a sound level of reading and writing skills. Students will have their Language, Literacy and Numeracy skills evaluated at the commencement of this course so course material can be modified if necessary.


Assessment will take the form of:

Objective and short‐response questions

Online quizzes

Practical demonstrations

Role play

Workplace and teacher observation

All theory components of the course will be available and assessed through the TAFE CONNECT online learning program. Students will have their own online learning account on CONNECT where they will have access to learning materials and submit their assessments. Students will be instructed on how to use CONNECT early in the course.

Every fortnight during the double lesson, students will attend practical lessons at Alexandra Hills TAFE campus in the simulated hospital ward. Students will be transported to and from the TAFE campus and this will not impact on any other classes or subject areas.

CONTENT OF COURSE

16 Units (7 Core units plus 9 Elective units) – Elective units are subject to change

Unit Code Unit Title

CHCCOM005 Communicate and work in health or community services Core

CHCDIV001 Work with diverse people Core

HLTAAP001 Recognise healthy body systems Core

HLTINF001 Comply with infection prevention and control policies and procedures Core

HLTWHS001 Participate in workplace health and safety Core

BSBMED301 Interpret and apply medical terminology appropriately Core

BSBWOR301 Organise personal work priorities and development Core

CHCCCS002 Assist with movement Elective

CHCCCS020 Respond effectively to behaviours of concern Elective

CHCCCS026 Transport individuals Elective

CHCCCS010 Maintain a high standard of service Elective

CHCCCS012 Prepare and maintain beds Elective

CHCCCS015 Provide individualised support Elective

CHCAGE001 Facilitate the empowerment of older people Elective

CHCDIS007 Facilitate the empowerment of people with disability Elective

HLTAID003 Provide first aid Elective


WHERE MIGHT A HEALTH SERVICES ASSISTANCE QUALIFICATION LEAD?

This certificate will lead directly to employment. It can be full time or part time. Some of the occupational titles may include:

Assistant Nurse (AIN)

Wards person

Aged care support worker

Students will also gain knowledge, language, skills and experiences in the Health Industry which will put them in a better position to pursue a university qualification in Medicine, Nursing or other Health Science courses.

OTHER INFORMATION

Due to the large number of vocational placement hours required for this course, students are not able to study both Certificate III in Health Service Assistance and Certificate III in Early Childhood Education and Care. Further information regarding this qualification can be found at http://training.gov.au/Training/Details/HLT33115


CERTIFICATE III in BUSINESS VET CERTIFICATE COURSE WHY STUDY BUSINESS?

Business, as an area of study, helps to develop students’ understanding of the Australian business environment generally, and of local industries and the environments in which they operate in particular. It also provides students with a range of personal and interpersonal skills with a general application to personal and work life, as well as specific knowledge and skills related to employment with the business services industry.

Students at San Sisto College study the Certificate III in Business (BSB30115) through an external Registered Training Organisation (RTO) TAFE Queensland Brisbane, with lesson content and assessment delivered by a San Sisto Business Teacher at school.

TAFE Queensland Brisbane Website: www.tafebrisbane.edu.au

RTO No. 0275 Phone: (07) 3215 1657


This course gives students knowledge and understanding of the administrative requirements

of the business world and provides them with a range of skills – technical, personal and

interpersonal – necessary for efficient operation within an office environment.

A Certificate III qualification carries the rank of 68 which is equivalent to an OP of

approximately 15 (subject to variation).

be able to carry out a limited range of entry‐level employment tasks within a position such

as clerical assistant, as well as possess a range of skills, attitudes and knowledge that will

assist them in roles not specifically related to employment, for example, as a student and as

a citizen in general;

be eligible for appropriate credit into related courses, offered by other training providers, for

example, TAFE Queensland.

Lower fees compared to studying the course after Year 12. The RTO’s fees are $500 over two

years compared to $2252 if studying full time with TAFE Qld.

A Certificate III qualification has been allotted 8 credit points towards a students’

Queensland Certificate of Education. Results from this Certificate are not included in the

calculation of OP.


All students will also need to participate in at least 60 hours of vocational placement. This will be arranged as 1 week per term during exam block in the following format:

Year 11 – Term 4 Year 12 – Term 2 or Term 3

Students will be required to attend school on the days they have exams, but will otherwise be at vocational placement. Industries in which Vocational Placement may take place are any ‘office’ environments where they will be using and accessing office equipment eg computers, telephones, photocopiers etc



Assessment can take the form of: Objective and short‐response tests Folio and written work Reports Practical demonstrations Written assignments Group tasks

Workplace and teacher observation Integrated projects Recording of business procedures and

financial transactions Research and project work Roleplays

COURSE CONTENT

12 Units (1 Core unit plus 11 Elective units) – Elective units are subject to change


BSBWHS302 Apply knowledge of WHS legislation in the workplace Core

BSBITU303 Design and produce text documents Elective

BSBWOR301 Organise personal work priorities and development Elective

BSBITU202 Create and use spreadsheets Elective

BSBCUS301 Deliver and monitor a service to customers Elective

BSBCMM301 Process customer complaints Elective

BSBITU309 Produce desktop published documents Elective

BSBITU301 Create and use databases Elective

BSBWRT301 Write simple documents Elective

BSBDIV301 Work effectively with diversity Elective

BSBADM307 Organise schedules Elective

BSBITU302 Create electronic presentations Elective

BSBWHS302 Apply knowledge of WHS legislation in the workplace Elective

WHERE MIGHT BUSINESS LEAD?

Business will assist students who intend pursuing careers in middle management and include such positions

Administration Assistant Office Administrator Bank Officer Receptionist/Secretary Customer Service Advisor Data Entry Operator


Students who do not wish to enter employment within the business services industries have the opportunity to develop skills in and attitudes towards business and to be able to put them to use in a broader life role. Students who wish to study Business at University may be eligible for credit for some subjects.

OTHER INFORMATION

The units of competency that are studied in Business are from the Business Services Package. The Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework specific to the business services industry. Further information can be found at http://training.gov.au/Training/Details/BSB30112


CERTIFICATE III in EARLY CHILDHOOD EDUCATION and CARE VET CERTIFICATE COURSE WHY STUDY EARLY CHILDHOOD EDUCATION AND CARE?

In response to high demand for childcare workers, San Sisto College in conjunction with an external Registered Training Organisation (RTO), Cairns Training Academy, offers students an affordable and unique opportunity to study the Cert III in Early Childhood Education and Care (CHC30113) in a school setting. The course is delivered and assessed by teachers within the College.

Cairns Training Academy (CTA) Website: www.cta.qld.edu.au

RTO No. 30857 Phone: (07) 4054 5511

The benefits to the students are listed below:

Certificate III qualification carries the rank of 68 which is equivalent to an OP of approximately 15 (subject to variation)

A Certificate III qualification has been allotted 8 credit points towards a students’ Queensland Certificate of Education. Results from this Certificate are not included in the calculation of OP.

Allows students the opportunity to explore early childhood while opening the doors and giving direction in early childhood career pathways ie childcare or teaching

Qualifies students to work as an assistant in any childcare centre in Australia, or as a nanny.

Students undertake industry placements throughout the course. This allows them to sample the industry first hand, whilst giving them the opportunity to gain the knowledge and skills required at this level of competency.

Lower fees compared to studying the course after Year 12. The RTO’s fees are $500 over two years compared to $6000 if studying full time with TAFE Qld. CTA does not refund fees paid by students due to heavy discount.

A First Aid course including a unit on First Aid for Children (HLTAID004), which is compulsory for full completion of the course, will be offered to the students to attend during school at a discounted rate. The fee for the first aid course is variable and is not included in the subject levy but will be charged to school fees once the course has taken place.

Students are fully supported in seeking industry workplace experience, industry feedback and ‘on the job’ competency

Childcare is an industry reflecting current and future growth trends and professional career pathways


All students will also need to participate in at least 120 hours of vocational placement in Year 11 and at least 160 hours of vocational placement across the two year course. This will be arranged as 1 week per term during exam block in the following format:

Year 11 – Terms 1 ‐ 4 and the first week of December school holidays Year 12 – Terms 1 ‐ 3

Students will be required to attend school on the days they have exams, but will otherwise be at vocational placement. Vocational placement may only take place in registered childcare centres and cannot be undertaken in family day care or private care (nanny) environments. The students will attend the same childcare centre for all of their Year 11 vocational placements, and will change centres for the Year 12 placements.


REQUIRED SKILLS AND STUDENT SELECTION

This qualification requires a sound level of reading and writing skills. Students will have their Language, Literacy and Numeracy skills evaluated at the commencement of this course so course material can be modified if necessary.


Assessment will take the form of: Folio and written work Oral interview Practical demonstrations Group tasks Workplace and teacher observation Integrated projects Research and project work Role plays

CONTENT OF COURSE

[6 Clusters containing 18 units in total] Cluster 1 Legal

CHCCS400C Work within a legal and ethical framework CHCPRT001 Identify and respond to children and young people at risk Cluster 2 WHS

HLTWHS001 Participate in workplace health and safety

CHCORG303C Participate effectively in the work environment

HLTAID004 Provide an emergency first aid response in an education and care setting Cluster 3 Culture

HLTHIR404D Work effectively with Aboriginal and Torres strait Islander people

CHCECE001 Develop cultural competence

Cluster 4 Development 1

CHCECE006 Support behaviour of children and young people

CHCECE11 Provide experiences to support children’s play and learning

CHCECE12 Support children to connect with their world

CHCECE13 Use information about children to inform practice Cluster 5 Care

CHCECE002 Ensure the health and safety of children

CHCECE004 Promote and provide healthy food and drinks

CHCECE003 Provide care for children

CHCECE005 Provide care for babies and toddlers Cluster 6 Development 2

CHCECE007 Develop positive and respectful relationships with children

CHCECE10 Support the holistic development of children in early childhood

CHCECE009 Use an approved learning framework to guide practice


WHERE MIGHT EARLY CHILDHOOD EDUCATION AND CARE STUDIES LEAD?

This qualification will assist students who intend pursuing careers in early childhood education and include such positions as:

Assistant in all childcare centres Australia‐wide Prerequisite for Diploma of Children Services Group Leader/Director

OTHER INFORMATION

Students studying this course are required to purchase a vocational placement t‐shirt to wear whilst on placement. The cost of this shirt is not included in the subject levy but will be charged to school fees once they have been ordered.

Due to the large number of vocational placement hours required for this course, students are not able to study both Certificate III in Health Service Assistance and Certificate III in Early Childhood Education and Care. Further information regarding this qualification can be found at http://training.gov.au/Training/Details/CHC30113 .


CERTIFICATE II in SKILLS FOR WORK AND VOCATIONAL PATHWAYS VET CERTIFICATE COURSE WHY STUDY SKILLS FOR WORK?

This qualification is designed for students who require skills to prepare for workforce entry or vocational training pathways. It has a focus on the language, literacy and numeracy skills required to function effectively in a workplace including communication, problem solving, basic calculations, reading and writing workplace text, and computer literacy.

San Sisto College is a Registered Training Organisation (RTO No: 30489) and students study the Certificate II in Skills for Work and Vocational Pathways (FSK20113) as part of our Scope of Registration.


This course gives the students’ knowledge and skills required to carry out a limited range of

entry‐level employment tasks within a position such as a clerical assistant, as well as possess

a range of skills, attitudes and knowledge that will assist them in roles not specifically related

to employment, for example, as a student and as a citizen in general;

There are no RTO fees associated with this course and is levied as a regular school subject.

A Certificate II qualification has been allotted 4 credit points towards a students’


calculation of OP.

In order for students to receive a Queensland Certificate of Education (QCE), they must be

deemed as literate and numerate. The most common way of meeting this criteria is to

receive a pass (SA) standard for both an English and Mathematics subject at the

completion of Year 12. The Cert II Skills for Work and Vocational Pathways is another way

of meeting the literacy and numeracy criteria. Should a student not receive a pass (SA) for

both an English and Mathematics subject at the completion of Year 12, but has

successfully completed the Cert II Skills for Work and Vocational Pathways course, they

will be eligible to receive a QCE.


All students will also need to participate in at least 30 hours of vocational placement. This will be arranged as 1 week during exam block in any of the Terms in Year 11.

Students will be required to attend school on the days they have exams, but will otherwise be at vocational placement. Vocational Placement may take place in any appropriate industries and students will have an assessment log book to be completed while on placement.



Assessment can take the form of: Objective and short‐response tests Folio and written work Multiple choice comprehension tasks Workplace and teacher observation

COURSE CONTENT

14 Units (8 Core units plus 6 Elective units) – Elective units are subject to change


FSKDIG03 Use digital technology for routine workplace tasks Core

FSKLRG09 Use strategies to respond to routine workplace problems Core

FSKLRG11 Use routine strategies for work‐related learning Core

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

Core

FSKNUM15 Estimate, measure and calculate routine metric measurements for work

Core

FSKOCM07 Interact effectively with others at work Core

FSKRDG10 Read and respond to routine workplace information Core

FSKWTG09 Write routine workplace texts Core

BSBITU101A Operate a personal computer Elective

BSBITU201A Produce simple word processed documents Elective

FSKLRG06 Participate in work placement Elective

FSKOCM05 Use oral communication skills for effective workplace presentations Elective

FSKWTG01 Write personal details on basic workplace forms Elective

FSKNUM20 Use basic functions of a calculator Elective

OTHER INFORMATION

The units of competency that are studied in Skills for Work are from the Foundation Skills Training Package. The Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework. Further information can be found at http://training.gov.au/Training/Details/FSK20113


CERTIFICATE IV in EDUCATIONAL SUPPORT VET CERTIFICATE COURSE

WHY STUDY EDUCATIONAL SUPPORT?

This is a nationally recognised course that will create pathways to studying an education degree at university and, or qualify a student to work as a teacher aid in a school or kindergarten. Successful completion of the course will contribute to 8 credit points towards a Senior Certificate and a guaranteed minimum ATAR rank of 74. The course is offered in partnership with ADAPT EDUCATION (RTO: 32452). ADAPT EDUCATION provides course resources and issues the Certificate IV upon completion by the student. All training and assessment is conducted by San Sisto College.

Adapt Education Website: www.adapteducation.com.au

RTO No: 32452 Ph: 1300380335


The course consists of two key components – Theory and Practical

Theory: The theory component is completed through on‐line study. Each student will receive a

student portal that contains all course resources and assessments. While students will be allocated

time in their timetable to complete the course, study is self‐directed and not teacher led. Students

will have access to a teacher for assistance during their scheduled class time.

The following units are required to be completed as a part of the course:

COURSE CODE TITLE

CHCECE006 Support behaviour of children and young people

CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment

CHCEDS004 Contribute to organisation and management of classroom practice

CHCDIV001 Work with diverse people

CHCDIV002 Promote Aboriginal and/or Torres Strait islander cultural safety

CHCEDS032 Support learning and implementation of responsible behaviour

CHCDIS004 Communicate using augmentative and alternative communication strategies

CHCEDS006 Support the development of numeracy skills

CHCEDS021 Assist in facilitation of student learning

CHCEDS022 Work with students in need of additional support

CHCEDS024 Use educational strategies to support Aboriginal and/or Torres Strait islander education

CHCEDS025 Facilitate learning for students with disabilities

HLTWHS001 Participate in work health and safety

CHCEDS020 Support students’ literacy learning

CHCEDS031 Provide support to students with autism spectrum disorder

CHCPRT001 Identify and respond to children and young people at risk

HLTAID003 Provide first aid



Practical: Students will complete 160 hours of practical placement as a part of their study. The

school will arrange each student’s placement in a range of classes to ensure that experience is

gained with different age groups and contexts. A Blue Card for working with children must be

obtained prior to vocational placement.

REQUIRED SKILLS AND STUDENT SELECTION:

Students must achieve the following minimum results in Year 10 to be eligible for this program:

English : SA

Mathematics: SA

FEES:

The course fees quoted below are inclusive of mandatory course resources and also include a First

Aid Certificate. They will be added to school fees.

CHC40213 Certificate IV Education Support

Semester 1 $215 (non‐refundable)

Semester 2 $215

Semester 3 $215

Semester 4 $215


CERTIFICATE II in SPORT AND RECREATION VET CERTIFICATE COURSE

WHY STUDY SPORT AND RECREATION?

Sport and recreation are growth industries in Australian society. These forms of physical activity include social sport, fitness programs and outdoor pursuits. They are an intrinsic part of the Australian psyche and form a substantial part of leisure time.

This course focuses on the role that sport and recreation has in the life of individuals and communities. It provides students with the opportunities to learn in, through and about sport and recreation activities.

This course can make an important contribution to enhancing students’ opportunities regarding employment, enterprise, further study, leisure and lifelong learning. It provides a unique opportunity for students to experience the challenge and fun of active participation in physical activity while developing beneficial vocational and life skills. The skills developed may be oriented towards work, personal fitness, or general health and wellbeing. Students will be involved in learning experiences that allow them to develop their interpersonal abilities and encourage them to appreciate and value their involvement in sport and recreation activities, and to continue their active participation in personal and community activities in their adult life.

This qualification reflects the role of individuals who apply the skills and knowledge to work in the sport and recreation industry in a generalist capacity. Likely functions for someone with this qualification include providing support in the provision of sport and recreation programs, grounds and facilities maintenance, routine housekeeping, retail and customer service assistance, administrative assistance and café service in locations such as fitness centres, outdoor sporting grounds or complexes or aquatic centres.


Mentoring and guidance while assisting with the organisation of sporting carnivals and

competitions.

Opportunities for work placement with Ginger Sport which may lead to paid employment.

There are no RTO fees associated with this course and is levied as a regular school subject.

A Certificate II qualification has been allotted 4 credit points towards a students’


calculation of OP.


Assessment can take the form of: Objective and short‐response tests

Folio and written work

Multiple choice comprehension tasks

Simulated workplace and teacher observation

Multimodal presentations.


COURSE CONTENT

13 units must be completed: 8 core units

5 elective units, consisting of:

2 units from the list below

3 units from the list below, elsewhere in SIS Training Package, or any other current Training

Package or accredited course.

Elective units are yet to be confirmed.

Code Title Essential

BSBSUS201 Participate in environmentally sustainable work practices Elective

BSBWOR201 Manage personal stress in the workplace Elective

BSBWOR202 Organise and complete daily work activities Core

CHCCOM001 Provide first point of contact Elective

FSKDIG03 Use digital technology for routine workplace tasks Elective

FSKLRG09 Use strategies to respond to routine workplace problems Elective

FSKLRG11 Use routine strategies for work‐related learning Elective

HLTAID003 Provide first aid Core

HLTWHS001 Participate in workplace health and safety Core

ICTICT203 Operate application software packages Elective

SIRXMER201 Merchandise products Elective

SIRXSLS002A Advise on products and services Elective

SISCAQU002 Perform basic water rescues Elective

SISXCAI001 Provide equipment for activities Elective

SISXCAI002 Assist with activity sessions Core

SISXCCS001 Provide quality service Core

SISXEMR001 Respond to emergency situations Core

SISXFAC001 Maintain equipment for activities Elective

SISXFAC002 Maintain sport, fitness and recreation facilities Elective

SISXFIN002 Process financial transactions Elective

SISXIND001 Work effectively in sport, fitness and recreation environments Core

SISXIND002 Maintain sport, fitness and recreation industry knowledge Core

OTHER INFORMATION

The units of competency that are studied in Sport and Recreation are from the Foundation Skills Training Package. The Training Package is an integrated set of nationally endorsed competency standards, assessment guidelines and Australian Qualifications Framework. Further information can be found at http://training.gov.au/Training/Details/SIS20115

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