2019

Year 9 & 10 Curriculum

Our Year 9 & 10 school curriculum is focused on developing skills in preparation for the senior phase of learning.

The Year 9 students begin this journey by consolidating the Junior Secondary Phase and moving towards greater

opportunities and choice. To align more closely with the National Curriculum agenda, Year 9 students will study the

mandated subjects of Mathematics, English, Science, Humanities (History and Geography) and Physical Education,

and select from two elective lines.

The Year 10 students continue into the Senior Schooling Phase by selecting six subjects, aligning with the National

Curriculum agenda while preparing them for studies in Year 11 and 12 and life after school. Year 10 students will

study the mandated subjects of Mathematics, English, Science and Humanities (History and Geography) and select

from two elective lines, incorporating academic subjects or vocational education and training certificates.

Students study their subjects based on a line system, available from the Senior Campus Office.

A. YEAR 9 AND 10 CORE SUBJECTS

Mathematics

English

Science

Humanities

Health & Physical Education (Year 9 only)

B. YEAR 9 AND 10 ELECTIVES

Agricultural Science

Digital Technologies

Drama

Design

Food and Fashion

Media Arts

Physical Education

Visual Art

C. YEAR 10 SCHOOL BASED TRAINEESHIPS & APPRENTICESHIPS

Year 10 School based apprenticeships and traineeships

D. YEAR 9 & 10 SPECIAL EDUCATION PROGRAM

Year 9 & 10 Special Education Program

A.

Year 9 & 10 school subjects

MATHEMATICS AIMS:

The Foundation to Year 10 Australian Curriculum: Mathematics provides students with the skills to be confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations both at school and in their lives outside of school. The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. CONTENT:

How is the Australian Curriculum: Mathematics structured? The Foundation to Year 10 Australian Curriculum: Mathematics is organised around three content strands and four proficiency strands. The content strands are: • Number and algebra • Measurement and geometry • Statistics and probability The proficiency strands describe the actions in which students can engage when learning and using the content. The proficiencies are incorporated into the content descriptions of the three strands. While not all proficiency strands apply to every content description, they indicate the breadth of mathematical actions that teachers can emphasise. The proficiencies are: • Understanding • Fluency • Problem solving • Reasoning Content descriptions are grouped into sub-strands to illustrate the sequence of development of concepts through and across the year levels. The sub-strands contained in each strand are listed below.

Number and algebra Measurement and geometry Statistics and probability

Real numbers (7-10) Money and financial mathematics (1-10) Patterns and algebra (F-10) Linear and non-linear relationships (7-10)

Using units of measurement (F-10) Geometric reasoning (3-10) Pythagoras and trigonometry (9-10)

Chance (1-10) Data representation and interpretation (F-10)

PRE-REQUISITES:

Nil ASSESSMENT:

Students will be assessed in a variety of ways. As well as undertaking pen and paper tests, students may be required to design and construct models, use computer software or carry out investigations. COSTS:

Nil CAREERS:

Mathematics is a core life skill that is essential for students to become active and informed citizens.

ENGLISH AIMS:

English provides students with the skills to listen to, read, view, speak, write and create an increasingly sophisticated

range of texts. It aims to create confident communicators who appreciate and use the English language creatively and

critically in a range of contexts and for a range of purposes.

CONTENT:

How is the Australian Curriculum English structured?

English is organised in three interrelated strands:

• Language – which focuses on knowledge of the English language and how it works

• Literature – which focuses on understanding, appreciating, responding to, analysing and creating literature

• Literacy – which focuses on interpreting and creating a range of types of texts with accuracy, fluency and

purpose

WHAT WE CURRENTLY STUDY:

Year 9

Term Curriculum

1 Novel study

2 Narrative

3 Personal memoirs

4 Play – 12 Angry Men

Year 10

Term Curriculum

1 Modern poetry

2 Novel study

3 Intro to Shakespeare

4 Media in today’s

World

In Semester 2 , Year 10 students will select either English or English Communication based on whether they are

intending to peruse an OP or Non OP pathway.

ASSESSMENT:

Written and spoken tasks. Assessment tasks are completed under a range of conditions including open access and

controlled exam conditions.

CAREERS:

All students need excellent English skills to survive in the modern world.

SCIENCE AIMS:

The Foundation to Year 9/10 Australian Curriculum: Science is designed to develop students’ interest in science and an appreciation of how science provides a means of exploring and understanding the changing world in which they live. It provides an understanding of scientific inquiry methods, a foundation of knowledge across the disciplines of science; and develops an ability to communicate scientific understanding and use evidence to solve problems and make evidence-based decisions. CONTENT: YEAR 9 SCIENCE NATIONAL CURRICULUM OVERVIEW

Unit 1 Energy on the move In this unit students will examine ways in which energy can be transferred through different mediums using the particle model. They will be learning about electrical energy and heat energy and making informed decisions about the influence of science on agricultural practices. Unit 2 Making waves This unit will introduce students to wave-based models of energy transfer related to sound and light. They will investigate the motion of waves, will conduct investigations and will analyse experimental and second-hand data. Unit 3 It’s elementary In this unit students will explore the development of scientific ideas about atoms and their subatomic particles. The students will investigate the structure and uses of isotopes and consider the processes and products of radioactive decay. They will research the use of isotopes and critically evaluate the sources of their researched information. Unit 4 Changing Earth Students will explore the historical development of the theory of plate tectonics. They will learn how to compare the different types of tectonic-plate boundaries and research the impact of tectonic events such as earthquakes, tsunamis and volcanoes on humans. Unit 5 My life in balance In this unit, students identify the human body systems and the ways in which they work together in balance to support life. They will analyse and predict the effects of the environment on body systems and will research and analyse vaccinations. Unit 6 Responding to change In this unit students will engage in the exploration of concepts of change and sustainability within an ecosystem. They will investigate and reflect upon the state of Australian environments, locally and nationally. Unit 7 Chemical patterns In this unit students will engage in the exploration of chemical reactions and the application of these in living and non-living systems. They will examine energy transfer in reactions and participate in investigations that continue to develop their scientific inquiry skills. Unit 8 Heat and eat In this unit students will engage in the exploration of chemical reactions and their application in everyday life. They will investigate the application of the chemical concepts to methods used by Australian Indigenous peoples to detoxify food, food production and the use of acid/base indicators. CONTENT: YEAR 10 SCIENCE NATIONAL CURRICULUM OVERVIEW

Unit 1 Life blueprints In this unit students will explore genetics and heredity. They will investigate DNA and explore genetic diseases. They will track heritable conditions on pedigrees and debate the ethical issues surrounding genetic testing. They will analyse monohybrid multi-generation crosses and predict the genotypes and phenotypes of offspring. Unit 2 Life evolves This develops an understanding of biodiversity and the theory of evolution by natural selection. Students examine ethical issues associated with current and future applications of gene technology and understandings of inheritance. Unit 3 Chemistry isn’t magic In this unit students will identify patterns in atomic structure and properties and how these relate to the organisation of the Periodic Table. They use their understanding of electron arrangement to predict the formation of ions and the products of chemical reactions. Students will examine how scientific understanding of the atomic model is refined over time and the role of technology in advancing science understanding. Unit 4 Chemical reactions matter In this unit students will explore the factors that affect reaction rates. They will examine different types of reactions and consider the usefulness of the products. Students will consider how the development of useful products and chemical processes, particularly polymers, and pharmaceuticals have been driven by societal needs, and the impact this has

had on society and the environment. They will explore how knowledge has led to the development of new pharmaceuticals, and issues related to intellectual ownership of the knowledge of these products. Unit 5 Moving along In this unit, students explore the effect of forces on the motion of objects. They consider technologies that allow measurement of forces and motion. Students conduct a range of different investigation to collect quantitative data and apply the laws of physics including Newton’s Laws of Motion to predict and describe motion. Unit 6 Energy of motion In this unit students will investigate the impact of forces and energy on the motion of objects. Students will use the Laws of Motion and the Conservation of Energy to predict, describe and explain the consequences of the rapid changes in forces and energy acting during collisions. They will evaluate the effectiveness of the use of safety features to minimise their impact. Students will use their understandings to design a vehicle and investigate the effectiveness of the design in minimising the consequences of impacts. Unit 7 Global systems In this unit students will explore how the Earth’s four spheres make up the global systems. They will consider how matter cycles within and between these spheres are affected by human impacts, such as the carbon cycle and climate change. They will conduct investigations to quantify carbon emissions produced by traffic and potential carbon offsetting from trees. They will also consider whether ethical decision making in relation to the environment could improve the state of the planet. Unit 8 The Universe In this unit students explore features of the universe including galaxies, stars and their life cycles. They will consider different scientific theories for the origin and fate of the universe. Students will identify how new evidence led to acceptance by the scientific community of The Big Bang theory as the scientific explanation of the origin of the universe. They will research and evaluate different scientific theories for the fate of the universe in order to identify the currently accepted scientific theory and new discoveries which support it. They will see how secondary data is analysed to describe astronomical phenomena. Unit 9 and 10 Two elective units that examine the topics Sports Science and Forensic Science PREREQUISITES:

Nil ASSESSMENT:

Formal exams, assignments, practical reports, extended experimental investigations. COSTS:

Nil CAREERS:

Medical and dental, physiotherapy, veterinary science, engineering, pharmacy, geology, electrical, wildlife and natural resource management.

HUMANITIES

HISTORY

AIMS:

The Foundation to Year 10 Australian Curriculum: History develops students’ capacity and willingness to be active

and informed citizens, to understand the forces that shape societies, and to use transferable concepts and skills

associated with the process of historical inquiry.

GEOGRAPHY

AIMS:

The Foundation to Year 10 Australian Curriculum: Geography develops a sense of wonder, curiosity and respect

about places, people, cultures and environments throughout the world; a deep geographical knowledge of their own

locality, Australia, the Asia region and the world; the ability to think geographically, using geographical concepts; the

capacity to be competent, critical and creative users of geographical inquiry methods and skills; and informed,

responsible and active citizens who can contribute to the development of an environmentally and economically

sustainable, and socially just world.

CONTENT:

Semester One Semester Two

Year 9

Unit 1: Industrial Revolution

Unit 2 Making a Nation

Unit 3: World War 1

Unit 4: Biomes

Unit 5: Geographies of Interconnections

Year 1

0

Unit 1: World War 2

Unit 2: Cold War

Unit 3: Geographies of Human Wellbeing

Unit 4: Civics and Citizenship

Unit 5: Economics and Business

In Semester 2, Year 10 students will select either Humanities subjects based on whether they are intending to peruse

an OP or Non OP pathway.

ASSESSMENT:

These will include:

Written research tasks

Extended written response to evidence

Objective, short response and response to stimulus supervised tests.

CAREERS:

Humanities can lead to careers in secondary and tertiary teaching, archaeology, museum/curator, the diplomatic

service, librarianship and administrative careers in the public service. It is an excellent provider of general knowledge

with which to impress all potential employers.

HEALTH & PHYSICAL EDUCATION (Year 9 only)

AIMS:

To encourage students to become active members of society who are capable of managing the interactions between

themselves and their social, cultural and physical environments in the pursuit of good health.

The key learning area offers students opportunities to develop knowledge, processes, skills and attitudes necessary

for making informed decisions about:

promoting the health of individuals and communities

developing concepts and skills for physical activity

enhancing personal development.

Students are encouraged to act, individually or collectively, in culturally appropriate ways, to enhance health and

wellbeing and to promote structures in society which support their own and others’ health and wellbeing.

CONTENT: Theory and Practical

Health and wellness with a focus on mental health: Lifestyle physical activities such as yoga, lawn bowls, disc

golf

Relationships and sexuality: Cross country and invasion games

Drugs and alcohol: Striking games

Food for thought: Team sports such as Volleyball, Touch, AFL

PREREQUISITES:

A positive attitude towards physical exercise is essential. Students are required to participate to the best of their ability

in all practical areas.

ASSESSMENT:

Written work will take the form of exams and research tasks. Equal weighting is given to both the practical and

theoretical aspects of the course.

COSTS:

Nil

CAREERS:

Sports science, sports coach/ trainer/ administrator, nurse, teacher, recreation industry, sports journalist, police, and

physical fitness instructor.

SPECIAL SUBJECT REQUIREMENTS:

Students will be required to attend lessons in appropriate clothing for fitness and physical activity. This includes a hat for outdoor sessions, appropriate footwear (eg. trainers, NOT skate shoes), shorts and a T-Shirt. It is also recommended that they bring a water bottle to each lesson.

B.

YEAR 9 & 10 ELECTIVES

AGRICULTURAL SCIENCE AIMS:

Agriculture plays an extremely important role in Australia and throughout the world in general. Agricultural Science is an important branch of science and has relevance to the lives of both rural and non-rural students. This subject allows students to explore the ways people sustainably manage natural resources such as plants, animals, climate, soil and water. These management practices derive from current understandings about science, food and fibre production systems, sustainable farming practices, agricultural technologies, consumer-driven economics and effective product marketing. Agricultural Science provides students with the opportunity to acquire knowledge and to develop problem solving and communication skills within this stimulating and dynamic context involving living plants and animals with all their attendant needs. Students who complete a course of study in this subject become more informed about, and sensitive to, such issues as the environment and sustainable agriculture, animal welfare, the position of agriculture in the Australian economy, and the role management plays in the care of natural resources. Thus they become more effective citizens able to understand and solve the challenges inherent in growing food and materials for human consumption. The school farm is the hub of the program where students will develop practical skills that will allow students to develop skills and knowledge that reflect the farming trends and practices from the past, present and the future. CONTENT:

This is a composite subject for Years 9 and 10. It is based on a two-year study program (Year A and Year B) as outlined in the table below.

Term Year A Year B

1

Sunflower- anatomy, diseases, propagation Assessment - poster and project

Weather and climate Analysis of Queensland’s and Roma’s weather patterns and predictions for future weather patterns

2 Sheep husbandry and body systems. Sheep handling including foot care, husbandry practices and leading

Livestock diseases Visual Representation of diseases and control mechanisms

3

Cattle husbandry and behaviour - Yard design project

Practical Cattle handling including husbandry practices and training to lead for shows

World farming- export Australia, farming technology

4 Horse husbandry and disciplines Sustainable agriculture- conservation and farming techniques

ASSESSMENT:

These include written tests, assignments and projects, as well as completion of practical tasks. COSTS:

Excursions and field trips. CAREERS:

Agricultural Science can lead to careers in agricultural research (scientist), animal industries, seed and grain industries, pastoral companies, veterinary science, teaching, government departments (e.g. primary industries, natural and resource management, environmental protection), banks and financial sectors, horticultural industries and aquaculture. SPECIAL SUBJECT REQUIREMENTS:

Learning experiences will involve both theory in class at school and practical work at the school farm. Students will travel to and from the main school farm and “Taurindicus” on Powell St. Students are required to wear a Roma State College bucket hat at all times when outdoors. Other dress requirements may include sun safe clothing (long sleeves and pants), sunscreen and covered shoes.

DIGITAL TECHNOLOGIES

SEMESTER ONE: FORMULA ONE

The F1 in Schools program provides students with a

way to learn STEM- related skills and apply them in a

practical, creative and competitive way. Students have

the opportunity to use CAD/CAM applications to

design, make, test, market and race their own

miniature, compressed air powered, balsawood F1

cars.

The program relies on public speaking, project

planning, development and management, resource

procurement, industry links, graphic design and

manufacturing engineering. In addition to the more

obvious outcomes, students develop many personal

and employability skills, learning about working in a

team, working towards a common goal, time and

resources management, seeking industry support and

mentors

CONTENT:

Cadet Class is the entry level to competing at the F1 in

schools events and competition stops at the State

level.

Students who compete at this level can compete

individually or in a team and will:

Produce one F1 car

Create an A2 poster

Explain to the judges how they designed their car

Race their cars at an event

PREREQUISITES:

It is recommended that Year 10 students have studied

the Formula 1 Program or Graphics in Year 9.

SEMESTER TWO: ROBOTICS & CODING

Learning in this subject focuses on further developing

understanding and skills in computational thinking

such as precisely and accurately describing problems

and the use of modular approaches to solutions. It also

focuses on engaging students with specialised

learning in preparation for vocational training or

learning in the senior secondary years.

CONTENT:

Students plan and manage digital projects using an

iterative approach. They define and decompose

complex problems in terms of functional and non-

functional requirements. Students design and evaluate

user experiences and algorithms. They design and

implement modular programs, including an object-

oriented program, using algorithms and data structures

involving modular functions that reflect the

relationships of real-world data and data entities. They

take account of privacy and security requirements

when selecting and validating data. Students test and

predict results and implement digital solutions. They

evaluate information systems and their solutions in

terms of risk, sustainability and potential for innovation

and enterprise. They share and collaborate online,

establishing protocols for the use, transmission and

maintenance of data and projects.

PREREQUISITES:

It is recommended that students have studied ICT in

Year 7 or 8.

ASSESSMENT IN BOTH SEMESTERS:

Progressive and involves assignments and some class tests.

DRAMA Drama is one of the oldest forms of artistic expression and continues to be significant in all cultures and societies.

Engaging with drama provides students with the opportunity to understand themselves and their surroundings.

Junior Drama at Roma State College is designed to introduce students to the world of drama and theatre, in its many

forms. Students study a range of traditional and modern texts, while focusing on three key dimensions – forming,

presenting and responding.

CONTENT:

The major topics of study over the two year course include:

The Elements of Drama

Script writing

Live theatre analysis

Physicalising Shakespeare

Performance skills

Australian theatre

Ensemble performance

Monologues

Myths and legends

In-depth script study

PREREQUISITES:

Willingness to participate in classroom activities and work as a group and individually to devise, rehearse and perform

live theatre pieces.

ASSESSMENT:

These include written essays or reviews, screenplays, scripts, proposals, character outlines, actor’s workbooks and

polished performances and written reflections on own work.

COSTS:

Nil

CAREERS:

Drama can lead to careers in numerous industries: film production, television, acting, writing, designing, technical

production, journalism, reviewing, special effects, education, youth work, and more!

SPECIAL SUBJECT REQUIREMENTS:

Work generally will involve both theory in class at school and practical work in class and on school grounds. Students

will be required to complete assignments – e.g. rehearsing performances – both during and outside school hours.

DESIGN

AIMS:

Design is about solving design problems and producing solutions. You will use a design process to

identify and explore the design needs or opportunities of target audiences; research, generate and

develop ideas; and produce and evaluate solutions. You will solve problems in at least two of three

design areas: industrial design, graphic design and built environment (architecture, landscape

architecture and interior design).

Design contributes to your understanding and proficient use of technologies. It develops

communication, analytical and problem-solving skills.

CONTENT:

The areas of study embraced by the

syllabus are:

Computer Aided Drawing (CAD)

Built Environment

Graphic Design

Industrial Graphics

PREREQUISITES:

Nil

ASSESSMENT:

Progressive and involves assignments and some class tests.

CAREERS:

Knowledge of design is vital for most trades and helpful in many others. Students who have not

done design at school have found it difficult to be successful in future courses/careers which rely

on drawing interpretation.

Design is very important in the following:

Furnishing, Draftsman, Commercial Graphics, Engineering, Packaging Design, Bricklaying,

Printing, Architect, Fashion Design, Publishing, Construction, Excavation, Advertising Agency,

Plumbing, Site Foreman, Design Office Magazine Layouts.

FOOD AND FASHION AIMS:

The central focus for the Food and Fashion program is the wellbeing of people within their personal, family community

and work roles. Food and Fashion encourages personal independence, living effectively within wider society, and

promoting preferred futures for self and others. The subject draws on the fields of nutrition, textiles and fashion, living

environments, human development, relationships and behaviour.

In Food and Fashion, students become increasingly aware of the processes of growth and development. They make

decisions and take actions to promote healthy eating and develop a sensitive approach to interpersonal relationships.

Students contribute to environments that are supportive of human growth and development and cultivate a respect for

the lifestyle choices of others. The skills that are acquired in this subject are valuable for everyday life. The Food and

Fashion program maintains a balance between theory and practical work.

CONTENT:

Food and nutrition – learn about cooking delicious vegetarian foods, foods from other cultures and the

fundamental skills required to cook a wide variety of nutritious meals.

Hospitality – help with the running of a café!

Winter textiles – make a winter fashion item.

Sustainable textiles – rise to the challenge of making something ‘old’ new again.

PREREQUISITES:

An interest in textiles, fashion and food.

ASSESSMENT:

Assessment may include written tests, assignments and practical projects related to food and textiles.

COSTS:

Averages less than $10 per week (cost of ingredients and materials when required).

CAREERS:

Are only limited by the imagination but can include nutritionist, fashion designer, chef, teacher, master of life!

SPECIAL SUBJECT REQUIREMENTS:

Closed in leather shoes (for safety).

MEDIA ARTS

AIMS:

The media arts play a central role in our everyday lives and through them we communicate information and

ideas, express insights and attitudes, and convey meaning to others. Through the forms of film, television,

radio, print, gaming and electronic media, the media arts bring excitement and interest into our lives. They

help to extend our imaginations and serve to inspire and entertain us with reflections and comments on

lived experience and culture.

Media Arts gives you opportunities to create, share and evaluate media artworks that respond to individual,

group or community needs and issues. This subject involves engaging with school and local communities,

and where possible, provides opportunities to learn from practising media artists.

CONTENT:

You will study three core topics — ‘Media technologies’, Media communications’ and ‘Media in Society’.

You will have opportunities to explore the core topics through at least two of six possible electives, which

your school will select in response to student interests, available resources and teacher expertise. These

electives may include:

Audio

Curating

Graphic design

Interactive media

Moving images

Still images

ASSESSMENT:

In Media Arts, assessment instruments include projects, products, extended responses to stimulus and

investigations.

COSTS:

Nil

CAREERS:

A course of study in Media Arts 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, 3D and mobile application design, concept art and digital illustration. It can also

establish a basis for self-employment and self-driven career opportunities.

SPECIAL SUBJECT REQUIREMENTS:

Work generally will involve both theory in class at school and practical work in class and on school grounds.

PHYSICAL EDUCATION AIMS:

To encourage members of society, capable of managing the interactions between themselves and their social, cultural

and physical environments in the pursuit of good health.

The key learning area offers students opportunities to develop knowledge, processes, skills and attitudes necessary

for making informed decisions about:

promoting the health of individuals and communities

developing concepts and skills for physical activity

enhancing personal development.

Students are encouraged to act, individually or collectively, in culturally appropriate ways, to enhance health and

wellbeing and to promote structures in society which support their own and others’ health and wellbeing.

CONTENT:

Year A Year B

Aquatics & Biomechanics Basketball & Morality in Sport

Netball & Sports Psychology Tennis & Tactics and Recovery Methods

Soccer & Participation in Sport Volleyball & Training Programs

Oztag & Training Principles Softball & Motor Learning

PREREQUISITES:

A positive attitude towards physical exercise is essential. Students are required to participate to the best of their ability

in all practical areas.

ASSESSMENT:

Written work will take the form of exams and research tasks. Equal weighting is given to both the practical and

theoretical aspects of the course.

COSTS:

Nil

CAREERS:

Sports science, sports coach/ trainer/ administrator, nurse, teacher, recreation industry, sports journalist, police, and

physical fitness instructor.

SPECIAL SUBJECT REQUIREMENTS:

Roma State College bucket hat is required for outdoor activities as well as appropriate clothing for physical activity

such as t-shirt, shorts and running shoes (NOT skate shoes). It is also recommended that students bring a water

bottle to each lesson.

VISUAL ART AIMS:

People create artworks to interpret, respond to and communicate their experiences. Through art, people give visual

form to thoughts, feelings, ideas and beliefs. The year 9/10 Visual Art course aims to develop creative thinking and

problem-solving processes involved in the production and appraising of artworks. Active personal involvement by

students in researching, developing and resolving ideas will allow them to negotiate and construct meaning through a

variety of visual media.

CONTENT: (over 4 semesters)

The two year course comprises study within a diverse range of media areas which are studied and explored in a

conceptual way.

The course structure is:

Year 9 Painting Drawing

Printmaking Ceramics

Year 10 Students study the same media areas but with a different in depth focus.

PREREQUISITES:

Nil

ASSESSMENT:

These may include practical folios, major artworks, assignments, as well as the completion of visual diary tasks.

COSTS:

$15 Student Art Resources Pack which is available at the campus office.

CAREERS:

Artwork and theory components are evaluated as a part of admission requirements to university and TAFE College

certificate and degree courses. This subject is useful for students considering a career in the arts and design

industries.

C.

Year 10 School-based

Traineeships and

Apprenticeships

YEAR 10 SCHOOL-BASED TRAINEESHIPS AND

APPRENTICESHIPS

Roma State College offers students in Years 10 (there is no age requirement) the opportunity to take part in a School-

based Apprenticeship or Traineeship as an alternative career pathway. This option allows students to work towards

acquiring a nationally recognised Vocational Education Qualification, while completing their senior studies.

WHAT IS A SCHOOL-BASED APPRENTICESHIP?

Typically, students who elect to do a School-based Apprenticeship will enter into a contract in which to complete an

apprenticeship, commonly known as a ‘trade’ qualification. Once the students complete Year 12 they then continue

their apprenticeship with the employer in either a full time or part time mode. Most apprenticeships are at Certificate III

level e.g. automotive, hairdressing.

WHAT IS A SCHOOL-BASED TRAINEESHIP?

Typically, students who enter into a School-based Traineeship will be contracted for a period of two years.

Traineeships are usually undertaken at a Certificate II or III level depending on the student’s age, experience in the

industry, the employer and also the specific qualification being undertaken.

WHAT VOCATIONAL EDUCATION AREAS OR QUALIFICATIONS ARE AVAILABLE?

Currently the Roma State College, is supporting a large number of students who are enrolled in a wide range of the

School-based Apprenticeships/Traineeships

These include:

Cert III in Business

Cert III in Auto Mechanical Light Vehicle

Cert III in Automotive Sales Parts Interpreting

Cert III in Aged Care

Cert III in Early Childhood

Cert III in Engineering (Mechanical)

Cert III in Engineering (Fabrication)

Cert III in Carpentry

Cert II in Retail

Cert II in Agriculture

Cert II in Hospitality

WHAT ARE THE ADVANTAGES OF A SCHOOL-BASED APPRENTICESHIP OR TRAINEESHIP?

Students have the opportunity to:

Individualise their Senior Phase of Learning to reflect their specific career goal.

Achieve a Year 12 Certificate stating the senior subjects studied.

Achieve or work towards obtaining, a nationally recognised Vocational Education Qualification.

Develop a strong work ethic and obtain employability skills.

Trial a career pathway while completing their senior studies.

Combine Vocational Education and academic studies.

Gain an understanding of the ‘world of work’ and an insight into specific business or industry work

environments.

Earn an income while completing a qualification.

D.

Year 9 & 10

Special Education Program

YEAR 9 & 10 SPECIAL EDUCATION PROGRAM

AIMS:

The aim of the Special Education Program is to prepare the students with a verified disability to reach their full potential in all areas of life. Students are taught in the classroom, SEU and in the wider community with an emphasis on functional learning. Support is provided through Individual Curriculum Plans and Individual Support Plans to ensure students are working and being assessed at their appropriate levels with the required support. Ensuring the right program is provided involves consultation with the parents/caregivers, SEP team, and others as required. CONTENT:

As an ‘inclusive’ school, students participate in mainstream subjects whenever possible and appropriate. This gives students the opportunity to work and form relationships with their peers, as well as have access to the regular curriculum. For students attending mainstream classes, they are supported by the SEP teachers or teacher aides, when necessary. This ensures that appropriate adjustments are made to support the students’ achievements and successes. For those students whose individual needs require specialised support and instruction, we provide an array of programs taught in the special education unit. These include Mathematics, English, Snackaroma catering and work skills program, health and fitness and community access. All programs align with the Australian Curriculum. ASDAN: AWARD SCHEME DEVELOPMENT AND ACCREDITATION NETWORK

ASDAN programs are a range of certificated curriculum programs developed to provide a vehicle for recognising and rewarding student achievement. Personal Development Programs have been built on the principle of challenge based learning where students in negotiation with their teacher, choose and then complete a number of activities (challenges) and in doing so, develop a range of knowledge and skills. Preparing for Adulthood programs include Transition Challenge (pre-16 years) and Towards Independence (post 16 years) promote progression in personal autonomy for those students with additional or complex learning needs. They provide a framework of activities through which personal and social skills can be developed and accredited. PREREQUISITES:

All students who take part in the programs or who are supported through the Special Education Program have a verified diagnosis through Education Queensland’s Education Adjustment Program. ASSESSMENT:

Assessment and data collection is important to determine students’ knowledge, understanding, and development in a particular area. Assessment provided to students is completely individualised and applicable to the student. The students are assessed against their own goals and targets. Their achievements are not compared with their peers. Students attending mainstream classes will complete assessment tasks as per the program delivered. However, these assessment items and/or conditions are modified to meet the individual needs of the student and allow them to succeed. COSTS:

Exact costs cannot be given. Students participate in many activities (community access / leisure, camps, sporting activities, coffee shop program) where there are some expenses; however these costs are budgeted for and are covered by the SEP. Some costs are necessary throughout the year and need to be met by the parents/caregivers; however, these will be clearly outlined prior to the activity/program taking place. SPECIALISTS VISITS:

Therapy services are provided, as needed and as requested, by the visiting physiotherapist, occupational therapist and speech language pathologist. Advisory Visiting Teachers also service our school, as well as Cerebral Palsy League Queensland.

SUBJECT SELECTION EVENING NOTES

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