brigidine college indooroopilly...learning pathways learning pathways are the courses of study...
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Subject Selection Handbook
Years 11 and 12
2018 - 2019
Brigidine College
Indooroopilly
Senior Learning Pathway
Updated 18th July 2017
Subject to change
Foreword
Brigidine College offers quality educational pathway options for our young women embarking on their
Senior Phase of Learning. We are committed to engendering a love of learning that promotes a student’s
sense of belonging, self-esteem and resilience.
Our senior school curriculum is enriching and challenging as it equips students with the knowledge,
understandings, skills and abilities to be successful in their chosen pathway — both in the short and long
term.
The following information aims to assist with the selection of the pathway and subject options, as students
complete their Senior Phase of Learning. Pathway options, subject descriptions and course outlines are to
be found in this handbook.
We wish all students embarking on their senior schooling every success and pray that St Brigid’s vision of
‘Strength and Gentleness’ will guide them in their lifelong learning journey.
THE COLLEGE MISSION STATEMENT
We follow the example of St Brigid, a woman of vision and courage,
who actively challenged the social, political and cultural structures of her time.
We commit ourselves to the education and empowerment of young women within the framework and challenge of Catholic philosophy.
In living our vision, we will:
be faithful to our Catholic heritage
welcome all people, especially the most vulnerable
celebrate all that is good with joy and gratitude
engender a love of learning, hope and a sense of purpose
image and practise justice and service.
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Contents
1 College Curriculum Framework and Overview ....................................................................................... 5
2 Essential Terms ....................................................................................................................................... 7
3 Transition to Senior Learning.................................................................................................................. 9
4 Queensland Certificate of Education .................................................................................................... 10
5 Queensland Core Skills (QCS) Test ........................................................................................................ 12
6 Online Learning ..................................................................................................................................... 13
7 Special Provision ................................................................................................................................... 14
8 Assessment ........................................................................................................................................... 15
9 Reporting .............................................................................................................................................. 17
10 Senior Learning Pathway Options......................................................................................................... 18
11 Overall Position – OP Pathway ............................................................................................................. 20
12 Selection Rank – OP Ineligible Pathway ............................................................................................... 21
13 Vocational Education ............................................................................................................................ 22
14 University Study - Year 12..................................................................................................................... 23
15 Choosing Courses and Subjects ............................................................................................................ 24
16 Subject Information .............................................................................................................................. 26
17 Curriculum Offerings ............................................................................................................................. 27
18 Religious Education ............................................................................................................................... 29
19 English ................................................................................................................................................... 34
20 Mathematics ......................................................................................................................................... 37
21 Business ................................................................................................................................................ 42
22 Home Economics .................................................................................................................................. 55
23 Languages ............................................................................................................................................. 58
24 Performing Arts .................................................................................................................................... 62
25 Physical Education ................................................................................................................................ 67
26 Science .................................................................................................................................................. 73
27 Social Science ........................................................................................................................................ 78
28 Visual Art ............................................................................................................................................... 86
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1 College Curriculum Framework and
Overview
As a Catholic girls’ college in the Brigidine tradition, our curriculum is developed within values and practices that are consistent with the gospel teachings of Jesus so as to nurture and encourage each student’s potential and giftedness. As students possess many different learning styles, our curriculum is student centred and responsive to their needs, interests and talents. The spiritual, academic, pastoral and sporting aspects of a student’s learning at this College combine to provide for the holistic education of our young Brigidine women.
Students are encouraged to: embrace gospel values of justice and service affirm the dignity and sacredness of all become self-reflective and independent learners through inquiry and analysis learn in a collaborative and cooperative environment embrace technology for the 21st century
Dimensions of Learning is the overarching curriculum framework that provides a structure for our teaching and learning, assessment and reporting. The learning goals for each year level, along with the subjects students study, are outlined in the diagram and table that follows.
DIMENSIONS of
LEARNING
MISSION and ETHOS
Brigidine College Curriculum Framework
Years 9 and 10 Developing and
Transition Year 7 and 8 Building
Community
Years 11 and 12 Pathways to the
Future
5 Habits of
Mind
4 Use Knowledge
Meaningfully
1 Attitudes
and Perceptions
2 Acquire and
Integrate Knowledge
3 Extend
and Refine
PEDAGOGY
ASSESSMENT
REPORTING
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Curriculum Overview
Year 7 - 8 Year 9 - 10 Year 11 - 12
Building Community Developing
Pathways and Transition
Pathways
to the Future Religious Education English Mathematics Social Science – History and Geography Science Physical Education Digital Design and Technology Cross-Curriculum General Capabilities:
• Literacy
• Numeracy
• Information and communication technology (ICT) capability
• Critical and creative thinking
• Personal and social capability
• Ethical understanding
• Intercultural understanding ENRICHMENT OPTIONS: Languages: French Japanese Performing Arts Incorporating Dance, Drama and Music Home Economics Visual Art
Students study: REQUIRED SUBJECTS: Religious Education English Mathematics Science Social Science - History and Geography ENRICHMENT OPTIONS: Languages: French Japanese
The Arts: Dance Drama Music Visual Art
Health and Physical Education Home Economics Business Education: Enterprise Education Digital Design and Technology
Students learn from: REQUIRED SUBJECTS: Religious Education: 10432NAT Certificate III in Christian Ministry and Theology* (IFE – RTO Code 31402) OR Religion and Ethics SAS* OR Study of Religion
English: English OR English Communication*
Mathematics: Maths A OR Maths B OR
Prevocational Mathematics*
ELECTIVES:
Languages: French Japanese
The Arts: Dance Music Drama Music Extension (Year 12 only) Visual Art CUA31115 Certificate III in Visual Art* (Brigidine College RTO Code 30239)
Mathematics: Maths C
Social Science: Ancient History Geography Modern History
Science: Physics Chemistry Biology Science 21
Business Education: Accounting Business Management Legal Studies Information Technology Studies BSB30115 Certificate III in Business* (Binnacle RTO Code 31319) Information and Communication Technology SAS*
Health & Physical Education: Physical Education
Home Economics
N.B. * Subjects not linked to O.P.
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2 Essential Terms
Authority Subjects These subjects are used in the calculations of OPs and FPs and therefore must be
studied by students wishing to be OP eligible. The subjects are based on syllabuses
that have been approved by the QCAA.
Authority-
Registered
Subjects
Authority-registered subjects are developed from SASs and generally include
substantial vocational and practical components. Results in these subjects are not
used in the calculation of OPs and FPs.
Field Position (FP) FPs indicates a student’s rank based on their overall achievements in Authority
subjects in up to five fields. Fields are areas of study which emphasise particular
knowledge and skills. FPs are calculated only for OP-eligible students.
Learning Account
All Year 10 students in Queensland are issued with a Learning Account by the QCAA.
Subjects studied by students whilst in senior and the achievements awarded are
recorded in their Learning Account. Achievements by students in courses run by other
learning providers such as TAFE or other accredited groups (e.g. Australian Music
Examination Board (AMEB) are also recorded in the student’s learning account.
Learning Pathways Learning Pathways are the courses of study students pursue whilst in Year 11 and 12.
Students interested in university courses elect to complete an OP Pathway, whilst
students more interested in vocational education or direct employment choose the
Non-OP or Tertiary Rank Pathway.
Learners Unique
Identifier (LUI)
The LUI is the Learning Account registration number and password which identifies
each student in the Senior Phase of Learning with the QCAA. Students use their LUI
to access their Learning Account and a range of helpful websites relevant to their
learning and their future study or career paths.
Overall Position
(OP)
The OP score is a ranking of achievement from 1 (highest) to 25 (lowest) that is
awarded to students at the end of Year 12 who have completed the appropriate
number of Authority subjects during the Senior Phase of Learning. This is calculated
on results from the best 20 semesters from Year 11 and 12. It is used by universities
and other tertiary institutions to allocate places in courses of study and training after
Year 12.
Queensland
Certificate of
Education (QCE)
The QCE is Queensland’s senior schooling qualification. A QCE is awarded to young
people when they complete the Senior Phase of Learning - usually at the end of Year
12. To be awarded a QCE, young people need to achieve a significant amount of
learning, including minimum literacy and numeracy requirements and the set
standards.
Queensland Core
Skills Test (QCS)
The QCS Test is a cross-curricular test that assesses a student’s achievement in the 49
common curriculum elements deemed to be central to Authority subjects. The Test
does not examine content of specific subjects, rather it tests the skills learnt across a
combination of subjects that are part of a balanced curriculum.
Queensland
Curriculum and
Assessment
Authority (QCAA)
The QCAA is the governing education body in Queensland that issues the QCE, Senior
Statement, the QCS Test result and if the student is eligible, the Tertiary Entrance
Statement showing the OP and FPs.
Queensland
Tertiary Admissions
Centre (QTAC)
QTAC handles tertiary-entrance applications on behalf of tertiary institutions.
Students must apply for tertiary courses through QTAC by 30th September each year.
OP-Eligible students receive a Tertiary Entrance Statement. OP-Ineligible students can
request a Tertiary Selection Rank from QTAC.
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(www.qcaa.qld.edu.au)
School Based
Apprenticeship or
Traineeship (SAT)
A school based apprenticeship or traineeship is a learning pathway option available to
students during the Senior Phase of Learning. SATs combine vocational learning at
school or through an RTO with on the job training with an employer.
Senior Education
and Training Plans
(SET)
SET Plans are completed by all Year 10 students with support from parents and the
school to help students map their personal learning pathway during the Senior Phase
of Learning. The process allows students to make informed decisions about their
futures based on up-to-date information about specific pre-requisites, work
expectations and opportunities. While the plan helps students decide on their course
of study for Year 11 and 12, they are still flexible enough to allow students to make
changes when and if needed.
Senior Statement This is the official record of all the learning undertaken by students completing Year
12. It details what learning was attempted, the standard achieved and where and
when the learning took place.
Special Provision Special Provision may include, but is not limited to situations whereby students have:
learning difficulties, low incidence disabilities, English as a second language, social or
emotional impairment, socio-economic restrictions. Any student who may be eligible
for Special Provision needs to supply the College with the appropriate documentation
and complete the relevant application form.
Subject Area
Syllabus (SAS)
SAS subjects generally include substantial vocational and practical components to the
course. SAS subjects are not used in the calculation of OPs.
Subject
Achievement
Indicator (SAI)
Year 12 OP-eligible students are assigned an SAI at the end of Year 12 when they exit
from each Authority subject they complete. OP-eligible students are ranked on a scale
that shows the relative order and gaps between students. The top position is labelled
400 (for the top student) and the lowest position is labelled 200. Students are placed
somewhere between these points depending on how different their results are from
each other. An SAI only has meaning when seen in relation to the SAIs of all other OP-
eligible students in that subject.
Technical and
Further Education
(TAFE)
TAFE is part of the tertiary education sector which provides vocational education and
training at certificate and diploma levels.
Tertiary Entrance
Statement
This statement provides students with the OP and FP scores they have been awarded
and are used to determine a student’s eligibility for admission to tertiary courses.
Selection Rank (by
QTAC)
The Selection Rank is allocated on the basis of results in a combination of Authority,
Authority-Registered, Subject Area Specification, VET courses and Category C subjects
and units of competency/modules. These ranks range from 99 (highest) to 1 (lowest)
and allow OP-Ineligible students to be compared with OP-Eligible students for tertiary
places.
Vocational
Education and
Training (VET)
VET courses are nationally recognised courses and are designed to skill teach specific
skills for particular industries, e.g. business, fitness, computers and multimedia,
hospitality, retail and creative arts. In some subjects, there will be the opportunity for
work placement and work experience.
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3 Transition to Senior Learning
All young people finishing Year 10 are required, by law, to participate in education and/or training or employment for a further two years. Therefore, Years 11 and 12 is a significant time in a student’s life. Whilst the transition from the Middle School to the Senior School can sometimes be demanding and challenging, it is also a very rewarding experience. With the right knowledge, advice, support and encouragement, students can successfully make choices for their learning journey that will lead to fulfilment and satisfaction. Students moving into Year 11 and Year 12 should recognise that senior is a TWO year course of study. Each subject students study is organised into four semester units of work (i.e. Year 11 – Semester 1, Year 11 – Semester 2, Year 12 – Semester 3, Year 12 – Semester 4). The Queensland Curriculum and Assessment Authority (QCAA) is the overarching body that regulates all students’ learning across the state during the Senior Phase of Learning. Students at Brigidine College are required to comply with a number of policies that are mandated by both the QCAA and the College. These include:
Assessment requirements Plagiarism Special Provision Study Leave during Exam Blocks Participation in the QCS test
Whilst in Year 11 and Year 12, important careers markets and tertiary studies EXPOs are held for students, and their parents, wanting to gain further information about post Year 12 employment and study opportunities. Similarly, university campuses hold annual open days specifically targeted at young people wanting information about tertiary courses to study. We encourage all Year 10 students to pursue these opportunities to gain valuable information about their future. Below are some useful sites to visit:
• QCAA website www.qcaa.qld.edu.au
• Careers Information Service website www.cis.qcaa.qld.edu.au
• My Future www.myfuture.edu.au
• Department of Employment and
Training website www.trainandemploy.qld.gov.au
• College website
Pastoral Care/Counselling and Careers www.brigidine.qld.edu.au
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4 Queensland Certificate of
Education
The Queensland Certificate of Education (QCE) is the qualification students receive at the end of Year 12 if they have completed the necessary requirements. It confirms a student’s achievement in a broad range of learning undertaken during their Senior Phase of Learning. The QCE is a qualification that prepares young people to move confidently to further education, training and employment. Eligibility for a QCE To be eligible for a QCE, a student must successfully complete the minimum amount of learning (20 credits), achieve the required standard, and meet the literacy and numeracy requirements. Most students at Brigidine will be awarded the QCE by the end of Year 12 however, some may not achieve this until after they finish Year 12.
What is a Credit? A credit represents the amount of learning at the set standard that contributes to the QCE. A credit has two elements: an amount of learning and a set standard. e.g. a credit for a school subject is one semester (amount of learning) at Sound Achievement (set standard) or a credit for a Certificate II qualification is 25% (amount of learning) of the competencies (set standard). Some learning achievements will be recorded in a student’s Learning Account but will not be a credit because they either do not have the required amount of learning or they do not meet the set standard. For example, a Very Limited Achievement in a school subject does not meet the set standard to be a credit. The QCE recognises a wider variety of learning and that not all learning need take place at a school. Some learning can be with a Registered Training Organization (RTO), in a workplace or with a community group. Students can design a program of study to match their career goals. There is more flexibility in what, where and when learning occurs. The full list of options is available in the table on the following page.
Senior Phase of Learning
Career
Plan
Tertiary Selection
Rank
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Planning QCE pathways fact sheet (www.qcaa.qld.edu.au/downloads/senior/qce_planning_pathway.pdf)
QCE Requirements
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5 Queensland Core Skills (QCS) Test
The QCS Test, designed to test students’ skills, must be undertaken by all OP-eligible students in September of Year 12. The test is comprised of:
Writing Task (2 hours) Multiple Choice I (1 ½ hours) Short Response Item (2 hours) Multiple Choice II (1 ½ hours)
Throughout Year 11 and 12 all students are required to participate in the QCS Preparation Program. While this program focuses on test readiness. The skills that are taught are essential for all students across all subject areas. All students, whether OP-eligible or OP-ineligible, are required to participate fully in this program. OP-ineligible students will be given a choice about whether they participate in the QCS Test. While it is not compulsory, it may enhance the Selection Rank for some students. The Common Curriculum Elements (CCEs) are skills the QCAA has deemed to be essential for senior students to be able to cope with university study. In essence, the CCEs are the building blocks for successful learning for students wishing to be tertiary bound. All students benefit from these skills in whatever undertaking they pursue after their secondary education. The CCEs are outlined in the following table:
Common Curriculum Elements
1. Recognising letters, words and other symbols 26. Classifying
2. Finding material in an indexed collection 27. Interrelating ideas / themes / issues
3. Recalling / remembering 28. Reaching a conclusion which must be true if a given set of assumptions is true
4. Interpreting the meaning of words or other symbols 29. Reaching a conclusion which is consistent with a given set of assumptions
5. Interpreting the meaning of pictures / illustrations 30. Inserting an intermediate between members of a series
6. Interpreting the meaning of tables or diagrams or maps or graphs
31. Extrapolating
7. Translating from one form to another 32. Applying strategies to trial and test ideas and procedures
8. Using correct spelling, punctuation, grammar 33. Applying a progression of steps to achieve the required answer
9. Using vocabulary appropriate to a context 34. Generalising from information
10. Summarising / condensing written text 35. Hypothesising
11. Comparing lists / statistics 36. Criticising
12. Recording / noting data 37. Analysing
13. Compiling results in a tabular form 38. Synthesising (bring it all together) . ‘Generalising from information’
14. Graphing 39. Judging / evaluating
15. Calculating with or without calculators 40. Creating / composing / devising
16. Estimating numerical magnitude 41. Justifying
17. Approximating a numerical value 42. Perceiving patterns
18. Substituting in formulae 43. Visualising
19. Setting out / presenting / arranging / displaying 44. Identifying shapes in two and three dimensions
20. Structuring / organising extended written text 45. Searching and locating items / information
21. Structuring / organising a mathematical argument 46. Observing systematically
22. Explaining to others 47. Gesturing
23. Expounding a viewpoint 48. Manipulating / operating / using equipment
24. Empathising 49. Sketching / drawing
25. Comparing, contrasting
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6 Online Learning
In the 21st century, one of the core aspects of the learning process involves the use of electronic platforms and resources to access digital information and use online tools, to investigate new information, new knowledge, new skills and activities that demonstrate students’ understanding and proficiency of a topic being undertaken as part of the course of study. Classwork consists of notes being taken (both online and/or in notebooks), activities being undertaken or research being conducted. Teachers have a right to expect students fulfil their responsibilities diligently and students are required to do so. Homework is a crucial part of students’ learning as it provides the essential platform to CONSOLIDATE their understanding of key points being taught in class and an opportunity to demonstrate their proficiency independently of teacher prompting or checking with class mates. Proficiency with tasks such as comprehension activities, paragraph writing, problem solving questions and decision making matrixes are fundamental to ensuring students build on the skills they acquire in subjects they are studying. Use of tablets or laptops is expected to occur at least 50% of the time in class, with the other time devoted to whole class activities, group work, or individual tasks using their notebooks. OneNote is the means by which students will collate their material whilst using their tablets. Students are required to be diligent and responsible for completing classwork and homework properly.
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7 Special Provision
Special Provision is provided to eligible students consistent with QCAA Policy and Guidelines. Students may receive Special Provision as a result of: 1. An identified learning difficulty
(e.g. auditory processing, physical impairment, cognitive impairment, etc…) 2. English as a Second Language (ESL)
Students with an identified learning difficulty or English as a Second Language are supported by the Learning Enhancement Centre (LEC). Relevant documentation must be supplied.
3. Other situations, including Extended periods of absence
(e.g. medical condition, family or personal reasons, representing groups or events, emotional impairments, etc…)
Students who have other situations that may make them eligible to receive Special Provision need to provide appropriate documentation to support their claim. Students need to see the Deputy Principal Curriculum to apply for Special Provision.
Students who are absent from school for extended periods of time (e.g. weeks, months) need to see the Deputy Principal Curriculum to apply for Special Provision. Again, documentation pertaining to the situation (e.g. medical certificate, parental letter, sporting organization’s schedule of events, etc…) must be provided. Approval of the request for Special Provision will be at the discretion of the Deputy Principal Curriculum and details pertaining to the Special Provision arrangements will be communicated to the relevant student and their parent/s or guardian. Class teachers are made aware of these students and cater for their needs when assessment is to be completed and Levels of Achievement are to be determined. A student’s Pastoral Leader and Home Room teacher are also made aware to provide social-emotional wellbeing for the student.
Please be aware that special provision cannot be provided for family holidays or events. The College
Policy is that most written exams cannot be completed early, due to authenticity of assessment
instruments. This means any students who leave prior to the end of a term and the completion of all
examinations, will be required to complete them when they return at the start of the following term. Any
assignments would be required prior to the student going on holidays.
We would request that students not be taken out of the College during term time, unless there are
exceptional circumstances.
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8 Assessment
Assessment in Queensland secondary schools in Year 11 and Year 12 is criterion-based. This means that assessment is not based on achievement in one skill area but determined by the student’s ability across a range of learning (e.g. manipulative skills, communication skills, etc.). Thus, one aspect of learning (e.g. memorising the content of a subject - recall) is not the sole area which determines a student’s final result. To attain a particular result, a student must achieve at minimal levels in several criteria. Criteria might include:
• Content Knowledge
• Investigations/Analysis
• Evaluation
• Communication Types of assessment instruments used in senior include written pieces, extended experimental investigations, oral/multimodal presentations, group work, practical exercises, research tasks and formal testing. Assessment is a continuous process with tasks being either formative or summative. Formative assessment assists in:
• developing skills across criteria
• identifying criteria for improvement
• providing information on progress and application Summative assessment refers to tasks which contribute towards the student’s Exit Level of Achievement. Students are expected to complete all assessment items during a course of study. Students must take the responsibility for organising and structuring their learning so as to have assessment completed according to instructions and submitted by the due dates. Requests for Extensions for Assessment due dates must be submitted PRIOR to the due date of an assessment. The student must see their class teacher initially and the form must be approved by the Curriculum Leader for the particular subject. Student performance and Levels of Achievement (LOA) are determined according to QCAA Syllabus and Senior Work Programs. These include:
Very High Achievement (VHA)
High Achievement (HA)
Sound Achievement (SA)
Limited Achievement (LA)
Very Limited Achievement (VLA)
At the completion of Year 12, each student receives an Exit Level of Achievement for Authority and Authority-Registered subjects completed during senior.
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The checking of the standards of work produced by students is done at QCAA District Review Panel Meetings for Monitoring (at the end of Year 11) and for Verification (October in Year 12). Selected folios for each subject, representative of the different Exit Levels of Achievement, are scrutinised by these panels to ensure comparability of standards and assessment items across the state. Additionally, samples of students’ work from each District are then forwarded to State Panel for another level of checking. To summarise, the final result in a subject is based on:
• Criteria
• Continuous assessment over the two year course of study
• Formative (i.e. developmental) or summative (Exit Level) tasks
• Exit criteria (as specified by the particular subject syllabus) achievement must be of a certain standard in determining particular Levels of Achievement
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9 Reporting
Reporting is an integral part of the teaching and learning process. Reporting is done in a number of ways
including:
• Informal discussions - parents and teachers
• Formal meetings - academic/learning progress
• Parent/Teacher interviews - College event
• Communication to parents from teachers
• SEQTA Engage - Feedback and marks for all assessment items
• Interim Reports - Term 1
• Formal End Semester/Year Reports
College academic reports reflect the depth and breadth of learning that has taken place in a range of subjects
and indicate the progress or achievement students have attained over the course of a particular year.
Reports are official documents issued by the College and are extremely valuable for students, staff, parents
and the wider community.
Students in Year 11 and 12 receive an Academic Report each semester. This report specifies the achievement
level’s the student has been awarded based on the criteria each subject uses. A comment from the student’s
Home Room teacher, as well as information about the student’s participation at the College is also included
in the report.
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10 Senior Learning Pathway Options
SUITABLE FOR: REQUIREMENTS CHOICES OUTCOMES
Students who wish to concentrate on gaining tertiary entry as their preferred post-school option
➢ complete 6
Authority subjects (one of which is SOR) and undertake a study lesson
➢ QCS Test in Year 12 is compulsory
Enrichment or Advanced Courses as outlined in the QCE table
✓ QCE ✓ Overall Position
(OP) Tertiary Entrance Score (OP Result - 1 to 25)
Students who wish to concentrate on gaining tertiary entry as their preferred post-school option
➢ complete 5 or 6
Authority subjects and CMT or Religion and Ethics Students may take a study
➢ QCS Test in Year 12
is compulsory
Enrichment or Advanced Courses as outlined in the QCE table
✓ QCE
✓ Overall Position (OP) Tertiary Entrance Score (OP Result - 1 to 25)
Students who wish to seek tertiary entry as preferred post-school option AND want to gain a recognised certificate in a Vocational subject of their choice
➢ complete 5
Authority subjects and a maximum of two Authority-Registered or Vocational subjects - one of which is CMT or Religion and Ethics A study lesson may be taken
➢ QCS Test in Year 12
is compulsory
Preparatory, Enrichment or Advanced Courses as outlined in the QCE table
✓ QCE ✓ Overall Position
(OP) Tertiary Entrance Score
(OP Result - 1 to 25)
✓ Certificate/s or
Statement of Attainment (Nationally recognised)
Students who wish to be engaged in vocational education and training in their Senior Phase of Learning.
➢ complete CMT or
Religion and Ethics and a combination of Authority, Authority-Registered and Vocational subjects (i.e. certificate courses) which makes them OP ineligible
➢ QCS Test in Year 12
is NOT compulsory
School-based Apprenticeship or Traineeship Work placement
✓ QCE
✓ Selection Rank Tertiary Entrance Score
(from 90 to 1) ✓ Certificate/s or
Statement of Attainment (Nationally Recognised)
All Senior students at Brigidine College must complete one religion subject, i.e. Study of Religion, Religion and Ethics or Certificate III in Christian Mission and Theology.
Option
Option
Option
Option
19
HOW MANY SUBJECTS CAN I TAKE?
ALL STUDENTS ARE REQUIRED TO TAKE:
• Study of Religion or Religion & Ethics or Christian Ministry and Theology
• English or English Communication
• Mathematics B, Mathematics A or Prevocational Mathematics
OPTION A - I PLAN TO BE OP ELIGIBLE AND I WILL BE PICKING SOR AS MY RELIGION SUBJECT.
You may take a maximum of 6 Authority subjects and a minimum of 5 Authority subjects, which could mean:
• 6 Authority subjects + 1 study (recommended course)
• 5 Authority subjects + 1 Authority-registered subject + study
OPTION B - I PLAN TO BE OP ELIGIBLE AND I WILL BE PICKING RAE OR CMT AS MY RELIGION SUBJECT.
You must take a minimum of 5 Authority subjects, which could mean:
• 5 Authority subjects + RAE or CMT + study (recommended course)
• 6 Authority subjects + RAE or CMT
OPTION C - I PLAN TO BE OP ELIGIBLE BUT WOULD LIKE TO HAVE THE OPTION OF SWITCHING TO A RANK, AND GAIN A
RECOGNISED CERTIFICATE III QUALIFICATION
You must take 5 Authority subjects only.
• 5 Authority subjects + 1 Certificate III course + 1 study
OPTION D - I PLAN TO FOLLOW A TERTIARY SELECTION PATHWAYS RANK PROGRAM AND NOT BE ELIGIBLE FOR AN OP.
This indicates that you would plan to take part in programs that would assist you in your planned career path. You will be eligible for a Tertiary Selection Rank. Programs that you may take part in could be:
• School based- traineeship (Certificate III) – if completed will give you a rank of 68 – this is considered as a subject – students who take this option will be placed on 2 study line
• Certificate III course – if completed will give you a rank of 68 (In 2015 this was equivalent to on OP15)
• Other relevant vocational courses
Therefore your combination of subjects could be:
• 1 Authority subjects + 5 Non-Authority or Certificate subjects + Study
• 2 Authority subjects + 4 Non-Authority or Certificate subjects + Study
• 3 Authority subjects + 3 Non-Authority or Certificate subjects + Study
• 4 Authority subjects + 2 Non-Authority or Certificate subjects + Study
More capable students should consider combinations that could include 3-4 Authority subjects.
Less capable students should consider combinations that could include 1-2 Authority subjects.
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11 Overall Position – OP Pathway
An OP is calculated based on the best 20 semesters from the Authority subjects studied and QCS Test results.
At Brigidine College in order to be OP eligible, students must achieve a C in five Year 10 subjects, including English and Mathematics.
Eligibility Requirements for an OP
➢ A minimum of five (5) Authority subjects (or 20 semester units) generally studied over two (2) years. ➢ Three (3) of the Authority subjects must provide at least 12 semester units over two (2) years (4
semesters). ➢ At least eight (8) other semesters of Authority subjects.
Please read the Essential Terms and the descriptors of individual subjects for more detailed course information about subjects studied by students wishing to pursue the OP Pathway. At Brigidine College, students are required to study:
• Study of Religion or Religion and Ethics or Certificate III in Christian Ministry and Theology
• English or English Communication
• Mathematics B or Mathematics A or Prevocational Mathematics Additional subjects may be chosen from the following areas:
• Authority Subjects
• Authority Registered Subjects
• Vocational Subjects Field Positions
Students eligible for an OP are also eligible for Field Positions (FPs). FPs are used by tertiary institutions to distinguish between students with the same OP score and rank students on their achievements in up to five areas of study. These areas are: Field A Extended written expression involving complex analysis and synthesis of ideas.
Field B Short written communication involving reading, comprehension and expression in English or a foreign language.
Field C Basic numeracy involving simple calculations and graphical and tabular interpretation.
Field D Solving complex problems involving mathematical symbols and abstractions.
Field E Substantial practical performance involving physical or creative arts or expressive skills. Authority subjects are weighted differently with respect to Field Positions (FP), depending upon the particular skill requirements of each subject. To be eligible for a Field Position, a student must gain a total of 60 weighted semester units (the weight x number of semesters studied) in that field. Students do not need to be eligible for all five fields. Details are listed in the Tertiary Prerequisites booklet provided by QTAC to all high school students. Tertiary Prerequisites 2019 (http://www.qtac.edu.au/about-qtac/publications) Please refer to the Field Table of Weights for 2018 - Appendix 1, to be aware of Field Eligibility.
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12 Selection Rank – OP Ineligible
Pathway
Students who have determined to pursue an OP Ineligible Pathway, but wish to consider entry to tertiary courses, can use their Tertiary Selection Rank, which is available through the Queensland Tertiary Admissions Centre (QTAC).
The Tertiary Selection Rank is calculated using a schedule developed by the QCAA and QTAC in consultation with tertiary institutions. A student may receive a rank in a variety of different ways. Through the College the following ways are available:
• Certificate III – Tertiary Selection Rank 68
• School results - based on the achievement by students involved in a mixture of Authority subjects, Authority-Registered subjects and Vocational Education and Training (VET) courses undertaken in Year 11 and 12. Only the best 20 semester units of study are used. QCS results may be used to improve this outcome.
At Brigidine College, students are required to study:
• Certificate III in Christian Ministry and Theology or Religion and Ethics
• English or English Communication
• Mathematics A or Prevocational Mathematics
Additional subjects may be chosen from the following areas:
• Authority Subjects
• Authority Registered Subjects
• Vocational Subjects Students who are OP ineligible, and choose to sit the QCS Test will have their test results used in the calculation of their Selection Rank. For instance, if the student achieves a D result or better on the QCS Test, then the student’s Selection Rank may be moderated upwards.
Students who complete Certificate III, Certificate IV, Diploma or Advanced Diploma courses whilst in Year 11 and 12, and have not undertaken an OP Pathway, would do well to apply to QTAC for their Tertiary Selection Rank if they wished to pursue tertiary study after Year 12.
QTAC uses the student’s Tertiary Selection Rank to assess the student’s senior schooling program of study and determine the student’s eligibility to be offered a tertiary place as nominated by the student on their QTAC preferences that are completed in Year 12.
N.B. The maximum Selection Rank a student can be awarded from school-based subjects is around 90 (equivalent to an OP 6). A Certificate III course is given a selection rank of 68. Over the past few years this has been equivalent to an OP between 15-16. This equivalent outcome can change each year.
For more information on schedules and tertiary entrance options, visit the Queensland Tertiary Admissions Centre (QTAC). (www.qtac.edu.au)
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13 Vocational Education
Students who elect to undertake certificate courses, school based traineeships or apprenticeships need to realise that choosing vocational education and training (VET) courses are a viable alternative pathway to the OP pathway. A broad range of learning opportunities, occupations and industries are available through VET.
Recent government changes have had an impact on courses that will be offered by TAFE organisations to school students. Many courses that previously received government funding will no longer receive this funding, which will significantly change the cost of courses. If students are interested in pursuing external certificate courses, they should organise to meet with Mr Daly.
The school offers courses in:
• 10432NAT Certificate III Christian Ministry and Theology (IFE RTO Code: 31402)
• BSB30115 Certificate III Business (Binnacle RTO Code: 31319)
• SIS30315 Certificate III Fitness (Binnacle RTO Code: 31319)
• CUA31115 Certificate III Visual Art Studies (Brigidine College RTO Code: 30239) Students who complete school based traineeships and apprenticeships:
• take part in competency based training and assessment
• may be granted recognition for relevant skills and knowledge achieved before studying the VET subject (i.e. Recognition of Prior Learning - RPL)
• receive and complete a Student Record Book outlining units and elements of competency
• attend work part-time (e.g. one day per week/school holidays)
• access to job training through the Registered Training Organisation (RTO)
• complete school as a full-time student (modified school program to access workplace)
Benefits:
• Achievement of national qualifications recognised by industry
• Insight into career pathways and further education pathways
• Interaction with people outside the school
• Credit for/articulation of qualifications to reduce further study time or apprenticeship time
• Gain a Selection Rank, which can be used for accessing tertiary courses
• Having VET results recorded on the Senior Statement and industry specific vocational Certificate/s or Statement/s of Attainment
Certificate Courses, School based
Traineeships and Apprenticeships
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14 University Study - Year 12
At the end of Year 11, OP eligible students who have achieved very high results in their subjects may wish to study a first year university subject whilst in Year 12. The benefits are:
• wide choice of 1st year university courses/subjects
• opportunities to extend academic boundaries
• cost of the subject/s covered by the tertiary institutions
• possible credit towards future study
• access to university facilities
• students sample university life
• possible direct entry to the university (dependent upon the student passing the subject). Students who elect to complete this option may need to renegotiate their subject load to ensure they successfully complete both their school subjects and their university subject(s).
Requirements: 1. Students must achieve high results in their Senior subject areas to be considered. 2. Students need to possess the maturity, ability, motivation and self-discipline. 3. Students must be nominated and recommended by the College. 4. Students must complete the application form and comply with set pre-requisites. 5. Students need to attend lectures and tutorials for approximately 2-4 hours/week. 6. Students need to complete their Senior subjects successfully.
Strong parental support is necessary for students to participate in this as it does require students to be self-disciplined and organised.
Queensland University of Technology
S.T.A.R.T. PROGRAM Gardens Point Campus Kelvin Grove Campus www.go.qut.edu.au
Griffith University G.U.E.S.T. PROGRAM
Nathan Campus Mt Gravatt Campus
Logan Campus www.gu.edu.au
The University of Queensland
ENHANCED STUDIES PROGRAM
St Lucia Campus Ipswich Campus Gatton Campus
www.uq.edu.au
University of Southern University
HEAD START PROGRAM Springfield Campus
Toowoomba Campus www.usq.edu.au
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15 Choosing Courses and Subjects
To help students make informed decisions about the combination of subjects and Pathway Options they wish to pursue after Year 12, students are required to complete their Senior Education and Training (SET) Plan. This is a student’s personal learning plan of action to achieve success during the Senior Phase of Learning. The SET Plan aims to:
1. review past and present achievements 2. identify strengths, interests and abilities 3. identify areas where more commitment may be required 4. identify a student’s goals and aspirations 5. explore options in education, training or employment 6. provide the student with a clearly thought out set of achievable goals and a plan that promotes a
cohesive transition or access to a range of learning pathways.
Senior staff members will conduct the SET Plan interviews with students and their parents. 1. BE PREPARED to ASK for HELP To make informed decisions about the combination of subjects and Pathway Option they may wish to pursue, it is essential for students to speak with parents, family, friends and the following relevant staff:
- Class teachers - Curriculum Leaders - Learning Enhancement Program Leader - Careers Counsellor - VET Coordinator - Program Leader - Senior Years - Deputy Principal Curriculum
The College is committed to supporting our students make the right decisions about their Senior Phase of Learning. 2. FIND OUT about CAREER PATHWAYS In Term 2, all Year 10 students participated in a Careers Education Program to help them:
- learn about the world of work - gain access to resources about career options - broaden their knowledge about successful approaches to career decision making.
This information will be valuable as they complete their SET Plans this term.
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3. RESEARCH the different SUBJECTS on OFFER In the online handbook you will find a comprehensive list of subjects and courses which the College offers and what these subjects cover.
- Read the subject descriptions CAREFULLY - Listen to Curriculum Leaders - Look at the resources (both text based and online) used in the subject - Talk to current Year 11 and 12 students studying these subjects - Know what the prerequisites are for you to be eligible to study the subject in Year
11 and 12; the prerequisites and recommended areas of study to complement a subject are outlined in the handbook
Do NOT select subjects simply because of what other students are electing to pursue, or because a friend/brother/sister either liked or disliked the subject when they studied it.
4. MAKE DECISIONS THAT ARE RIGHT FOR YOU
Students are encouraged to develop their own educational plan and pathway by considering:
Interests - Subjects enjoyed; hobbies - Cocurricular activities – sport or the arts
Talents and Abilities - Year 10 results - Skills developed at/beyond school
Value of a Subject or Course
- Personal growth - Further/ongoing ‘learning pathway’
Prerequisites
- All students need to meet these if the student is to have success with their senior learning. In order to be OP eligible, students must achieve a C in five Year 10 subjects, including English and Mathematics.
Career – Professional or Vocational Pathway
- Tertiary Education Options (see QTAC Prerequisites 2018)
- TAFE/Vocational Education and Training - Folio of work/practical requirements
Complementary Balance of Subjects
- Academic and Vocational studies - Family/work/life balance
Students are encouraged to develop their own educational plan and pathway by choosing courses which suit them and their needs. Students are advised to choose subjects based on demonstrated ability or aptitude, subjects the students do well at or enjoy, that satisfy prerequisites for future courses, career and employment goals.
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16 Subject Information
For the purpose of this booklet, the subject descriptions are grouped according to the following general areas of study:
• Religious Education
• English
• Mathematics
• Business
• Home Economics
• Languages
• Performing Arts
• Physical Education
• Science
• Social Science
• Visual Art
Authority Subjects
These are defined by syllabuses produced by the Queensland Curriculum and Assessment Authority (QCAA). For each of these subjects the school has a detailed work program, accredited by the QCAA, which explains how syllabus requirements are met. To ensure comparability of standards between schools, samples of student work are monitored by District Panels of experienced teachers in February and October of the Senior year.
Authority-registered Subjects
Authority-registered subjects have been developed by QCAA. They are recorded on the Senior Statement and contribute towards a student’s QCE and are included in calculations for a rank score but they do not contribute to an OP.
Vocational Subjects
Vocational courses are nationally recognised certificate courses and are designed to teach specific skills for
particular industries, e.g. business, fitness, computers and multimedia, hospitality, retail and creative arts. In
some subjects, there may be the opportunity for work placement and work experience. Subject Levies and Costs
Please be aware that the following courses will have subject levies, per year, which may cover costs of enrolment with external providers and/or resources. These levies are added to the College Fees.
The following costs are approximate and will be finalized, once subject choices have been completed. Some costs may change.
Visual Art $180
CUA31115 Certificate III Visual Art (Brigidine College RTO Code: 30239) $180
10432NAT Certificate III Christian Ministry and Theology (IFE) RTO Code: 31402 $320 (Yr11) $340 (Yr12)
BSB30115 Certificate III Business (Binnacle RTO Code: 31319) $270
SIS30315 Certificate III Fitness (Binnacle RTO Code: 31319) $355
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17 Curriculum Offerings
Subject Selection
Ms Melissa Dever Deputy Principal Curriculum [email protected] Initial Subject Selections will be completed online. Final Subject Selection forms are to be completed by ALL Year 10
students. Mr John Crawford Program Leader – Senior Years [email protected]
Vocational Education and Training
Mrs Michelle Carter VET Coordinator (Acting) [email protected]
Year 10 students need to make an appointment to see Mr Daly if they are considering external vocational education courses or school-based traineeships.
Careers Information
Careers Counsellor Mrs Michelle Carter [email protected]
Students who are interested in learning more about career options and tertiary studies can make an appointment to see one of the two College Counsellors. Parents are also welcome to attend these interviews to learn more about post-Year 12 options for their daughters.
Departments Curriculum Leader Subjects Type of Subject Prerequisites and Recommended Study
Religion Mrs Jenifer Byrne [email protected]
Study of Religion Authority English (C+) and Social Science (B-)
Religion and Ethics SAS Authority-registered N/A
10432NAT Certificate III in Christian Ministry and Theology IFE RTO Code: 31402
Vocational N/A
English Ms Romany Smith [email protected]
English Authority English (C)
English Communication SAS Authority-registered N/A
Mathematics Mrs Michelle Tubb [email protected]
Mathematics A Authority Maths A Prep (C)
Mathematics B Authority Maths B Prep (C)
Mathematics C Authority Maths B Prep (C)
Prevocational Mathematics SAS Authority-registered N/A
Curriculum Leaders, Prerequisite Requirements and Expectations
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Departments Curriculum Leader Subjects Type of Subject Prerequisites and Recommended Study
Business Mrs Mellisa White [email protected]
Accounting Authority English (C)
Business Management Authority English (C)
Legal Studies Authority English (C)
Information Technology Systems Authority English (C)
BSB30115 Certificate III in Business Binnacle RTO Code: 31319
Vocational N/A
Information &Technology Communication
Authority-Registered N/A
Home Economics Ms Carla Wood [email protected]
Home Economics Authority English (C); Home Economics in Year 9 or 10 (C) is recommended
Language Mrs Sylvie Richalot [email protected] Mrs Yoshiko Steven [email protected]
French Authority French in Years 9 and 10 (C)
Japanese Authority Japanese in Years 9 and 10 (C)
Performing Arts Ms Lucy Flook [email protected]
Dance Authority English (C); Dance in Year 9 or 10 (C) recommended
Drama Authority English (C); Drama in Year 9 or 10 (C) recommended
Music Authority Prior Music knowledge: Music in Year 9 and 10
Music Extension (Yr 12) Authority Music in Year 11 and 12
Physical Education Mrs Diana Chambers [email protected]
Physical Education Authority Recommended - Health and PE Years 9 or 10 (C)
SIS30315 Certificate III in Fitness Binnacle RTO Code: 31319
Vocational N/A
Science Ms Debra Guthrie [email protected]
Science 21 Authority Science (C)
Biology Authority Physical or Natural Science (B-);
Chemistry Authority Physical Science (B-);
Physics Authority Science (B-); Maths B Prep (B-)
Social Science
Mrs Allison Johansen [email protected]
Ancient History Authority English (C); Social Science (C)
Geography Authority English (C); Social Science (C)
Modern History Authority English (C); Social Science (C)
Visual Arts Ms Korryn Swindail-Hill [email protected]
Visual Art Authority English (C); Recommended – Visual Art Years 9 or 10 (C)
CUA31115 Certificate III in Visual Art Brigidine College RTO code: 30239
Vocational N/A; Recommended - Visual Art Years 9 or 10
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18 Religious Education
The Religious Education Department offers the following subjects for students in Year 11 and Year 12. • Study of Religion • Religion and Ethics SAS • 10432NAT Certificate III in Christian Ministry and Theology (IFE – RTO Code 31402)
Study of Religion addresses the fact that Australia today is a pluralist society in which a great variety of religious traditions exist side by side. Studying religion helps students become aware of others’ beliefs and further understand their own. The subject also helps students develop an understanding of the ways that particular cultural contexts influence, and continue to influence, the formation of an individual’s world view and beliefs. Such understandings can make valuable contributions to cross-cultural harmony and mutual enrichment. Study of Religion also helps students become more effective global citizens by developing their knowledge, skills and values, and developing their understanding through critical inquiry, debate and reflection, and empathetic engagement with the standpoint of others. Throughout the course, an emphasis is placed on the Catholic tradition and the ethos of Brigidine College. The approach of the syllabus is based on the following assumptions:
• Different forms of religion – within religions, there are diverse beliefs and practices.
• Beliefs, understandings and values – dialogue between religious perspectives is crucial.
• Student achievement – is based on the ability to demonstrate skills associated with the criteria of knowledge and understanding, evaluative processes and research and communication.
Knowledge and Understanding
The core components of the course include: 1. Australian Religious Perspectives
This component focuses on religion in Australian society, examines Aboriginal spirituality, religion as it is expressed and practised in the local context and the diversity of religious expression across the nation.
2. World Religions This unit focuses on the different ways in which societies and cultures express religious beliefs. These have evolved into religions that, while distinct and different, share some elements that could enhance sustainable living in a contemporary world. A minimum of four of the following religions will be studied: Hinduism, Judaism, Buddhism Christianity and Islam.
3. The Nature and Significance of Religion Students come to recognise religion as a cultural and historical phenomenon and explore its role in the quest for meaning and purpose in the lives of individuals and communities.
Study of Religion (Authority Subject)
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Topics may also include:
Ritual: The study of ritual in varied social and religious contexts, past and present. Sacred texts: Texts that are recognised as having special religious significance or as being sacred. Religion-state relationships: Social, cultural and political implications of religious belief and practice and the tension between the nation state and religion. Ultimate questions: These include questions that people have long reflected upon and concern the meaning and purpose of life, the value of the human being, identity and destiny. Religion, values and ethics: The moral questions and ethical principles, and how these are incorporated into everyday life.
Learning Skills
An inquiry process shapes the learning of this subject. It develops students’ investigative and thinking skills and contributes to their ability to formulate ideas, make judgments and reach conclusions. It also encourages students to move beyond the acquisition of facts to metacognition and the development of ideas and concepts. Assessment Tasks
The assessment items include:
• Multimodal presentations
• Supervised extended written responses
• Research assignments
• Responses to stimulus material
• Short responses to unseen questions under exam conditions The criteria include:
• Knowledge and understanding
• Evaluative processes
• Research and communication
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Religion and Ethics is an integral part of the College curriculum. Religion and Ethics encourages students to explore their personal values and life choices and the ways in which these are related to their beliefs. A search for meaning assists students from various cultural, social, linguistic and economic backgrounds to learn about and reflect on the richness of religious and ethical world views. The College endeavours to adapt the program to meet the needs of each year’s group of students. The units covered are designed to allow students to achieve an understanding of the three dimensions of human religious experience:
• Personal • Relational • Spiritual
Subject content is underpinned by the Archdiocesan Religious Education Guidelines. Units of study include:
• Religions of the World
• Ethics and Morality
• Sacred Stories
• Spirituality
• Peace and conflict
• Social justice
• Meaning and purpose
• Religious and contemporary culture Knowledge and Understanding
The criteria used in the assessment of student work are:
• Knowing and understanding
• Applying and examining
• Producing and evaluating Learning Skills
The program of study assists students to develop ethical attitudes and behaviours that encourage effective participation in the community and to think critically, creatively and constructively about their future role in it. Students should be involved in using the community as a resource for their learning and have opportunity to gain knowledge and skills they can use in life outside school.
The range of skills developed in Religion and Ethics include:
• Defining key terms
• Research and note-taking
• Interpretation and comprehension
• Making judgments and expressing personal opinions
• Engaging in debate and discourse
• Oral competencies such as conducting interviews, participating in forums, giving talks
• Multi-media competencies
• Creative skills such as art, drama and poetry Assessment Tasks
Semester assessment techniques will be selected from the following types:
• Examination - short response test
• Extended response to stimulus
• Investigation - eg., investigating a current issue from a range of ethical viewpoints
• Project - eg., planning, organizing and presenting a college ritual, ceremony or event
Religion and Ethics SAS (Authority-registered Subject)
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Certificate III in Christian Ministry and Theology is a nationally accredited qualification which has been developed in the context of Catholic Education in Queensland. The course is delivered by the Institute of Faith Education (IFE) and is completed over four semesters in the senior years of schooling. This course offers a foundation that will be of particular value for pathways into careers in the Catholic sector including healthcare, education, teaching and childcare.
This course offers a foundation that will be of particular value for pathways into careers in the Catholic sector including healthcare, education, teaching and childcare. This course is usually delivered over the senior years of schooling (year 11 and 12) and consists of four self-contained modules.
A pass in Year 10 English would be an important element in the successful completion of this qualification. Sound comprehension skills as well as verbal and writing skills are required to address the requirements of assessment.
Module 1 – Spirituality Today (Year 11 Semester One)
This module explores what is meant by spirituality. It explores the relationship between spirituality and
religion. This Module provides an entry-point for considering all aspects of Catholicism.
Module 2 – The Story (Year 11 Semester Two)
In this module students gain an overview of the Scriptures and learn skills for biblical interpretation. There are opportunities to dig deep into the texts and to explore how they are used today.
Module 3 – Choices (Year 12 Semester One)
In this module students are introduced to ethics and Catholic social justice teaching. Current moral/ethical issues and case studies provide the opportunity to reflect on the choices we make and how these impact on life.
Module 4 – The Edge (Year 12 Semester Two)
This module provides an opportunity for students to reflect on their life journey and to explore further the nature of God as well as their own beliefs. The module also explores the questions of evil and suffering.
Knowledge and Understanding
The course:
• enables students to study theology at an elementary level, developing skills in theology and scriptural studies and in reading, writing, presenting and discussing theological issues;
• expands students’ knowledge, understanding and appreciation of major themes of theology and Scripture;
• provides students with opportunities for personal formation through reflection on their beliefs and through the application of learning to life;
• develops students’ spiritual awareness and sense of selfhood.
Certificate III in Christian Ministry and Theology
(10432NAT) (IFE RTO Code 31402) (Vocational Subject)
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Learning Skills
This course develops skills that are valuable for students’ education and life in general:
• Communication
• Working with others/teamwork
• Problem Solving
• Initiative and enterprise
• Project management, planning and organizing
• Time management and self-management
• Learning and research skills
• Technology and ICT skills
• Thinking skills and creativity
• Intercultural understanding
Why would I do this course?
• Students will gain valuable employability skills which will be of benefit in seeking careers in the Catholic sector and beyond.
• The content of the course and required assessment are suitable for a range of student skill levels and understanding.
• Students will be able to make connections with their own life experiences and the religious life of the school.
• Students will gain a deeper understanding of the spiritual and religious influences in the world. Credit Points toward the QCE
Successful completion of this course currently contributes 8 points towards the Queensland Certificate of Education. Certificate III in Christian Ministry and Theology provides an alternative pathway to tertiary study. This can be an important safety net for OP students and an excellent outcome for OP-ineligible students. (Source: 2018 QTAC Tertiary Prerequisites)
Assessment
As a vocational education training course assessment is competency based. Students learn through a variety of activities including discussions, team activities, multi-media activities, presentations and creative learning tasks. A portfolio of student work is submitted for assessment upon completion of each module.
Subject Levy This course is registered through the Institute of Faith Education (as the Registered Training Organisation) and delivered by Brigidine College. The fees for this course are to be met by the student and the following costs will be added to your fees as part of a subject levy.
Cohort Year 11 fees Year 12 fees Total fees
2018 – 2019 $160 per module $165 per module $650
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19 English
The English Department offers the following subjects for students in Year 11 and Year 12. • English • English Communication SAS
The Senior English course builds on and promotes the language growth achieved by students to the end of Year 10. The course develops students’:
• knowledge of the relationship between language and culture
• awareness of the flexibility, diversity and dynamism of language
• understanding, appreciation and enjoyment of language and its uses in texts
• creative and critical engagement with texts, to explore the students’ world and worlds beyond their own
• ability to reflect on the ways language is used in contexts and social situations to shape meanings
• ability to use language appropriately, effectively, purposefully, aesthetically and critically to participate in communities and cultures, as well as to think, write and speak about texts
• participation in the diversity of Australian cultures and contribution to their enrichment
• participation in lifelong learning as active citizens in shaping the future
Knowledge and Understanding
The English program provides valuable literacy skills while simultaneously expanding students’ horizons in terms of resources explored, values stressed and opinions formed, communicated and shared. By studying texts and learning and using language, students develop their capacities to participate as literate members of the society in which they live. As they study the increasingly demanding texts that Senior English requires, students conceptualise, imagine, appreciate, experiment, speculate, reflect, make decisions, hypothesise, analyse and evaluate to enhance their ability to think, use language and make meaning. They reflect on ways of being in the world, shaping their identities, developing meaningful relationships with others and expressing their ideas and feelings. They are encouraged to gain pleasure from texts while developing understandings of the power of texts to influence, tell the stories of a culture and promote shared understandings. From the texts chosen over the two year course, students develop understandings that texts store, reproduce, negotiate or challenge attitudes, assumptions and values available in that culture. To develop this range of understandings, students engage with a wide variety of literary, mass media and everyday texts that represent a breadth of experiences, identities and cultural assumptions and explore a range of social issues and ideas. Texts will be selected from a range of times, places, genres, modes and media. The specific content of the program builds steadily over the two years with individual semester themes. Concerns in the course try to mirror those of the student as she enters and leaves her Senior years of English. A typical structure incorporating a different focus each semester is as follows:
English (Authority Subject)
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Semester 1 – Voices through Place and Time
Exploration of, and response to, the works of writers from a variety of contexts. Semester 2 – Finding a Voice
Representations of individual and public identity/youth/women/race in a variety of texts, periods, countries. Semester 3 - Voices that Last
An investigation of literature across cultures and eras
Semester 4 - Powerful Voices
An examination of language and power in a Shakespearean play, the media and propaganda Learning Skills
Students become increasingly able to respond with growing independence to language experiences through developing skills associated with:
• Listening
• Reading
• Speaking Teachers also have ample opportunity to incorporate the key competencies, many of which occur naturally in the learning experiences of Senior English, especially:
• collecting, analysing and organising information
• communicating ideas and information
• planning and organising activities
• working with others and in teams
• using technology Assessment Tasks
Various techniques are used to evaluate students’ progress over the two year course. Decisions on Exit Levels of Achievement are based on performance on five tasks (two are spoken and three are written) in Year 11 and six tasks (three are spoken and three are written) in Year 12. Tasks range from analytical expositions to persuasive arguments to imaginative pieces of assessment. Two of the written tasks are under supervised conditions. One of these is in response to an unseen question. In order to gain a Sound Level of Achievement in Year 12 English students must pass both the written and spoken components of the course.
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The effective use of language (written, spoken and symbolic) is integral to our society. English Communication provides students with basic literacy skills to improve their confidence, enjoyment of English and enhance their employment opportunities.
Students use language within the contexts of work, community and leisure, to perform tasks, use technology, express identity, and interact in groups, organisations and the community.
Knowledge and Understanding
Students are expected to understand, utilise, manipulate and critically reflect on texts in a range of
contexts including:
• work, community and leisure
• subject matters, roles and relationships
• modes: speaking (signing) and listening, reading and viewing, writing and shaping different mediums.
Learning Skills
The subject develops students’ ability to: • understand and appreciate Australia’s linguistic and cultural diversity
• develop positive attitudes to and strategies for engagement in lifelong learning
• gain knowledge, understanding and an appreciation of various forms of text
• reflect on their own and other people’s knowledge, values and practices
• communicate appropriately and effectively
• plan and work independently or in a group Assessment
• Observation - students are assessed based on contexts related to work, community and leisure. This occurs continually over the course of this subject and provides a broad range of information about students’ learning.
• Consultation - teachers confer with students about their progress and evidence of this can be used to verify a student’s level of achievement.
• Focused analysis - teachers examine students’ responses to tasks or learning experiences. This provides detailed evidence of students’ learning.
• Self and peer assessment - students develop the ability to evaluate and assess their own work and the work of their peers.
An Exit Level of Achievement is awarded to students on completion of this subject. The criteria used include:
• Knowledge of contextual factors
• Knowledge of textual features
• Knowledge and understanding of texts These criteria are applied holistically to the body of work completed by the student.
English Communication SAS (Authority-registered
Subject)
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20 Mathematics
Students at Brigidine College may study a choice of Mathematics from Mathematics A, Mathematics B, Mathematics C and Prevocational Mathematics. Specific features of the different courses are discussed in detail on the following pages but attention is drawn here to the combination of subjects available. In any one semester, the following combinations may appear on the Queensland Certificate of Education (QCE).
• Mathematics A
• Mathematics A and Mathematics B
• Mathematics B
• Mathematics B and Mathematics C
• Prevocational Mathematics SAS Mathematics C is NOT offered in isolation. Students MUST take Mathematics B if they wish to study Mathematics C.
Mathematics is an integral part of a senior student’s education. It enhances their understanding of the world
and the quality of their participation in a rapidly changing society. Mathematics A emphasises the
development of positive attitudes towards the subject through the use of relevant, personal and work-
related learning experiences. There is also a focus on the development of mathematical knowledge and
understanding through investigative and explorative approaches to learning.
The Mathematics A Syllabus contains core and elective topics: Core topics: Financial mathematics strand
• Managing money 1
• Managing money 2 Applied geometry strand
• Elements of applied geometry
• Linking two and three dimensions Statistics and probability strand
• Data collection and presentation
• Exploring and understanding data Elective topics that have been selected for students to complete as part of the College’s Mathematics A course are identified in bold:
• Maps and compasses - either navigation, or land measurement
• Operations research - either linear programming, or networks and queuing
• Introduction to models for data
Mathematics A (Authority Subject)
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Learning Skills
Procedural skills related to the topics covered:
• Experimental investigation skills together with deductive and inductive reasoning
• Report writing
• Problem solving Assessment Tasks
• Formal tests (exams)
• Assignments (investigations) Students are assessed in three criteria:
• Knowledge and procedures
• Modelling and problem solving
• Communication and justification
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This subject provides the opportunity for students to appreciate that Mathematics is a:
• unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty
• way of thinking in which problems are explored through observation, reflection and logical, inductive or deductive reasoning
• powerful, concise and unambiguous symbolic system with written, spoken and visual components
• creative activity with its own intrinsic value, involving invention, intuition and exploration.
The course for this subject consists of seven core topics:
1. Introduction to functions 2. Rates of change 3. Periodic functions and applications 4. Exponential and logarithmic functions and applications 5. Introduction to integration 6. Applied statistical analysis 7. Optimisation
Learning Skills
• Procedural skills
• Experimental investigation skills (including deductive and inductive reasoning)
• Report writing
• Problem solving Assessment Tasks
• Formal tests (exams)
• Assignments (investigations)
Students are assessed in three criteria:
• Knowledge and procedures
• Modelling and problem solving
• Communication and justification
Mathematics B (Authority Subject)
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Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence
of students in Mathematics beyond the scope of Mathematics B, to build on and combine many of the
concepts introduced in Mathematics B and to provide further opportunities for students to participate more
fully in lifelong learning.
The course for this subject consists of six core topics:
1. Introduction to groups 2. Real and complex number systems 3. Matrices and applications 4. Vectors and applications 5. Calculus 6. Structures and patterns
Elective topics that have been selected for students to complete as part of the College’s Mathematics C
course are identified in bold:
• Linear programming
• Conics
• Dynamics
• Introduction to number theory
• Introductory modelling and probability
• Advanced periodic and exponential functions Learning Skills
Procedural skills related to the topics covered:
• Experimental investigation skills together with deductive and inductive reasoning
• Report writing
• Problem solving Assessment Tasks
• Formal tests
• Assignments Students will be assessed in three criteria:
• Knowledge and procedures
• Modelling and problem solving
• Communication and justification
Mathematics C (Authority Subject)
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Prevocational Mathematics builds student confidence and success with Mathematics. It aims to help students overcome difficulties with, or negative attitudes towards Mathematics, so that they can use Mathematics efficiently and critically to make informed decisions in their daily lives. Students learn to represent mathematical ideas and information in a number of ways. Because the learning contexts foster cooperation, and are supportive, enjoyable and non-competitive, students develop positive attitudes towards the use of Mathematics. Students’ confidence improves when they have sufficient time to discuss and discover how to solve problems, guess at answers, take chances, try things out, be wrong, and most importantly, experience success. Students learn that there is rarely one way of solving problems and that workplace Mathematics is often very different from school Mathematics because each industry adapts mathematical skills differently. As students become more confident in using Mathematics, they willingly contribute to class and group discussions — they question, propose, argue, challenge, seek advice and clarification and become aware of the benefits of working independently and in groups. Students study five topics:
• Number (study area core)
• Data
• Location and time
• Measurement
• Finance Assessment
Examinations are not used or kept to a minimum because they can undermine students’ confidence. If they are used then they are usually open-book exams.
To determine a student’s level of achievement, a wide range of tasks are used. These tasks are practical and relate to the world of work, personal organisation, and interpreting society. They are conducted mostly in class time so that students can be fully supported by the teacher.
Contextualised assessment may require students to give, for example:
• Short written answers (comprising one word, a sentence or a paragraph)
• Extended written answers (comprising at least three paragraphs; not essays)
• Non-written responses such as informal spoken answers to teacher questions (eg. an oral presentation of results; role plays; demonstrations of particular practical skills, techniques or processes; simple diagrams; sketches; digital photographs; flow charts; a three-dimensional models, websites).
Students will be assessed in three criteria:
• Knowing
• Applying
• Explaining
Prevocational Mathematics SAS (Authority-
registered Subject)
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21 Business
Business Education in the senior school covers a diverse range of subjects. It provides the context for students to develop a unique range of knowledge, practices and outlook. Through Business Education, students develop an awareness of business within the global, national, school and individual communities. Students develop knowledge, practices and dispositions to critically analyse business situations, confidently meet their own and others’ needs and wants, capitalise on business opportunities, make informed decisions, and participate responsibly in business situations.
The Business Education Department offers the following subjects for students in Year 11 and Year 12. • Accounting • Business Management • Legal Studies • Information Technology Systems • Certificate III in Business • Information and Communication Technology SAS
The study of Accounting provides students with opportunities to develop skills in managing financial resources that can be applied at a personal level and in the business environment. The course is designed not only to provide a foundation in the discipline of accounting, but also to prepare students for further education, training and employment. Students are encouraged to think logically, to apply accounting principles in a consistent and effective manner, and to become independent learners. The course also provides the opportunity to study current trends in the area of finance within a business environment. The study of Accounting can enables students to understand the processes involved in generating, recording, classifying, analyzing, interpreting and reporting accounting information as a basis for planning, control and effective decision making. The changing processes of accounting practice are recognised, especially with respect to the development and use of new information and communication technologies (ICTs). Students will use information technology to enable them to apply the accounting process in business. Completion of this course should enable students to participate more effectively and responsibly in a changing business environment. The course aims to prepare students for possible tertiary pathways, employment and training in this field.
Accounting involves both theoretical and practical elements. Communication is also an essential aspect of the study of Accounting and involves language education.
Therefore, comprehension and composition skills are developed in various genres.
Accounting (Authority Subject)
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Knowledge and Understanding
The course is organized around core and electives grouped under “Recording and controls” and “Reporting and decision making”.
During the course, students may study:
CS1 Core Studies 1 (R&C) S1 Independent Investigation (R&D)
CS2 Core Studies 2 (R&C) CS3 Integrated Accounting Package: MYOB (R&C)
ES6 Internal Controls (R&C) ES4 Accounting for Inventories (R&C)
ES2 Accounting for Cash (R&C) ES9 Analysis of Financial Reports (R&D)
ES 11 Cash Flow Statement (R&D) Spreadsheeting ES13 Personal Financing and Investing (R&D)
CS4 Budgeting (R&C) Spreadsheeting
Learning skills
The learning experiences reflect the active and practical nature of the course. Together with many of the more traditional teaching and learning activities, students may be involved in activities which include:
• analyzing and evaluating case
• studies, using computers and the internet
• undertaking research activities
• completing assignments and projects
• collecting and interpreting newspaper and magazine articles
• listening to guest speakers, using audiovisual materials
• analysing statistics and data
• participating in excursions to suitable venues
• conducting debates and discussions.
The learning experiences often present students with realistic accounting situations and encourage them to develop their knowledge and skills and express opinions about accounting situations and issues.
Assessment
Dimensions through which assessment will be based:
• Knowledge and procedural practices
• Interpretation and evaluation
• Applied practical processes Assessment tasks will vary and may include:
• Supervised examinations
• Assignments
• Practical assessment
• Extended written responses. Business Ambassador Program:
Griffith University
• Students have the opportunity to participate in the Ambassador Program established with Griffith University.
• This may lead to additional extension work, whilst studying Accounting, during Year 12 and may enhance their tertiary studies and opportunities in this area of study.
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Studying Business Management enables students to be creative and innovative as they learn how businesses are managed, and understand the important role that managers play in business. In Business Management, students will explore the main functions of businesses and the ways that these functions work together to achieve business goals. Students work in partnerships, small groups and teams as they navigate through the decisions that business managers often face. Students participate in practical and authentic business situations. This may involve individuals to use innovation and creativity to develop feasibility studies or undertake business ventures. A course of study in Business Management can establish a basis for further education and employment in the fields of small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management and corporate systems management. Business Management equips students with:
• an appreciation and understanding of the role of management
• an appreciation of the potential of self-employment to provide a rewarding and challenging career
• an understanding of the marketing, production, operations, human resources and finance functions within the business
• an awareness of the social and personal significance of business in Australian society in serving individual, business and societal needs
• an awareness of the importance of working in a team environment to achieve common goals and develop personal skills and reflective practices
• an understanding of the strategies, structures and environments of business organisations
• an ongoing investigative approach to the organisation of business management
• development of computer proficiency within the areas of business genres with regard to context of business management.
Topics of study include:
• Management practices
• Entrepreneurs of the future
• Getting the message: Marketing Management
• Project and Events Management
• People Power: Human resource management
• Global Corporate Management: International Business
• Financial management
• Business development
• Management and the changing environment Learning Skills
In Business Management, students will:
• investigate case studies which may be based on local, national and global business contexts to identify the key issues that impact businesses
• collect and organise business information which will be analysed to look for trends, patterns or relationships
• simulate the role of a business manager, studying and suggesting management strategies and recommendations aimed at achieving business objectives
• work in partnerships, small groups and teams on short- and long-term projects, learning and developing communication and management strategies which are essential for business managers.
Business Management (Authority Subject)
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Students may enact these strategies in class, through business ventures or in assessment tasks, and identify how business managers enact these strategies in the business situations that are studied. Business Management encourages students to learn through strategies that promote reflective and active participation in the management and organisation of business. Experiential learning strategies may include some of the following activities:
• Excursions eg. o Movieworld (Marketing unit), o Coca Cola factory and Queensland Performing Arts Complex (Events & Project Management), o IKEA (International Business & Entrepreneurship), Seaworld (Operations Management)
• Debates, guest speakers, mock interviews
• Marketing research and advertising material, including the use of social networks and webpage design
• Group investigation, field research
• Research assignments
• Case studies
• Links with tertiary institutions and the business community, with regard to feasibility studies and management strategies
Assessment Tasks
Assessment in Business Management allows students to demonstrate knowledge and understanding in business situations. By analysing the strategies observed in business situations, students may evaluate how effective these strategies are and propose recommendations. Students will have a chance to present this information to audiences through writing and speaking, or by combining modes for a presentation. These communication skills will be useful for a future in business management. In Business Management, assessment instruments include:
• Feasibility studies: involve proposing a start-up business or a new business idea. By analysing existing or competing businesses, students will determine the viability of a business idea or start-up business.
• Extended responses assignments: include responses to research or stimulus materials, such as business venture reports, essays, articles, speeches or presentations.
• Examinations: may be extended response tests or short response tests, which include short answer responses.
• In Year 12, students will complete five-to-seven assessment responses, including at least one
feasibility study and at least one supervised extended response test.
The Exit Criteria for assessing topics are:
• Knowing and understanding business management (Dimension 1)
• Applying and analysing management strategies (Dimension 2)
• Evaluating and communicating management strategies (Dimension 3)
(Note: The concept of ethics and integrity within the business environment is integrated through topics within the course.)
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Legal Studies enhances students’ ability to recognise diverse legal situations and issues that arise in their everyday lives that often have legal implications that affect the rights and obligations of themselves and/or other community members. Students gain knowledge to understand legal frameworks that regulate and shape society. The subject enables students to formulate personal views about how the law affects their world. Through critical analysis, examination and problem solving, students are empowered to make decisions that can benefit themselves and the community. A course of study in Legal Studies 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.
Learning Skills
• Legal Studies provides students with basic legal knowledge and awareness of the range of regulatory rules (law) and the empowering procedures for students to contribute to and participate in being responsible citizens.
• Learning experiences include visits to Law Courts / Roma Street Police Head Quarters / crime scene / scenarios / case studies / local representative speakers on various political and social issues.
Together with many of the more traditional teaching and learning activities, students become involved in case studies, field trips, statistical analyses, simulation activities and audiovisual presentations.
Knowledge and Understanding
• The Legal System – how does the Legal System meet society’s needs?
• Crime and Society – what is crime?
• Civil Obligations – how does Civil Law impact on citizens in a society?
• Independent study (choice of a recent legal issue)
• You, the Law and Society (a choice of: family, renting and buying, sport)
• Law in a changing society
• Environmental Law
Assessment Tasks
A wide range of assessment techniques are used including: factual knowledge tests, essay writing, assignments, problem solving exercises, seminar and media presentations. The Exit Criteria used in the assessment of student performance are:
• Knowing and understanding the law (Dimension 1)
• Investigating legal issues (Dimension 2)
• Responding to the law (Dimension 3)
Legal Studies (Authority Subject)
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Information Technology Systems (ITS) is a practical discipline which prepares students to respond to emerging technologies and information technology (IT) trends. Students develop the knowledge of, and skills in, the systems supporting IT. Systems range from those supporting the development of information, such as documents or websites, to those supporting technology, such as computers or networks. Information Technology Systems prepares students to cope with, and harness to their advantage, the changes and significant opportunities associated with IT. This subject may lead to employment in such areas as IT support, graphic and multimedia manipulation, or tertiary study in the fields of multimedia design, games design, website design and animation. Learning Skills
Students of Information Technology Systems engage in a variety of practical learning experiences in a mostly project-based course of study. Students will:
• retrieve information from databases
• design, implement, test, evaluate and write documentation for information systems and other computer programs
• participate in class discussions, role plays, and scenarios
• install and maintain a variety of software applications and operating systems
• design, develop and evaluate software or hardware to meet client requirements
• generate helpdesk materials
• develop websites
• design, develop and evaluate games and other multimedia products
• undertake case studies to solve real IT problems Knowledge & Understanding
Subject matter in Information Technology Systems is organised in five interwoven elements: • Theory and techniques • Problem-solving process • Project management • Client relationships • Social and ethical issues. Contexts provide a focus for developing the subject matter into units of work. They include: • Animation • Game design • Graphic design • Interactive media
• Mobile technology • Multimedia • Networking • Video production • Web design
Information Technology Systems (Authority subject)
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Assessment Tasks
• short and/or extended responses,
• research assignments
• projects and practical exercises
• Multimodal presentations such as seminar presentations
• multimedia presentations and reports may also be used.
The Exit Criteria used in the assessment of student performance are:
• Knowledge and communication (Dimension 1)
• Design and development (Dimension 2)
• Implementation and evaluation (Dimension 3)
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IMPORTANT
PROGRAM DISCLOSURE
STATEMENT (PDS)
This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training and assessment services).
To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’ .
REGISTERED TRAINING
ORGANISATION Binnacle Training (RTO Code: 31319)
Subject Type Vocational Education and Training
Nationally Recognised
Qualifications
BSB30115: CERTIFICATE III IN BUSINESS
PLUS optional embedded qualification: BSB20115 Certificate II in Business
Course Length 2 years
Reasons to Study the Subject:
Binnacle’s Certificate III in Business ‘Business in Schools’ program is offered as a senior subject where students learn what it takes to become a Business Professional. Students achieve skills in leadership, innovation, customer service, personal management, critical and design thinking and financial literacy – incorporating the delivery of a range of projects and services within their school community. Micro business opportunities are also explored. QCE Credits: Successful completion of the Certificate III in Business contributes eight (8) credits towards a student’s QCE. Successful completion of the Certificate II in Business (optional embedded qualification) contributes an additional four (4) credits towards a student’s QCE. Graduates will be able to use their Certificate III in Business
• as an entry level qualification into the Business Services Industries (e.g. customer service adviser, duty manager, administration officer);
• to pursue further tertiary pathways (e.g. Certificate IV, Diploma or Bachelor of Business); and
• to improve their chances of gaining tertiary entrance.
PRE-REQUISITES
Students must have a passion for and/or interest in working the Business Services industry and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and Bachelor of Business). They must
have good quality written and spoken communication skills and an enthusiasm / motivation to participate in a range of projects.
Certificate III in Business – BSB30115
(Binnacle RTO Code 31319) (Vocational Subject)
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TOPICS OF STUDY
YEAR 11
TERM 1 TERM 2 TERM 3 TERM 4
• Introduction to the Business Services industry.
• Develop an e-learning plan and undertake e-learning.
• Knowledge of the Australian Financial System
• Workplace Health and Safety: legislations, risk assessment
• Customer Service: Products and services; meeting customer needs.
• Deliver a service
• Leadership: Promote innovation in a team environment.
• Research a small business; identify products and services.
• Financial Literacy Short Course – Be MoneySmart
• Innovation: Enterprise and entrepreneurs
• Work in teams
• Communication
• Finalisation of Certificate II in Business (if applicable)
YEAR 12
TERM 1 TERM 2 TERM 3 TERM 4
• Critical and creative thinking
• Micro/Small Business: Identify micro business opportunities
• Personal
Management:
Develop project
plan
• Major Project: Design and plan for a new service
• Personal Management: Organise priorities
• Develop business documents.
• Major Project: Prepare a business proposal.
• Financial Literacy Short Course – First Business
• Finalisation of Certificate III in Business
LEARNING EXPERIENCES
• Solving interesting problems
• Leadership
• Innovation and teamwork
• Undertaking e-Learning
• Organising work priorities and
personal development
• Assessing risks
• Delivering a service to customers
• Recommending products and services
• Designing and producing business
documents
• Examining micro business opportunities
• Financial literacy – Be MoneySmart,
First Business
LEARNING AND ASSESSMENT
Learning experiences will be achieved by students working alongside an experienced Business
Teacher (Program Coordinator) – incorporating delivery of a range of projects and services
within their school community. This includes participation in R U OK Mental Health Awareness
Week – Team Project and a Major Project where students design and plan for a new product or
service.
Students may also be exposed to the EarthMovers Foundation- a project that helps young
teenagers to create solutions to local and global issues.
A range of teaching/learning strategies will be used to deliver the competencies. These include:
Practical tasks / experience
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Hands-on activities involving customer service
Group projects
e-Learning projects
Evidence contributing towards competency will be collected throughout the program. This
process allows a student’s competency to be assessed in a holistic approach that integrates a
range of competencies.
NOTE: From time to time, project delivery may require a mandatory ‘outside subject’
component (e.g. before or after school).
NOTE: From time to time, project delivery may require a mandatory ‘outside subject’ component (e.g. before or after school).
PATHWAYS
The Certificate III in Business will be used by students seeking to enter the Business Services industries and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and Bachelor of Business). For example:
• Business Owner
• Business Manager
• Customer Service Manager
Students completing their Certificate III may be able to upgrade their QTAC selection rank.* * Certificate III = rank of 68 (approximately equivalent to an OP 15 depending on the year).
COST • $210.00 = Binnacle Training Fees
• All texts and reprographics are provided by the school.
For further information, contact the Business Education Curriculum Leader
BSB30115 CERTIFICATE III IN BUSINESS
PLUS optional embedded: BSB20115 Certificate II in Business
YEAR 1
COMPETENCIES BSB30115 CERT III BUSINESS
(with Cert II BSB20115 embedded)
BSBWHS302 Apply knowledge of WHS legislation in the workplace (Core Cert III)
BSBCUS301 Deliver and monitor a service to customers
BSBINN301 Promote innovation in a team environment
BSBPRO301 Recommend products and services
BSBFLM312 Contribute to team effectiveness
FNSFLT301 Be MoneySmart
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YEAR 2
COMPETENCIES BSB30115 CERT III BUSINESS
(with Cert II BSB20115 embedded)
BSBITU306 Design and produce business documents
BSBWOR301 Organise personal work priorities and development
BSBWRT301 Write simple documents
BSBCRT301 Develop and extend critical and creative thinking skills
BSBSMB302 Develop a micro business proposal
BSBSMB201 Identify suitability for micro business
* Elective units are subject to change prior to the commencement of the 2017 school year. This is to ensure
alignment to current industry practices is at its optimum.BE ANSWERED TO COMPLETE THIS
ASSESSMENT
Subject Levy This course is registered through Binnacle Training Organisation (as the Registered Training Organisation) and delivered by Brigidine College. A subject levy of approximately $270 will be added to the College Fees to cover the cost of the Certificate III qualification, excursions and licencing fees, each year.
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The subject Information and Communication Technology is concerned with skills in applying knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts. Through practice in problem-solving in a variety of contexts, both individually and collaboratively, it promotes adaptable, competent and self-motivated users and consumers of ICT who can work with clients and colleagues to identify issues and solve problems. Across business, industry, government, education and leisure sectors, rapidly changing ICT practices and protocols create corresponding vocational opportunities. To enable students to take advantage of these opportunities, this subject area will equip them with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. Knowledge, Understanding and Practical Applications Students will develop knowledge, understanding and skills across multiple platforms and operating systems, and will be ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions. Information Communication & Technology includes core knowledge, understanding and skills relating to hardware, software and ICT in society. The core is explored through elective contexts that provide the flexibility needed to accommodate new technology, and the wide range of interests and abilities of the students who study it. Sample program of study:
Information and Communication Technology
SAS (Authority-Registered Subject)
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Learning Skills
Applied learning is the acquisition and application of knowledge, understanding and skills in real-world
and/or lifelike contexts. Contexts should be authentic and may encompass work place, industry and
community situations.
Applied learning values knowledge — including subject knowledge, skills, techniques and procedures —
and emphasises learning through doing. It includes both theory and the application of theory, connecting
subject knowledge and understanding with the development of practical skills.
Applied learning:
• links theory and practice
• integrates knowledge and skills in real-world and/or lifelike contexts
• encourages students to work individually and in teams to complete tasks and solve problems
• enables students to develop new learnings and transfer their knowledge, understanding and skills to a range of contexts
• uses assessment that is authentic and reflects the content and contexts. Assessment techniques:
Student achievements are based on evidence of the demonstration of student knowledge, understanding
and skills. The assessment techniques include designed projects and practical work, and extended
response to stimulus through the format of assessment tasks designed which may include:
• supervised or unsupervised examinations
• individual, group or team projects
• research projects (team or individual)
• oral presentations, debates, interviews
• podcasts, seminars
• digital presentations
o vodcasts
o webinars
• articles for magazines or journals
• essays, e.g. analytical, persuasive/argumentative, informative
• reviews, e.g. literature, film
Dimensions assessed: Dimension 1: Knowing and Understanding Dimension 2: Analysing and Applying Dimension 3: Producing and Evaluating .
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22 Home Economics
The belief that today’s actions and attitudes determine present and future wellbeing is central to Home Economics. Home Economics is concerned with the development of deep understandings about the reciprocal impacts that capabilities, choices and priorities have on our wellbeing as individuals and families. Home Economics as a field of study offers students opportunities to discover and further develop their critical and creative capabilities that enhance individual and family wellbeing. In turn, these attributes can be used in their personal and professional lives, in forming their future decisions and actions.
The central focus of home economics is the wellbeing of individuals and families in their everyday living. Home Economics education takes an action-orientated, empowerment approach that enables students to build capacity for critical and creative approaches to decision-making and problem-solving related to fundamental needs and practical concerns of individuals and families, both locally and globally. In an ever-changing and ever-challenging environment that puts centre stage issues such as food security, emotional health, sustainability, consumer excesses and a widening poverty gap, one of home economics education’s unique strengths is that it prepares students to respond to a range of real-life challenges. Its other unique strength is its practical orientation, which for many students provides opportunities for concrete achievements and increased self-esteem.
Areas of study
Home Economics is a four semester course of study. The areas of study are content bases from which study in Home Economics is drawn. These are:
• Individuals, families and communities
• Nutrition and food
• Textiles and fashion Knowledge and Understanding
Semester 1: Contemporary Issues in Food and Nutrition for Adolescents (Nutrition and food) Adolescence is a time of establishing a new found identity. As independence increases, the adolescent makes more decisions about his or her eating patterns. This unit will focus on nutritional understanding and the factors that influence adolescent food choices. Diet and its relationship to adolescent health will be analysed, as well as how to improve general adolescent health and wellbeing through simple changes in diet and lifestyle. Healthy eating habits and nutritional related disease will be in analysed. This unit will help students critique nutritional information to make more informed food choices and to provide opportunities to apply this information in selecting and preparing foods.
Home Economics (Authority Subject)
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Semester 2: Textiles for Fashion (Textiles and fashion) This unit reflects the important role that textiles play in fashion and on the wellbeing of individuals, families and communities. Factors influencing clothing will be analysed and evaluated particularly the media’s growing role in shaping our lifestyles and culture. Students will investigate issues relating to social, cultural, political, technological, and economic points of view, and the impact fashion industry practices have on textile choices and wellbeing. Students will investigate textiles through a study of the properties and characteristics of fibre, and construction techniques allowing students to make informed consumer choices in the textiles area. The concept of design elements and principles, as being both functional and aesthetic and as part of the creative design process, are examined within the specialised field of textiles. Creating clothes to suit the individual provides opportunity to make cost effective, fashionable clothing to enhance wellbeing. Experimentation and skill development with fibres, fabrics, construction and design will be incorporated throughout the unit. Semester 3:
Sustainable Textiles (Textiles and fashion; Individuals, families and communities)
This unit will investigate sustainable textiles, the practices the textiles and fashion industries use in fibre and fabric production, clothing promotion and manufacture that impact on sustainability and wellbeing of individuals, families and communities. In the 21st century there is an increased consumer demand for textile products produced with minimal impact on the environment. The textile industry generates large volumes of waste and consumes large amounts of energy and water. Sustainable design aims to avoid or minimise significant environmental impacts and increase resource efficiency at all stages of a product’s lifecycle: from raw material extraction and processing, manufacturing, packaging and distribution, through to product use and end-of-life. Sustainable design is currently an area of high significance for designers and those concerned with the way we live and how it will affect our future. Semester 4: Challenge and Change for Australian Families (Nutrition and food; Individuals, families and communities) Fundamental changes are needed in our values, institutions and ways of living so that future generations can meet their needs. Food choices influence the well -being of Australian families as well as the environment. An individual’s food choices are the single, biggest contributor to their personal carbon footprint. How can we make sustainable food choices? This unit will focus on sustainable food futures and investigate actions taken by individuals, business and government to influence food choices. Sustainable practices in food production and food selection made by family members can have a positive impact on the wellbeing of the individual, family and community. The composition of Australian families has changed over the last 3 decades. The result has been an increasing diversity of family types in which Australia’s young people are raised. What affect has this social change had on family function and housing choice? How can we manage change and create well planned and sustainable communities that ensure the health and well-being of families and communities? This unit will focus on the changes in family composition and the relationship between housing choices and the wellbeing of individuals, family and community. The Living environment, housing, communities and what they mean to individuals, their way of life and the changing of the great Australian dream will be explored.
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Learning Skills By the conclusion of the course, students should:
• Develop and refine practical skills to produce products for an intended purpose
• Plan, manage and reflect on processes
Communication processes use appropriate modes and language for intended purposes and audiences should also be evident across the dimension. Assessment Tasks
Assessment is based on the evidence of student learning that has been collected and identified over the course. The dimensions used in this subject include:
• Knowledge and understanding
• Reasoning and communicating processes
• Practical performance
Assessment techniques in Home Economics include:
• Supervised written
• Research
• Performance and product
Home Economics can assist with careers in:
• Childcare
• Hospital industry
• Textile industry
• Visual arts
• Youth worker
• Interior design
• Food technologist
• Nutritionist/Dietician
• Teaching
• Nursing and many more . . .
Other information:
Costs will need to be met for the supply of food, fabric etc. during practical units (where applicable).
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23 Languages
The benefits of studying a foreign language include:
• proficiency in this language
• engage with the global community
• widen cultural understanding and experiences
• develop new perspectives and opportunities
• gain a competitive edge in the job market
• being able to travel through parts of the world more easily Students can choose to study the following languages:
• French
• Japanese
The aim of the Senior French course is for students to become fluent and confident speakers and understand a variety of French text types. They will be able to benefit from their French studies and become global citizens as:
• French and English are closely related and students can build on this knowledge to become proficient in French.
• French is the first or second language spoken and understood in more than 50 countries.
• French is an official working language of the UN, UNESCO, NATO, the OECD, the International Olympic Committee, the Council of Europe and the European Community as well as the European Court of Justice.
• It is the major language of international humanitarian organisations such as the International Red Cross and Médecins sans Frontières.
• France continues to be one of the most important economic powers and a world leader in aeronautics, computing, medicine, telecommunications, engineering, mining, electronics and scientific research in the fields of genetics, high-energy physics and nuclear fusion.
The ability to speak an additional language can be essential in areas such as tourism and hospitality, business, international relations and diplomacy, education and communications. This ability also opens up opportunities to study abroad and to travel and live in parts of the world that would not have been possible without the local language. Knowledge and Understanding
Students experience and use the language in the following contexts:
• Family and community: e.g. personal description, personality, relationships, health care, fitness, family life, home, domestic routines.
• Leisure, recreation and human creativity: e.g. sport, hobbies, interests, radio, TV, films, newspapers, magazines, advertising, holiday planning and itineraries, tourist offices.
• School and post-school options: e.g. school and student exchanges, future plans and further study.
• Social issues: eg. the environment, health, world peace and aid, prejudice, discrimination, stereotyping, equity and roles in society.
French (Authority Subject)
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Learning Skills
Senior French aims to develop competence in comprehending and composing French in the four macroskills: Listening, Reading, Speaking and Writing. These are assessed by: Comprehending meaning (receptive communication) Listening
By the conclusion of the course, students should:
• know and understand familiar and complex spoken language
• reason and respond to speakers’ attitudes, purposes, intentions and cultural meanings Reading
By the conclusion of the course, students should:
• know and understand familiar and complex written language
• reason and respond to writers’ perspectives, purposes, intentions and cultural meanings Conveying meaning (productive communication) Speaking
By the conclusion of the course, students should:
• know and use the French language features
• create spoken language in French and respond in situations relevant to their communication needs Writing
By the conclusion of the course, students should:
• know and use complex French language features
• create written French language and respond in a manner suitable for the setting, audience and text type
Attitudes and values are embedded in the course but not assessed.
By the conclusion of the course, students should:
• understand that learning a language is a continuous process through life
• willingly interact with others in French
• understand that attitudes and values, their own and those of others, are embedded in culture
• develop a view of the world shaped by intercultural understanding
• understand that language and culture are interdependent Assessment Tasks
The four macro-skills Listening, Reading, Speaking and Writing are assessed at various times throughout the course. Comprehension of spoken and written language across a variety of topics and text types is assessed through Listening and Reading. Conveying meaning refers to communication through spoken and written language across a variety of topics and text types and is assessed in Speaking and Writing. All four macro-skills have equal weighting for each skill. Dictionaries may be used in some assessment tasks for writing. There are no assignments in this course and all assessment will be completed in school under supervised conditions.
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Japanese is a valuable language for Australians to learn. By studying Senior Japanese, students:
• enhance their capacity to communicate and interact effectively within and across languages and cultures
• appreciate the interrelationship of language and culture and the importance of intercultural competence
• extend their awareness and understanding of the nature of language through analysing the linguistic systems of Japanese
• acquire language-learning strategies that can be applied in further studies
• recognise and appreciate the cultural, linguistic and racial diversity within Australia and globally
• increase their awareness and appreciation of their own language and culture as a result of learning about another culture
• understand the role of technology in enhancing communication
• expand their post-school options and meet the growing needs of business and industry for language skills and intercultural understanding
Knowledge and Understanding
The course of study provides students with opportunities to develop sufficient competency in Japanese, to use it in a variety of ways to achieve the communicative objectives. Topics are derived from the following four themes: family and community; leisure, recreation and human creativity; school and post school options; social issues. Examples of situations and tasks which students engage depend on the topic and setting of the unit, e.g. Theme: Family and Community, Topic: Health care and fitness, Activity: Preparing a personal fitness program. Topics and settings are chosen to best suit the interest of the students. Learning Skills
Senior secondary Japanese aims to develop competence in the four macro-skills: Listening, Reading, Speaking, Writing. Comprehending meaning (receptive communication) Listening
By the conclusion of the course, students should:
• know and understand familiar and complex spoken language
• reason and respond to speakers’ attitudes, purposes, intentions and cultural meaning
Reading
By the conclusion of the course, students should:
• know and understand familiar and complex written language
• reason and respond to writers’ perspectives, purposes, intentions and cultural meanings
Japanese (Authority Subject)
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Conveying meaning (productive communication) These objectives are expressed in terms of Speaking and Writing. Speaking
By the conclusion of the course, students should:
• know and use the Japanese language features
• create spoken language in Japanese and respond in situations relevant to their communication needs
Writing
By the conclusion of the course, students should:
• know and use the Japanese language features
• create written Japanese language and respond in a manner suitable for the setting, audience and text type
Attitudes and values are embedded in the course and not assessed
By the conclusion of the course, students should:
• understand that learning a language is a continuous process through life
• willingly interact with others in Japanese
• understand that attitudes and values, their own and those of others, are embedded in culture
• develop a view of the world shaped by intercultural understanding
• understand that language and culture are interdependent Assessment Tasks
Proficiency in each of the macro-skills may not evolve at exactly the same rate. Thus, the objectives are stated in terms of the macro-skills, and each will be assessed separately. At least six exams are to be completed in Listening, Speaking, Reading and Writing across four semesters of learning.
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24 Performing Arts
The Performing Arts Department is a key learning area that encompasses artistic pursuits that express and communicate what it is to be human through Dance, Drama and Music.
Through these distinct and separate disciplines, humans develop, share and pass on understandings of ourselves, our histories, our cultures and our worlds to future generations. The Performing Arts subjects can balance and enrich student experience by fostering unique and significant skills and understandings and are transferable to other areas of learning.
Ways of thinking and learning
Students have the opportunity to value and extend their academic, personal and social capabilities. Acknowledging, respecting and building on the cultural knowledge that everyone brings to learning are fundamental to this process.
Nature of the Key Learning Area
A lifelong learner in the Performing Arts is a:
• knowledgeable person with deep understanding
• complex thinker
• responsive creator
• active investigator
• an effective communicator
• a participant in an interdependent world
• a reflective and self-directed learner
The Performing Arts makes a unique contribution to lifelong learning by cultivating habits of mind and dispositions that facilitate these valued attributes.
Ways of Working
Students acquire and apply knowledge, skills and practices that are specific to each Performing Arts discipline. They use visual, auditory and kinaesthetic ways of learning to express ideas and feelings. Learning in the Arts encourages students to acknowledge and value the variety of cultural perspectives that exists in communities. Students use their senses as a means of understanding and responding to Art works and Art experiences. As well as the acquisition of conceptual and theoretical knowledge, learning in the Arts places particular importance on students’ developing processes and skills. ‘Knowing how’ is as important as ‘knowing about’. By cultivating reflective Arts practices, students are able to know when, where and why to use and apply their acquired knowledge and understanding.
Senior Dance facilitates the development and expression of the individual physically, intellectually, socially and emotionally. While fostering an appreciation of a range of cultural contexts within Australia and the rest of the world, Senior Dance encourages students to develop as critically informed and an aesthetically appreciative of Dance in a variety of contexts and students are encouraged to reflect and respond to their world and develop meaningful, creative dance works to communicate their ideas.
Dance (Authority Subject)
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Topics covered in the Senior Dance course include:
• Popular Dance: hip hop, dances from a variety of eras, fusing styles
• Musical Theatre: jazz, tap, Bob Fosse technique and style workshops
• Contemporary Dance: technique classes, contact activities and choreographic workshops
• Australian Choreographers and Companies: Sydney Dance, Expressions, Dance North, Australian and Queensland Ballet, Natalie Weir, Graeme Murphy, Kelly Abbey, Claire Marshall and more
• Functions of Dance: social, ritual and artistic dances from around the world
• Postmodern Dance: Twyla Tharp, Merce Cunningham and Steve Paxton Knowledge and Understanding
Dance involves:
• an understanding of dance history and its evolution to today’s popular dance
• understanding and using dance terminology in order to analyse, describe and evaluate a range of dance works and genres
• recalling and responding to dance works both verbally and through movement sequences
• equipping students with skills for identifying and developing creative and meaningful choreography
• appreciating the variety of functions of dance through physical exploration and visual examples
• articulating how meanings of movements may change according to various cultural, social and historical contexts
Learning Skills
Skills developed over the two year course include:
• technique development of variety of dance styles such as ballet, contemporary, jazz, hip-hop and musical theatre
• developing a variety of choreographic skills in order to create both individual and group routines and responding to a variety of stimulus and developing both literal and abstract movement
• appreciating dance in different cultures and contexts
• the ability to communicate and evaluate dance using oral and written skills
• the opportunity to develop skills as a performer through workshops such as Expressions Dance Company, The Qld Ballet, Harvest Rain Theatre Company and local artists, as well as a variety of styles studied throughout the course.
Assessment Tasks
All assessment tasks are based on the context, styles and genres studied in class. Techniques used include:
• Performance - Teacher devised or guest artist routines and sequences covering a variety of styles, performed individually and in small groups. These tasks are often performed for a public audience.
• Choreography – Both group and individual tasks involve creating movement that reflects a certain style or technique taught, responding to a stimulus or express a viewpoint or idea. Written support is required to justify choreographic choices and intent also.
• Appreciation – Visual analysis, interpretation and evaluation of dance from a variety of choreographers. A variety of written and oral tasks are included.
Students must be aware that some rehearsals, events and excursions may occur after hours and/or on weekends.
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Young people live in an increasingly complex web of interacting cultures and subcultures. They need a learning environment that promotes imagination, critical thinking, cultural engagement, communication, creativity and problem-solving. Drama provides this learning environment, both as an art form and as an aesthetic way of knowing that integrates oral, kinesthetic, visual and aural dimensions and sign systems. The Senior program begins by focusing on allowing students to aesthetically engage in, explore and experience a wide range of dramatic styles and perspectives and to ground students with a strong foundation of the Elements of Drama. The Year 12 course provides a challenging opportunity for student to explore experimental theatre styles, research political underpinnings of theatre and create powerful Drama of the 21st century.
• Twentieth Century Realism, Acting Skills
• Contemporizing Shakespeare’s texts for a contemporary audience
• Physical Theatre, Viewpoints, Suzuki, Australian Identity, Devising Performance
• Greek Theatre, Chorus work and use of mask
• Epic and Political Theatre, Bertolt Brecht, One Person Show
• Theatre of the Absurd, Samuel Beckett
• Extended Study, Performance Production
• Australian Industry Practice, Australian Playwrights and Arts Companies Knowledge and Understanding
• engage in aesthetic learning experiences and understand the diverse role of dramatic arts workers in cultures past and present
• use the languages and symbol systems of drama to make and communicate meaning
• appreciate the complex function and purpose of drama
• build self-discipline, confidence and communication skills to achieve their unique potential and have lifelong involvement in dramatic activities
• develop skills and understandings that are transferable to a variety of community activities, careers, professions and creative industry contexts
Learning Skills
Skills developed over the two year course include:
• active participation and engagement with the traditional and contemporary styles and forms
• critically applying and analysing the dramatic languages to realise and communicate dramatic action and meaning
• the opportunity to develop skills as a performer through workshops with companies such as Zen Zen Zo, Backbone, Shake and Stir and Queensland Shakespeare Ensemble.
Assessment Tasks
Drama is explored and assessed through the general objectives of Forming, Presenting and Responding. These are interrelated and complementary.
• Forming – modernising traditional texts, scriptwriting, monologue and concept development
• Presenting – Scripted as well as student devised performance which is often performed for a public audience
• Responding – Live theatre analysis as well as seminar presentations
Students must be aware that some rehearsals, events and excursions may occur after hours and/or on
weekends.
Drama (Authority Subject)
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Senior Music aims to foster students’ expression of their creativity and individuality through analysing, composing and performing music which communicates feelings, thoughts and ideas. As music is a unique means of expression, of knowing and communicating experience, it makes a profound contribution to personal, social and cultural identities.
The Senior Music program allows students engage in explore and experiences a wide range of musical contexts, genres and styles. Through this learning process, students will have the opportunity to gain the basis for a lifelong positive engagement with music.
Topics covered in the Senior Music course include:
• Greatest Hits
• Love and Loss
• Australian Music
• Music for film
• Bold and Beautiful Music
• Music in the Community Knowledge and Understanding
• An understanding of music history and its evolution to today’s popular genres and styles.
• An understanding of musical terminology in order to analyse, describe and evaluate a range of musical styles and genres.
• Equipping students with skills for identifying and developing creative and insightful compositions.
• Appreciating the variety of functions of music.
• Develop skills of musical interpretation through performance. Learning Skills
Skills developed over the two year course include:
• Performing both as a soloist and in a group
• Computer skills in using music software for notation, editing and recording
• Improvising
• Conducting
• Compositional skills including harmonising and modulating, word setting, melody writing, and balancing vocal/instrumental parts.
• Research Skills
• Justifying and validating personal ideas of music
• Valuating the use of music
• Communication (Both written and spoken)
• Aural and visual analysis of a variety of styles and genres. Assessment Tasks
All assessment tasks are based on the context, styles and genres studied in class. Techniques used include:
• Performance – can be as a soloist, as part of a small ensemble, a combination of the two or as a conductor. Performances cover a wide variety of styles, including performing for a public audience.
• Composition – Compositions involve creating music that reflects a certain style or technique. These may be handwritten, computer generated or recorded live.
• Musicology – Visual analysis, interpretation and evaluation of music from a variety of composers. A variety of written and oral tasks are included.
Students must be aware that some rehearsals, events and excursions may occur after hours and/or on
weekends.
Music (Authority Subject)
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Music Extension is studied for the two semesters of Year 12 in conjunction with studying the Senior Music course. Music Extension is designed to offer more challenge than Senior Music and allow students to specialize. Students wishing to take Music Extension are expected to be strong, independent learners. Prerequisites for this subject include:
1. An interview and approval from the Music teacher and Curriculum Leader 2. A minimum of an ‘A’ achievement in at least two criteria at the conclusion of Year 11 Music 3. Outstanding results and application across all subject areas.
In Music Extension, each student selects one of three specialisations including:
• Performance
• Composition
• Musicology
A course of study in Music Extension provides opportunities for students to:
• engage confidently in music-making, whether at home or in the wider community
• communicate and express complex ideas about music
• critically evaluate music across a variety of contexts, genres and styles
• apply higher-order and creative thinking skills in solving complex musical problems
• apply audiation and musical elements to investigate and realise music ideas.
Students must be aware that some rehearsals, events and excursions may occur after hours and/or on
weekends.
Music Extension – Year 12 Only (Authority Subject)
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25 Physical Education
The Physical Education Department offers the following subjects:
• Physical Education
• Certificate III in Fitness
Physical Education in the Senior School context, involves students learning in, about and through physical activity. Physical Education focuses on the complex interrelationships between motor learning and psychological, biomechanical, physiological and sociological factors that influence individual and team physical performances, together with the wider social attitudes to an understanding of physical activity.
Knowledge and Understanding
There are four physical activities studied over the two years. They include They include Touch Football, Basketball, Life Saving and Badminton. The subject matter for each activity is drawn from and organised around the following three focus areas:
A. Learning physical skills – how are skills learned, implemented, maintained and enhanced? B. Process and effects of training and exercise – how can an understanding of the physiology of
exercise, training and program development improve team and individual performance? 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?
Learning Skills
Physical Education in the Senior school context involves the study of physical activity and engages students as intelligent performers, learning in, about and through physical activity. These terms reflect Arnold’s (1985) three dimensions of movement and aim to develop students who are intelligent performers (Kirk 1988) and physically educated.
Learning in physical activity refers to experiential outcomes, where students directly acquire knowledge, understanding and skills as a result of thoughtful participation in physical activity (e.g. applying tactics in a game).
Learning about physical activity refers to a rational form of inquiry, where students directly acquire knowledge and understandings as a result of studying and participating in physical activity. These understandings are applied in the interpretation, analysis, synthesis and evaluation of experiences in studying activity (e.g. examining the impact of gender stereotypes on participation in physical activity).
Learning through physical activity refers to instrumental outcomes where students indirectly acquire understandings, capacities and attitudes as a result of studying and participating in physical activity (e.g. aesthetic appreciation of a performance).
Physical Education (Authority Subject)
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In Physical Education: The dimension of acquiring involves the retrieval and comprehension of information and the reproduction of learned physical responses. By the conclusion of the course, students should:
• reproduce physical responses, meeting the requirements of physical performance contexts
• demonstrate through physical responses an understanding of safety, rules, learned and rehearsed skills, tactics and strategies
• identify, describe, recall and comprehend facts, definitions, terminology and principles as they relate to various contexts through the study, observation of, and engagement in physical activity
• use textual features in the conventions of communication.
The dimension of applying involves the application of acquired information and learned physical responses. By the conclusion of the course, students should:
• apply and integrate information in the performance of physical responses
• analyse and apply performance strategies as individuals, and in groups and teams
• select, interpret, analyse and manipulate information related to the focus areas and performance in physical activities
• apply genre conventions.
The dimension of evaluating uses information, understandings and skills previously gained in acquiring and applying to make decisions, reach conclusions, solve problems and justify solutions and actions. By the conclusion of the course, students should:
• modify physical responses based on informed reflective decision making in varying physical performance environments
• initiate change and demonstrate solutions in team and group physical performance
• evaluate, predict and justify probable and possible outcomes of actions, plans and decisions
• make decisions about strategies to communicate ideas. Assessment Tasks Year 11:
1. Life Saving (Exam essay and physical performance) 2. Basketball (Research report and physical performance) 3. Touch Football (Exam essay and physical performance) 4. Badminton (Exam essay and physical performance)
Year 12:
5. Badminton (Research report and physical performance) 6. Touch Football (Multimodal presentation and physical performance) 7. Basketball (Exam essay and physical performance) 8. Life Saving (Exam essay and physical performance)
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IMPORTANT
PROGRAM DISCLOSURE
STATEMENT (PDS)
This Subject Outl ine is to be read in conjunction with Binnacle Training's Program
Disc losure Statement (PDS). The PDS sets out the services and training products
Binnacle Training provides and those services carr ied out by the 'Partner School'
( i.e. the del ivery of training and assessment services).
To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.
REGISTERED TRAINING
ORGANISATION Binnacle Training (RTO Code: 31319)
Subject Type Vocational Education and Training (VET) Qualification
Qualification SIS30315 Certificate III in Fitness
Course Length 2 years
Reasons to Study the Subject:
Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior
subject where students deliver a range of fitness programs and services to clients
within their school community. Graduates will be competent in a range of essential
skills – such as undertaking client health assessments, planning and delivering fitness
programs, and conducting group fitness sessions in indoor and outdoor fitness
settings, including with older adult clients.
QCE Credits: Successful completion of Certificate III in Fitness contributes eight (8)
credits towards a student’s QCE.
This program also includes the following:
• First Aid qualification and CPR certificate; plus optional sport-specific
coach/official accreditation.
• A range of career pathway options including an alternative entry into
university.
• Direct pathway into Certificate IV in Fitness (Personal Trainer) with Australian
Institute of Personal Trainers (AIPT).
ENTRY REQUIREMENTS
Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They
must have good quality written and spoken communication skills and an enthusiasm / motivation to
participate in physical activity sessions.
Certificate III in Fitness – SIS30315
(Binnacle RTO Code 31319) (Vocational Subject)
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Each student must obtain a (free) ‘Working with Children’ Student Blue Card (application to be completed as part of the enrolment process). A student’s official enrolment is unable to be finalised until their Student Blue
Card has been issued.
TOPICS OF STUDY
YEAR 11
TERM 1 TERM 2 TERM 3 TERM 4
• Health, Safety and Law in the Sport, Fitness and Recreation industry
• Customer service
• Coaching
practices
• Assist with activity sessions
• Deliver a community fitness program
• Screening and assessing clients and group fitness
• Exercise Science - Anatomy and Physiology
• Exercise Science – Anatomy and Physiology (continued)
• Group fitness
• First Aid (Cert II finalisation)
YEAR 12
TERM 1 TERM 2 TERM 3 TERM 4
• Programming and instruction
• Introduction to specific populations
• Specific populations
• Nutrition and performance
• Advanced group training
• Training older clients
• First Aid qualification and CPR certificate
LEARNING EXPERIENCES
• Learning about the sport, fitness and
recreation industry.
• Following health and safety standards
in the workplace.
• Providing quality customer service.
• Using and maintaining fitness and
sport equipment.
• Delivering community fitness
programs.
• Developing coaching and officiating
skills
• Conducting a risk assessment on
fitness activities.
• Providing client screening and health
assessments.
• Providing healthy eating information to
clients.
• Instructing and monitoring fitness
programs.
• Delivering warm-up and cool-down
sessions
• Planning and delivering gym programs.
• Working with specific population
clients, including older adults.
• Developing skills in exercise science,
including anatomy and physiology.
• Industry-recognised First Aid
qualification and CPR certificate.
LEARNING AND ASSESSMENT
Program delivery will combine both class-based tasks and practical components in a real gym
environment at the school. This involves the delivery of a range of fitness programs to clients
within the school community (students, teachers, and staff).
A range of teaching/learning strategies will be used to deliver the competencies. These
include:
• Practical tasks
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• Hands-on activities involving participants/clients
• Group work
• Practical experience within the school sporting programs and fitness facility
• Log Book of practical experience
Evidence contributing towards competency will be collected throughout the course. This
process allows a student’s competency to be assessed in a holistic approach that integrates a
range of competencies.
NOTE: This program involves a mandatory ‘outside subject’ weekly component as follows:
• TERM 6: 60 minutes per week across a minimum of 5 consecutive weeks – delivering fitness
programs and services to an adult client, undertaken at the school gym or an alternate
fitness facility sourced by the school.
• TERM 7: A minimum of one session (60 minutes) – delivering a gentle exercise session to an
older adult client (age 50+), undertaken at the school gym or an alternate fitness facility
sourced by the school.
All other practical experiences have been timetabled within class time. Students will keep a Log Book of these practical experiences (approximately 40 hours).
PATHWAYS
The Certificate III in Fitness will predominantly be used by students seeking to enter the
fitness industry and/or as an alternative entry into University. For example:
• Exercise Physiologist
• Teacher – Physical Education
• Sport Scientist
Students completing their Certificate III may be able to upgrade their QTAC selection rank.*
* Certificate III = rank of 68 (approximately equivalent to an OP 15 depending on the year).
Students may also choose to continue their study by completing the Certificate IV in Fitness with Australian Institute of Personal Trainers (AIPT) for a Binnacle-exclusive price offer.
COST
• $290.00 = Binnacle Training Fees
• $44.00 = First Aid Certificate costs
• All texts and reprographics are provided by the school.
For further information, contact the Health and Physical Education Curriculum Leader
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SIS30315 Certificate III in Fitness
YEAR 1
COMPETENCIES SIS30315 CERT III FITNESS
(Stand Alone)
HLTAID003 Provide first aid
HLTWHS001 Participate in workplace health and safety
BSBRSK401 Identify risk and apply risk management processes
SISXCCS001 Provide quality service (Core)
SISXIND001 Work effectively in sport, fitness and recreation environments (Core)
SISXIND002 Maintain sport, fitness and recreation industry knowledge
SISSSCO101 Develop and update knowledge of coaching practices
SISXFAC001 Maintain equipment for activities (Core)
SISFFIT011 Instruct approved community fitness programs
SISSSPT303A Conduct basic warm-up and cool-down programs
YEAR 2
COMPETENCIES SIS30315 CERT III FITNESS
(Stand Alone)
SISFFIT001 Provide health screening and fitness orientation (Core)
SISFFIT002 Recognise and apply exercise considerations for specific
populations (Core)
SISFFIT003 Instruct fitness programs (Core)
SISFFIT004 Incorporate anatomy and physiology principles into fitness
programming (Core)
SISFFIT005 Provide healthy eating information (Core)
SISFFIT014 Instruct exercise to older clients (Core)
SISFFIT006 Conduct fitness appraisals
Subject Levy This course is registered through Binnacle Training Organisation (as the Registered Training Organisation) and delivered by Brigidine College. A subject levy of approximately $355 will be added to the College Fees to cover the cost of the Certificate III qualification, excursions and licencing fees, each year.
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26 Science
The Science Department offers the following subjects:
• Biology
• Chemistry
• Physics
• Science 21
The Senior Science subjects provide students with a means of enhancing their knowledge and understanding of the world around them by further developing the concepts learnt in Year 10 Science. The Senior Science subjects focus on both the relevant and contextual aspects of the discipline and provide opportunities for scientific inquiry learning and experimental investigations.
Students who choose to study Biology, Chemistry or Physics (or a combination of these subjects) should have demonstrated a very good understanding of the basic concepts of these subjects in Year 10 Science. They should also have demonstrated a strong ability to analyse and evaluate scientific information. Students who choose to study these Senior Science subjects generally are those who wish to pursue a science-related course of study at university. The Senior Science subjects provide a variety of learning experiences including:
• Practical work using a variety of equipment including technological devices
• Interactive simulations
• DVDs
• Field work for collection of data
• Individual research and collection of first and second hand data Assessment in all of the Senior Science subjects may include:
• Exams
• Research tasks – assignments, field work
• Extended experimental investigations – designing, implementing and reporting on an experimental investigation conducted over an extended period of time.
Biology is the study of the natural systems of the living world. It encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in those systems. The study of Biology will help students foresee the consequences of their own and society’s activities on the living world. Students study the following topics:
1. Cell Biology 2. Classification of Living Organisms 3. Ecology 4. Animal and Plant Systems 5. Dangerous Microbes and Cells at Work 6. Genetics, Variation and Reproductive Technologies 7. Evolutionary Changes in Populations and Species
Biology (Authority Subject)
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Students develop a range of skills including:
• manipulative skills that are developed through the proficient and safe use of laboratory equipment
• the ability to recall and apply information in both simple and complex situations
• the ability to collect, interpret and organise data, make judgements and communicate information in various contexts
• the ability to problem solve, evaluate and demonstrate creative and critical thinking
• the ability to embrace current biological understandings and ideas to evaluate the effects of their application in society
Students’ understanding and skills are assessed by the following:
• Written Task (WT) – written assessment done under exam conditions.
• Extended Experimental Investigations (EEI) – A detailed report on practical work which was designed by the student and completed over an extended period.
• Extended Response (ER) - An assignment which may involve first-hand data recorded in the field; second-hand data; research information; analysis and synthesis of information.
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The study of Chemistry engages students in an investigation of the material universe. Chemistry helps us to understand the links between the macroscopic properties of the world, and the subatomic particles and forces that account for those properties. The application of Chemistry enables us to make sense of the physical world. Students study the following topics:
1. Atomic structure, bonding and chemical reactions 2. Chemical quantities, stoichiometry and solutions 3. The Gas Laws 4. Electrochemistry 5. Equilibrium and Acids/Bases 6. Organic Chemistry 7. Thermochemistry
Students develop a range of skills including:
• various manipulative skills that are developed through the proficient and safe use of laboratory equipment including data loggers
• the ability to recall and apply information in both simple and complex situations
• the ability to collect, interpret and organise data, make judgements and communicate information in various contexts
• the ability to problem solve, evaluate and demonstrate creative and critical thinking Students’ understanding and skills are assessed by the following:
• Supervised Assessments (SA) – written assessment of any type that is done under exam conditions including some experimental work.
• Extended Experimental Investigations (EEI) – A detailed report on practical work which was designed by the student and completed over an extended period.
Chemistry (Authority Subject)
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The Senior Science subject of Physics develops an understanding of the theories and mathematical relationships that explain the physical phenomena of our universe. Students study the following topics:
1. Principles of motion and energy in sport 2. Principles of motion and energy in amusement parks 3. Heat and electricity 4. Light and wave motion 5. Power consumption and supply 6. Nuclear medicine
Students develop a range of skills including:
• various manipulative skills that are developed through the proficient and safe use of laboratory equipment including data loggers
• the ability to recall and apply information in both simple and complex situations
• the ability to collect, interpret and organise data, make judgements and communicate information in various contexts
• the ability to problem solve, evaluate and demonstrate creative and critical thinking
Students’ understanding and skills are assessed by the following:
• Supervised Assessments (SA) – written assessment of any type that is done under exam conditions.
• Extended Experimental Investigations (EEI) – A detailed report on practical work which was designed by the student and completed over a period of time.
• Extended Research Task (ERT) - A written assignment developed in response to a physical question, circumstance or issue.
Physics (Authority Subject)
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The ever-growing importance of scientific issues in our daily lives demands a populace who have sufficient knowledge and understanding to follow science and scientific debates with interest, and to engage with the issues science and technology pose — both for them individually and for our society as a whole. Science21 deals with themes in real-world contexts that are of intrinsic interest and importance to students. A course in Science21 develops:
• knowledge and understanding of science
• skills in scientific investigative processes
• appreciation of scientific issues and the impacts of science
• the capacity to communicate about science.
Science 21 is an interdisciplinary science course that aims to develop in students a broad understanding of the relevant science in today’s scientific and technological age. The interdisciplinary nature of Science21 enables students to become knowledgeable and active participants in a scientifically rich society. Students study the following topics in Science 21:
1. Our Fragile and Restless Planet 2. Forensic Science 3. Australia’s Future Energy Needs 4. Our Queensland Coastline 5. Who Wants to Live Forever? 6. Space…The Final Frontier
Students develop a range of skills including:
• conducting scientific investigations — this includes formulating questions, hypothesising, planning, experimenting, evaluating, refining and justifying decisions
• using scientific and technological equipment to gather data and information — this includes assessing and managing risk; safely selecting, applying and operating equipment in the laboratory and the field
• using qualitative and quantitative data — this includes processing, analysing, evaluating and interpreting data using appropriate mathematical techniques where necessary
• communicating information and ideas in a variety of ways using scientific convention and terminology.
Students’ understanding and skills are assessed by the following:
• Supervised Assessments (SA) – written assessment of any type that is done under exam conditions.
• Extended Experimental Investigations (EEI) – A detailed report on practical work which was designed by the student and completed over a period of time.
• Extended Research Task (ERT) - A written assignment developed in response to a physical question, circumstance or issue.
• Folios of a collection of work.
Science 21(Authority Subject)
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27 Social Science
“Never has there been a more important time to understand the world around us than now!”
The Social Science Department offers the following subjects:
• Modern History
• Ancient History
• Geography
Today’s young Australians are members of a global community through culture, economics, politics and our environment like never before. The Social Sciences Department is committed to providing students with a 21st century understanding and appreciation of the world around them through interesting units within the subjects that establishes effective links between curriculum, pedagogy and assessment to make the courses relevant, enjoyable and challenging. The subjects enable students to learn about the way people have and do interact with their political, social, economic, cultural and physical environments and investigate important events, people, places and issues from the past, present and future. A range of interrelated concepts are also drawn from other disciplines such as anthropology, economics, ethics, government, law, psychology and sociology, making the Social Sciences a key learning area for students embarking on their Senior Phase of Learning. The Social Sciences provides a solid foundation for Senior students’ learning and develops their abilities to:
• identify and investigate issues from local, national and international contexts
• locate and collect a range of sources and data (written and visual)
• utilize spatial concepts such as patterns and relationships
• analyse and evaluate evidence
• identify causes and effects
• acknowledge the perspectives of others
• synthesize ideas
• make informed and reasoned judgements
• create, manipulate and communicate information in a variety of formats
Social Sciences subjects help students discover the origins of contemporary ideas and understand the impact on the present world; gain insights into how societies interact with their environment; determine features that help us achieve a democratic, just and sustainable world; and be empowered with essential skills to succeed in the 21st century such as:
• critical thinking
• literacy and numeracy skills
• problem solving
• research
• independent learning
• information literacy
• global awareness
• adaptability
• creativity and innovation
• manage oneself
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Modern History is an invaluable subject for students in Year 11 and 12 because it examines significant ideas, people, places and events that have shaped the political, economic and social landscape of national and international affairs in the 20th and 21st century. The subject investigates the recent past, explains current influences and events, and provides students with insights and trends for the future. Modern History challenges students to be critical and creative in their thinking, empathetic in their understandings and rigorous in their analysis. The subject helps students be informed in their decision making and equips them with invaluable skills for university and adulthood.
Learning Skills
Students are empowered with essential skills to succeed in the 21st century including:
• Critical thinking
• Information literacy
• Problem solving
• Research
• Independent learning
• Global awareness
• Effective communication Knowledge and Understanding
Students examine overarching topics of Ideas and Beliefs, Change, National History and Power and key historical concepts of change, continuity, cause, motive and effect. Examination of these forces and events are through the use of sources such as treaties, speeches, extracts from memoirs, newspaper articles, photographs and/or political cartoons. Students are taught to collect, analyse and evaluate sources, acknowledge perspective and make reasoned and justified decisions that can be validated with evidence. An inquiry approach to learning allows students to be historians and shape their own investigations.
Semester 1
Studies of Ideas and
Beliefs
Understanding the Modern World French Revolution Main causes of the revolution, including the influence of the Enlightenment, key ideas and their significance, consequences into the 19th century World War I and its legacy Issues of Imperialism, Alliances, Militarism, Nationalism; ideologies
Semester 2
Studies of
Change
Movements for Change in the 20th century
The American Civil Rights Movement: Catalysts and Consequences for Change Students will examine the emergence, development and consequence of the American Civil Rights movement through the figure of Dr Martin Luther King (Jr). Students will be
Modern History (Authority Subject)
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introduced to the social cultural environment of the 1950s and 1960s as prism through which to examine these issues Indigenous Study e.g. 1967 Referendum e.g. Mabo, Wik and Beyond Students will examine this issue through the prism of colonialism and neo-colonialism as means by which to understand the background against change in this area can be assessed and judged.
Semester 3
Studies of National History
Modern Nations in the 20th Century Russia and the Soviet Union The changes that transformed Russia – policies and politics, impact of WWII etc China, 1937 - 1976 Growth of the Chinese Communist Party, impact of the Great Leap Forward and the significance of the Cultural Revolution
Semester 4
Studies of Power
The Modern World Since 1945 The Origin of the Cold War – US/USSR Rivalry Ideological polarization or superpower rivalry? Perceptions and perspectives, circumstances, policies and decisions, responses and reactions (e.g. Cuban Missile Crisis) The Struggle for Peace in the Middle East – Palestinian/Israeli Conflict Explores the origins and motives, structures and ideologies that polarize the issues, political differences, external influences and explore the prejudices and ‘baggage’, inevitabilities and possibilities
Assessment
The following tasks significantly help prepare students for future endeavours at university and the workforce:
• Extended written response
• Research assignment
• Multimodal presentation
• Response to stimulus short answer exam
Criteria used for assessment of student work are as follows:
• Planning and using an historical research process
• Forming historical knowledge through critical inquiry
• Communicating historical knowledge
In all, students develop essential skills that are both relevant and necessary for our ever changing world. Modern History thus gives students important transferable skills to equip them for the 21st century.
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Ancient History is a fascinating study, rich in stories of human endeavour, struggles, developments, achievements and legacies at a time when the world was a different place, yet essentially, much the same.
The nature and impact of political, cultural and religious developments, the responses of people to complex social and economic challenges, issues of justice, discrimination and power, were as much part of the ancient world as they are today, which is why the subject is a valuable elective for students.
Students who study Ancient History
• discover how many contemporary ideas and practices have ancient origins
• gain insights into how other societies coped with similar problems that confront us today
• understand the origins and impacts of different values
• can determine legacies that add to a democratic, just and sustainable world
• make invaluable connections to: English, Modern History, Study of Religion, Art, Drama,
The subject is developed around a number of prominent themes to promote interest in and awareness of the lives and legacies of ancient times.
Semester 1
Studies of
Archaeology &
A study of Pharaonic Power in
Egypt
Encounter fundamental aspects of archaeology – the meanings of terms used, and the types of sources, plus dating and site location methods and their applications. Case study of Pompeii, Wreck of the Pandora and indigenous sites. Topics studied can be Troy, Petra, Stonehenge, Terracotta Warriors, Great Wall of China, Lake Mungo, Lucy, Bog Bodies, Otzi the iceman, Tell Brak, Herculaneum, Colosseum, Catacombs, Delphi, Mycene, Knossos The relationship between religion and the power of the pharaoh both in the Old Kingdom and during the New Kingdom, especially in the Amarna Revolution. Study of many pharaohs including Tutankhamun, Narmer, Hatshepsut, Thutmosis, Ramses etc
Semester 2
Studies of changing practices in Society and Government in
the Greek World &
Studies of the Arts
Changing patterns of government in Greek city-states/Imperialism. Visual arts in the ancient world, e.g. the art, architecture, sculpture and pottery of Ancient Greece and of at least one other civilisation e.g. Rome, Egypt, China, Bronze Age Aegean civilisation and Mediaeval Europe as comparisons.
Semester 3
A Study of Political Centrism in Rome
Origins of Rome, the republican system, the Roman ethos. The emergence of people who challenged the republican system and the breakdown of this system. The increasing autocracy of the imperial system: The Julio-Claudians and Flavians.
Semester 4
Personalities in
History
A study of a significant personality from the ancient/mediaeval world E.G. Agrippina, Cleopatra VII, Nefertiti, Boudicca, Helen of Troy, Livia, Alexander the Great, Akhenaten, Confucius, Qin Shi Huangdi, Genghis Khan, Socrates, Constantine, William the Conqueror, Lao Tsu, Jeanne d’Arc etc
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Knowledge and Understanding
Drawing on the above thematic units of study, the subject investigates ancient civilizations of Egypt, as well as the rise and fall of the Greek and Roman Empires. Medieval studies are also possible in the final semester in Year 12. Students examine how humans made sense of the unknown, how they organised social structures, the nature of leadership/power – be it political, military or intellectual - and how they reacted to conflict and death. Students access an extensive range of materials including primary sources (coins, letters, biographies) and secondary sources (texts, audio-visual, software programs, etc).
Understandings are developed through critical inquiry, evaluation, debate, reflection and decision making. Thus, Ancient History addresses a significantly high proportion of the common curriculum elements allowing students to consistently engage and extend their abilities.
Learning Skills
Through the processes of critical inquiry, examination of sources, debate, reflection and decision making, students acquire skills relevant for the 21st century and their adult life:
• Identifying and investigating issues
• Locating and collecting sources
• Evaluating evidence
• Identifying causes of change and continuity
• Acknowledging the perspectives of others
• Developing values
• Making reasoned judgments
• Effective written and oral communication skills Assessment Tasks
The following tasks help prepare students for the future at university and in the workforce:
• Extended written response
• Research assignment
• Multimodal presentation
• Response to stimulus short answer exam
The criteria used for assessment include:
• Planning and using an historical research process
• Forming historical knowledge through critical inquiry
• Communicating historical knowledge Careers in advertising, journalism, travel, public relations, teaching/lecturing, science, geology/archaeology and museum work, just to name a few, are possible options for students to pursue through studying this subject. Ultimately, studying Ancient History allows students to reflect upon our common humanity. This enables students to contemplate who we are from both a societal and personal perspective and thus helps students make sense of the world as it is today.
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Geography is the study of people, places and the interactions between them. Students who study Geography understand natural, economic, political, and cultural issues of human populations, development and interdependence within an environment. Environments include those that are largely natural and those mainly developed by people. Geography helps students make informed, rational and balanced decisions to improve their local community, the country and the world. An understanding of the impact of human and physical geography, how we use resources and what we need to do to achieve sustainability for the future is the key to Geography in the 21st century. Students investigate controversial and challenging contemporary issues, develop life skills and are able to critically think about future developments. Using a series of inquiry questions, geographers can identify, define, analyse and interpret inter-related patterns and processes, understand the impacts of people and place, and suggest alternatives and solutions to improve our environment and welfare. Knowledge and Understanding
Geography investigates a variety of local, regional, national or global scales over the course of two years. The course is divided into four themes, with two core units in each theme. Elective units are also studied within the themes in at least three semesters.
Semester 1
Managing the Natural Environment
Responding to Natural Hazards
• Introduction - hazards and disasters - 2 weeks
• Earthquakes (Global) – Haiti Major study
• Bushfires in South East Australia (Regional) Major study
• Earthquakes and Tsunamis – Asia (Regional) Major study Managing Catchments
• Introduction – features of catchments – 2 weeks.
• Brisbane River catchment and a local sub catchment (Local) – Major study
• Murray Darling – Major study
• Artesian Basin – Major study
• Human use of the Amazon – Global study
• Global movement of building dams on significant international river systems – Global study
Semester 2
Social Environments
Sustaining Communities
• Introduction to Communities – key concepts
• Urbanization and growth of LDC mega cities, slums and shanty towns – India (Mumbai, Calcutta), Rio de Janeiro.
• Sustaining communities - Future strategies. Major study.
• Changing settlement patterns in Australia – decline of country towns, sea change, and tree change. Sustainability and Resilience of the Bush (National). Major study
Urban Sprawl in the Greater Brisbane Region
• Urban sprawl in the Greater Brisbane area
• Revitalisation of inner suburbs.
• Brisbane City Plan
• Demographic changes and trends
• Process of suburbanisation
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Semester 3 Resources and the Environment
Living with Climate Change
• Introduction to climate change – Key ideas and concepts (2 weeks)
• Sea level change in the Pacific and Indian Oceans
• Impacts of climate change in Australia.
• Ice sheet, permafrost and glacial melt
• Climate mitigation and adaptation strategies in practice (National and Global)
Sustaining Biodiversity
• Unit Introduction – Key Ideas/Concepts (2 weeks)
• Global Hotspots, Ecuador, Amazonia, Indonesia, Australia, local area biodiversity, invasive species, (Global, National, Regional, Local). Major study
• Species decline and habitat loss in SEQLD (local)- Major study
• Global lungs (Rainforests), canaries (Coral Reefs) and kidneys of the earth (Wetlands) (Global, Regional, Local) - Major study
Semester 4
People and Development
Feeding the World’s People
• Elements and types of food production, distribution, and consumption. Major Study
• Causes of patterns- Tropical plantation crops etc. Major study.
• Food insecurity in the Sahel and Horn of Africa. Major study.
• Global response to world food issues e.g. Aid, GMO’s and Green Revolution. Major study
• Food production and distribution in Australia. Exploring the Geography Of Disease
• Introduction concepts and key ideas
• The Millennium Development Goals (Global)
• The link and debates concerning Population, People and Development
(Global)
• Women and development (Regional)
• Changes and continuities in the geography of development
• Pandemics throughout history & pandemics of the future
• Significant diseases that correlate with development
o Case study – HIV AIDS. Major Study o Case study – Malaria. Major Study
Learning Skills
The skills students acquire in Geography are so valuable, they feature prominently in the Queensland Core Skills (QCS) Test.
• retrieve and examine information using satellite images, aerial photos, ABS data, topographic maps, computer software such as Google Earth, graphs, diagrams, survey results, statistics, photographs, interviews and fieldwork.
• create, manipulate and present information in a variety of formats such as graphs, diagrams, line sketches, maps, tabulating statistical calculations, transects, cross-sections, classifications and ranks.
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Assessment and Criteria Techniques include:
• Knowledge test
• Stimulus response test
• Stimulus response essay
• Primary data report
• Data response test
• Seminar presentation
Criteria includes:
• Knowledge
• Analytical processes
• Decision making
• Research and communication
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28 Visual Art
The Visual Art Department offers the following subjects:
• Visual Art
• Certificate III in Visual Art
Visual Art is an Authority subject and contributes to the calculation of a student’s OP. The subject provides students with a powerful and pervasive means of making images and objects, communicating aesthetic meaning and understanding from an informed viewpoint. This dynamic two year course offers students experience in both two and three dimensional areas. The course aims to give a foundation of art making practices with a particular focus on experimentation, developing and refining skills. Theoretical rigour extends across all units of the course, focusing on both contemporary and historical contexts. Knowledge and Understanding
The Visual Art program uses an inquiry learning model, enabling multimodal thinking and individual responses through researching, developing, resolving and reflecting. Students are encouraged to seek creative solutions to design problems, think divergently and use a wide variety of media to articulate their ideas. Dimensions of Learning activities are used successfully to engage the students in individual and group dynamics to ‘think outside the box’ and experiment with new media and techniques. Over the two year course, there is a progression from a teacher-directed focus, through to the student-directed focus, where students select and interpret their own focus to resolve works. Media areas studied throughout the two year course may include:
• Printmaking
• Sculpture
• Video and Film
• Ceramics
• Drawing/Painting
• Digital Art
• Installation
• Performance Art
• Wearable Art
Learning Skills
Through making (practical work) and appraising (theory), students define and solve visual problems by using visual language and expression, experimenting and applying media to communicate thoughts, feelings, ideas, experiences and observations. A broad range of challenges are given to the students to creatively manage the design process. In appraising artworks, students gain an understanding of artists and their history and to critically investigate artistic expression and analyse artworks within diverse contexts. Assessment Tasks
The assessment for Senior Visual Art involves both the practical and theoretical components. In each semester, students will submit a Body of Work and completed major pieces, as well as undertaking a written/oral presentation and/or slide test. Year 11 assessment is formative and Year 12 assessment is summative.
Subject Levy
A subject levy of approximately $180 be added to the College Fees to cover the cost of materials for the subject, each year.
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This course provides students with practical knowledge and skills in a range of art making processes as it develops their personal aesthetic in a variety of creative media and techniques. This course is an excellent foundation for students who are considering further studies in Visual Art, Craft or Design, as it may provide students with a substantial portfolio of work, which can be used for tertiary entrance.
Knowledge and Understanding
The course is a practical studio based course which gives students the basic understanding of various art mediums including drawing, painting, printmaking, photography and sculpture with introductions to Visual Art Theory and Art Self Development and Practice.
Units of competency
National code Title Core / Pathway /
Specialisation / Elective / etc.
BSBWHS201 Contribute to health and safety of self and others Core
CUAACD201 Develop drawing skills to communicate ideas Core
CUAPPR301 Produce a creative work Core
CUARES301 Apply knowledge of history and theory to own arts practice Core
CUAPA1201 Develop Painting Skills Elective
CUAPAI301 Produce paintings Elective
CUAPHI302 Capture photographic images Elective
BSBDES201 Follow a design process Elective
CUADIG303 Produce and prepare photo images Elective
CUACER301 Produce ceramics Elective
CUAPRI301 Produce prints Elective
BSBDES301 Explore the use of colour Elective
Learning Skills
This is a very practical course that gives students the opportunity to develop their ideas and concepts, whilst building skills in a particular media area.
Assessment Tasks
Assessment includes drawings, paintings, digital images and sculptures as well as, folios and/or presentations. Students also hand in a visual diary each term with their folio of work/s and participate in discussion/interviews, produce checklists for production techniques and the completion of final folio items.
Subject Levy
A subject levy of approximately $180 be added to the College Fees to cover the cost of materials for the Certificate III qualification, each year.
Certificate III in Visual Art - CUA31115
Brigidine College RTO Code: 30239
(Vocational Subject)
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Subject Weights Table for use in Year 12 in 2019
Appendix 1: Field Positions
Syllabus Field A Field B Field C Field D Field E Year
Accounting 3 3 5 3 1 2010
Ancient History 5 4 2 N/A 3 2004
Biology 5 4 4 3 2 2004
Business Management 4 3 4 3 2 2013
Chemistry 4 3 5 5 2 2007
Dance 2 1 1 N/A 5 2010
Drama 3 2 1 N/A 5 2013
English 5 4 1 N/A 3 2010
French 1 5 1 N/A 3 2008
Geography 4 5 4 3 2 2007
Home Economics 3 4 3 2 4 2010
Information Technology Studies 3 3 3 3 3 2012
Japanese 1 5 1 N/A 3 2008
Legal Studies 5 4 2 1 2 2013
Mathematics A 1 2 5 4 N/A 2008
Mathematics B 1 2 5 5 N/A 2008
Mathematics C 1 2 5 5 N/A 2008
Modern History 5 4 2 N/A 3 2004
Music 3 1 2 1 5 2013
Music Extension 3 1 2 2 5 2008
Physical Education 3 1 3 2 5 2010
Physics 4 3 5 5 2 2007
Study of Religion 5 4 2 N/A 2 2008
Visual Art 4 2 2 N/A 5 2007
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Brigidine College
PO Box 475
53 Ward Street
Indooroopilly Qld 4068
Australia
p: (07) 3870 7225 f: (07) 3371 8936
e: [email protected] w: www.brigidine.qld.edu.au