english - state high school a student completes year 10 or turns 16 legislation now makes it...

Year 11 Subject Selection Booklet 2012 -

YEAR 11

2018 SUBJECT GUIDE

Year 11 Subject Selection Guide 2018 – Page 1

INTRODUCTION TO SENIOR SCHOOL

We would like to welcome you to the Senior School of Aldridge State High School. We hope that the next two years prove to be both successful and happy time. It is anticipated that there will be 2 distinct outcomes from senior schooling:

1. A QCE or QCIA 2. A pathway to either:

a. University b. Training c. Full Time Work

Please note that Part Time work should be accompanied by another endeavour.

GAINING A QCE or QCIA Once a student completes year 10 or turns 16 legislation now makes it compulsory for young people to stay in education or training until they:

Reach 17 years; OR

Gain a QCE; OR

Gain a Vocational Certificate III; OR

Obtain fulltime employment (at least 25 hrs p/w).

PATHWAY OPTIONS UNIVERSITY Students are supported to gain entry to University by either:

Gaining an appropriate OP score (all Universities)

Gaining direct entry to a specific university via: o Headstart / SUN completion (USC / CQU / USQ) o Early Offer Guarantee (USC) o Principal’s Recommendation (UNE)

Gaining a Tertiary Entry Rank by completing Certificate III or higher level VET qualifications

Completing a Tertiary Preparation Programs (TPP) for USC or USQ TRAINING Students not attending University or engaged in fulltime employment are expected to continue study towards a vocational qualification. State Government subsidies provide pathways for students to gain Certificate qualifications in areas of skill shortage. This increases the likelihood of students gaining fulltime work at the completion of the program. These programs are either:

Fee Free (employment areas with greatest demand)

Certificate III Guarantee funded in areas of employment need School facilitates enrolment in these programs at the completion of year 12 for students wishing to follow this pathway. During year 12, students identifying this pathway for the future will be strongly encouraged to enrol in a VETiS funded Certificate II program. These programs are delivered by external RTOs and assist in transitioning students to the vocational training environment.

FULL TIME WORK Students are supported to enter full time work through the support of our School To Work Officer (Mrs Julie Terry). This includes:

the preparation of resumes

the undertaking of work experience

application for positions through: o GenR8 (Logistics) o AlleV8 (Health Services)

School Based Apprenticeships and Traineeships

Year 11 Subject Selection Book 2018 – Page 2

EXPECTATIONS: As Senior School students there are certain standards of behaviour and performance that your school expects of you, including

Attendance: - at or above 95% Attitude to study: - to submit assignments on time and completed

to the best of your ability. - Active participation in class activities.

Time management: - Appropriate use of allocated spare lessons

YEAR 10 INTO 11 SUBJECT SELECTION 2018 OP – PATHWAY: The most common pathway from school to a Tertiary Institution would be for students to gain a Tertiary entrance score called on Overall Position (OP). Students wishing to be OP eligible are required to sit the QCS Exam. At Aldridge State High School we recognise that getting the best OP possible, requires a very good QCS result. As such, we have prerequisite guides for OP eligibility:

An A or B in ENGLISH

An A or B in MATHS

An A, B or C in MATHS EXTENSION Students wishing to gain an OP must enrol in six (6) Authority subjects (five are required for OP eligibility). In some circumstances students may negotiate to study only five (5) subjects to assist them to complete a Vocational Certificate program (generally on the Tuesday) from the non-OP pathway or complete a School Based Traineeship/Apprenticeship (this may require them missing a lesson a week in a small number of Authority subjects which they would need to catch up on). Students choose their subjects from the 6 lines provided and need to have reached the minimum requirements for each chosen subject. The school believes that all students should study both Maths and English at their recommended level. Students working towards an OP will also be expected to gain a Queensland Certificate of Education (QCE). NON-OP PATHWAY: Students not wishing to gain an OP should choose a program of study; six (6) subjects which assists their attainment of a QCE and some Vocational Certification aligned to their SET Plan. Such students will generally choose subjects which are Authority Registered subjects; stand alone VET at school or a Certificate II program delivered by an outside training organisation. These students could also choose from the list of Authority subjects provided the choice does not create too many clashes and the student has reached the necessary grade in any prerequisite subjects. In the Senior School, a variety of learning pathways are available to respond to the range of student learning outcomes established in the SET Plans. As a result of this:

student contact hours will vary greatly and extend beyond the conventional 9.00 am – 3.00 pm.

in addition, student learning may well take place at a variety of sites. With these variations comes the need for a mature and responsible approach to Senior Schooling from the senior students themselves.

COSTS AND CHARGES: Year 11 and 12 students who choose five (5) or six (6) subjects delivered at school by school staff will be charged the normal materials charge of $180.00 per year. However students who choose VET programs may be subject to additional materials charges.


CONTENTS GENERAL INFORMATION

INTRODUCTION TO SENIOR SCHOOL ..................................................................................... 1

YEAR 10 INTO 11 SUBJECT SELECTION 2018 ............................................................................ 2

Authority Subjects (Count Towards an OP) ........................................................................... 5

ACCOUNTING ................................................................................................................................. 6

ANCIENT HISTORY ........................................................................................................................ 7

BIOLOGICAL SCIENCE .................................................................................................................. 8

BUSINESS MANAGEMENT ........................................................................................................... 9

CHEMISTRY .................................................................................................................................... 10

DANCE ............................................................................................................................................. 11

DRAMA ............................................................................................................................................ 12

ECONOMICS................................................................................................................................... 13

ENGLISH.......................................................................................................................................... 14

ENGLISH EXTENSION – YEAR 12 ONLY ................................................................................. 15

FILM, TELEVISION AND NEW MEDIA .................................................................................... 16

GEOGRAPHY .................................................................................................................................. 18

GRAPHICS ....................................................................................................................................... 19

HOME ECONOMICS ..................................................................................................................... 21

INFORMATION TECHNOLOGY SYSTEMS ............................................................................. 23

JAPANESE ....................................................................................................................................... 24

LEGAL STUDIES ............................................................................................................................ 26

MATHEMATICS A ......................................................................................................................... 27

MATHEMATICS B ......................................................................................................................... 28

MATHEMATICS C ......................................................................................................................... 29

MODERN HISTORY ...................................................................................................................... 30

MUSIC .............................................................................................................................................. 31

PHYSICAL EDUCATION ............................................................................................................. 32

PHYSICS ........................................................................................................................................... 34

SCIENCE 21 ..................................................................................................................................... 35

TECHNOLOGY STUDIES ............................................................................................................. 36

VISUAL ART ................................................................................................................................... 38

Authority Registered Subjects......................................................................................................... 39

EARLY CHILDHOOD STUDIES .................................................................................................. 39

ENGINEERING SKILLS ................................................................................................................ 42

ENGLISH COMMUNICATION ................................................................................................... 44

FASHION ......................................................................................................................................... 45

FURNISHING SKILLS ................................................................................................................... 46

INFORMATION AND COMMUNICATION TECHNOLOGY ............................................... 48

PREVOCATIONAL MATHEMATICS ........................................................................................ 49

RECREATION ................................................................................................................................. 50

SHORT COURSE IN NUMERACY .............................................................................................. 51

SOCIAL AND COMMUNITY STUDIES ..................................................................................... 52

TRAVEL AND TOURISM ............................................................................................................. 53

VISUAL ARTS PRACTICE ............................................................................................................ 54

Stand Alone VET At School ......................................................................................................... 55

BSB20115 CERTIFICATE II IN BUSINESS .................................................................................. 56

CPC10111 CERTIFICATE I IN CONSTRUCTION .................................................................... 57

SHB20116 CERTIFICATE II IN RETAIL COSMETICS .............................................................. 59


SIT10216 CERTIFICATE I IN HOSPITALITY ............................................................................. 61

SIS20213 CERTIFICATE II IN OUTDOOR RECREATION ...................................................... 62

AHC21210 CERTIFICATE II IN RURAL OPERATIONS ......................................................... 64

10324NAT CERTIFICATE III IN EDUCATION ......................................................................... 65

Prevocational Courses ....................................................................................................................... 66

HAIRDRESSING ............................................................................................................................. 67

LEC Subjects ....................................................................................................................................... 68

FUNCTIONAL ENGLISH ............................................................................................................. 70

FUNCTIONAL MATHEMATICS ................................................................................................ 71

IN THE KITCHEN .......................................................................................................................... 72

FARM SKILLS ................................................................................................................................. 72

THE WORLD OF WORK ............................................................................................................... 73

MODIFIED HEALTH AND PHYSICAL EDUCATION ........................................................... 74


Authority Subjects (Count Towards an OP)


ACCOUNTING

1. WHY STUDY ACCOUNTING? The study of accounting provides, not only a foundation in the discipline of accounting, preparing students for further education, training and employment, but also an understanding of the processes involved in using accounting information to make effective decisions. Students are provided with opportunities to develop skills in managing financial resources that they can apply in the business environment, and also on a personal level. They are encouraged to think logically, to apply accounting principles in a consistent and effective manner, and to become independent learners. Completion of this course should enable students to participate more effectively and responsibly in a changing business environment.

2. SUBJECT TYPE Accounting is a Queensland Curriculum and Assessment Authority category A subject which counts towards OP and contributes four (4) credits to the QCE if a Sound Achievement is attained. This subject is strongly recommended for any student wishing to study Business at University.

3. PRE-REQUISITES The study of Year 10 Accounting may be helpful but is not essential. A C in Year 10 English is desirable, but not mandatory.

4. COURSE OUTLINE The accounting procedures taught are consistent with the practices of professional bodies. The

course is organised under the three (3) areas of study including: Core Studies, Recording & Controls, and Reporting & Decision Making.

During the course, students will study:

Principles of double-entry accounting and preparation of accounting records and reports to indicate financial performance, financial position, cash flow and budgeted cash position.

Accounting for the GST.

Use of information and communication technologies relevant to the preparation of accounting records and reports using integrated accounting packages and spreadsheets.

Control of the major financial elements of a business - cash, credit transactions, inventories and non-current assets.

Analysis and interpretation of financial reports in order to make decisions.

Elective topics including personal financing and investing, accrual accounting and cash flow statements.

5. ASSESSMENT Assessment techniques include objective/short-answer response items, extended response items, practical application items, response to stimulus materials, assignments, and research assignments.

6. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY

The skills and attitudes gained in this course will prepare students for a variety of entry points to employment, in both employee and employer roles, as well as preparing them for continuing study at tertiary level. Accounting provides a good basis for careers and university degrees in Accountancy, Finance, Education, Public practice, Industry and commerce (retail, hospitality, manufacturing, tourism, travel and legal), Government, Auditing and assurance services, Information systems, Financial Management, Taxation and Management consulting. Accounting also leads to the study of a Diploma or Certificate in Business at TAFE.


ANCIENT HISTORY

WHY STUDY HISTORY? The discipline of History concentrated heavily on the development of critical thinking skills and compliments the senior English course with its core components of critical literacy.

A WIDE VARIETY OF TOPICS AVAILABLE FOR TEACHERS AND STUDENT TO CHOSE FROM. Students can select their own topics of inquiry in many cases. Some of the major topics that have been studied in the past include, Archaeology and Stone Age, Ancient Egypt, Greece, Rome and China, the civilizations of South America, South East Asia and the Middle Ages. Sample topics that students have selected in past years: causes and consequences of major historical events case studies in archaeology from around the world revolutionary change a Greek banquet as a term research task the influence of religion and geography on the development of civilisations military strategies used in ancient battles changes and influences in technology, communication, law, entertainment and leisure in the ancient world the role of key personalities in shaping the ancient world - Pharaohs, Kings and Queens, Roman

Emperors, Military Leaders, Philosophers and Teachers. The impact of the Norman Conquest. Participating in an archaeological dig. Regardless of the topics studied all students will have the opportunity to develop research and writing skills to a level that will be very beneficial to any future tertiary studies.

Prerequisite – VHA or HA in SOSE and English is recommended. Students with sound achievement could be successful with a significant improvement in their work rate. Students must be genuinely interested in understanding the ancient world and how it shaped the present, have an inquiring mind and enjoy reading. Assessment / Workload: One (1) assessment item per term in Year 11 and five (5) assessment items over four (4) terms in Year 12. All home tasks will be directly linked to the pieces of assessment that count towards levels of achievement.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDY Students studying at university who have completed the history course at Aldridge S.H.S. testify to the value of studying history and openly state that the research skills make university life much easier. Areas of future study and employment include travel, industry, architecture, journalism, teaching, government, international and domestic public service, law, arts/humanities. History is one of the most popular subjects in the most popular course (Arts/Humanities) at universities in Australia. There are few professions where those involved do not acknowledge the importance of a person understanding their own cultural and historical heritage.


BIOLOGICAL SCIENCE

1. CONTENT In Year 11 the emphasis is on the “Nature of Ecosystems, Changes in Ecosystems, Requirements for Life, and Reproduction and Development”. Year 12 concentrates on “Cells, Changing Conditions, Diseases, Genetics and Evolution”.

2. WORKLOAD

A typical section of work involves text reading, experiments, many summary questions and problems. Students work both independently and in groups. The successful completion and write up of homework, experiments, field trips and assignments are essential to complete the course.

There is a major three day field trip in Semester 1 in Year 11 to study the ecology of Fraser Island. Approximate cost is $250.00.

3. ASSESSMENT

Most assessment is by formal written test, extended experimental investigations and written assignment.

4. PRE-REQUISITE KNOWLEDGE, SKILLS

An interest in biology, the proven ability to write assignments and previous success at Year 10 Science is required. A student who is prepared to work hard and seek assistance should experience success rather than failure in Biological Science. Students should have a High ‘C’ in Science and High ‘B’ in English.

5. RELEVANCE TO WORK, DEVELOPMENT, FURTHER STUDY This subject helps develop an understanding and interest in the living environment. It is a pre-requisite for many tertiary courses.


BUSINESS MANAGEMENT

1. WHY STUDY BUSINESS MANAGEMENT? In the future many of you will be working in jobs that have not even been created yet. Studying Business Management can give you the confidence to become an entrepreneur and start your own business. You will gain insight into customer behaviours and the important role they play in the success of a business. You will also learn how to manage staff effectively. This knowledge will be invaluable to you as future employees, seeking employment in any field of work or if you wish to become a business manager or an employer.

2. SUBJECT TYPE Business Management is a Queensland Curriculum and Assessment Authority Category A subject which counts towards OP and contributes four (4) credits towards the Queensland Certificate of Education (QCE), if a sound achievement is attained.

3. PRE-REQUISITES There are no pre-requisites, however, a C in Year 10 English is desirable.

4. COURSE OUTLINE This two year course is based on the following topics:

Management Practices

Marketing Management

Corporate Citizenship

Operations and Financial Management

Human Resource Management

Change Management

Small Business Management

Entrepreneurship

5. ASSESSMENT

Judgements are made about a student’s level of achievement using three criteria: Knowing and understanding business management, Applying and analysing management strategies and Evaluating and communicating management strategies.

Assessment techniques include feasibility studies, extended responses and examinations.

6. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Studying Business Management can open a door to further education and employment in small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management and corporate systems management.


CHEMISTRY

1. CONTENT A student of good ability as demonstrated in Junior Science and top level Mathematics who works consistently and to the fullest ability should experience success in Chemistry. The course begins by revisiting the Year 10 work on atoms, equations and chemical reactions. There will be four (4) semesters each of approximately 55 hours. SEMESTER 1: The chemistry of materials and water chemistry. SEMESTER 2: The chemistry of transport and air chemistry. SEMESTER 3: The chemistry of swimming pools and wine manufacturing. SEMESTER 4: Making new materials and forensic chemistry.

2. ASSESSMENT This is done through extended experimental investigations, responses to stimulus material and tests.

3. PRE-REQUISITE KNOWLEDGE SKILLS

Pre-requisites are an interest in Chemistry and an aptitude for Mathematics, since many concepts eg. mole, equilibrium have a strong mathematical basis. Students should have at least a high ‘B’ in Science, Pre Year 11 Chemistry and English.

4. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY To provide students with a balanced perspective of Chemistry which will enable them to understand and interpret the chemistry of their surroundings, and to appreciate the impact of chemical knowledge on technology and society. Chemistry is also a pre-requisite for many tertiary courses.


DANCE

This subject counts towards your Overall Position (OP) and is focused on the development of the whole student, providing students with the opportunity to learn to appreciate artwork and analyse the world around them.

1. CONTENT Students will have the opportunity to develop their dance knowledge and skills in the areas of Performance, Choreography and Appreciation in this developmental two year course. Class work will be equally divided between the three areas of study and requires students to be involved in the performance of teacher devised and professional pieces of work in various dance styles, the creation of dance works to communicate various intentions and the analysis, interpretation and evaluation of various dance works.

The units of study are: Unit 1: Busta’ Move (Popular) Unit 2: Building Blocks (Contemporary) Unit 3: Movement with Meaning (Contemporary/Ballet) Unit 4: Broadway – Here We Come (Musical Theatre) Unit 5: Political Power (Contemporary) Unit 6: Australian Icons (Contemporary)

Assessment is equally weighted among the three areas of study (appreciation, choreography & performance). Practical assessment will include the performance and creation of movement sequences in various dance styles. Appreciation assessments will involve written responses to dance performances, as well as justification of student choreography.

2. PRE-REQUISITE KNOWLEDGE A Sound Level of Achievement in Year 10 English is required. It is preferable for students to also have achieved a Sound Level of Achievement in Year 10 Dance, however if this is not available an interview will be organised with the Subject Teacher.

3. WORKLOAD Dance can be a time consuming subject, but is truly worth the time involved. Along with in class time, students may be required to undertake some out of class rehearsals. Also as per the senior syllabus they will be engaged in a minimum of 20 hours of contemporary in Year 11 and 55 hours of contemporary in Year 12. Students need to be organised and motivated in order to complete tasks on time and successfully.

4. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Dance is a very useful subject that extends beyond the obvious areas of employment or further study, as the skills such as teamwork that dance develops can help students in their future careers. Dance can be helpful for people wishing to be teachers (primary and secondary) or people wishing to be involved in other creative industries.


DRAMA

PREAMBLE Senior Drama is an authority subject that contributes to the calculation of your Overall Position. It rates well in Field Positions. Drama offers a unique and comprehensive insight into the construction and expression of culture, identity and relationships across many varied contexts. The experiences in Drama education equip the learner with heightened abilities to communicate effectively with varied people; understand and empathise with people, contexts and scenarios outside their lived experience; and think laterally to express ideas and solve problems. Drama develops and promotes self-expression, teamwork, empathy, innovation and creativity.

1. CONTEXT The two-year developmental course explores many acting styles and forms of training within many

varied cultural, social, and historical contexts. While students will develop and refine acting skills across varied training styles, acting is not the main focus of the course. A great deal of content will be explored through various practical processes, including acting and improvising but students will also be required to complete extended writing tasks in the form of director’s work books, scripts, essays and performance reviews. Many units provide cross-curricular links with subject areas such as Ancient and Modern History, English, Film, Television and New Media Studies, Visual Art, Dance and Music. Students will engage with both heritage and contemporary forms and styles of Drama including Process Drama, Physical Theatre, Realism, Avant-garde and Political theatre and Cinematic Theatre. The culminating unit will draw from previous study and experience in the course where the students will be required to develop and perform a solo performance.

2. WORKLOAD Students who undertake this subject must be prepared to devote a reasonable amount of their spare

time to the subject during practical assessment items. One of Drama’s major benefits is its ability to facilitate rewarding group work and the development of effective group work skills. Students must appreciate when working in a group that they are committed to rehearsal schedules and class time in order to be an active and committed member of the ensemble. Both practical and written assignments will require a moderate amount of homework time although significant amounts of class work and time will directly contribute to the development of assessment items.

3. ASSESSMENT There will be an on-going process of continuous assessment across the two-year course of study.

Assessment will be progressive and developmental. Assessment occurs across three principal dimensions: forming, presenting and responding. Across these dimensions students will undertake tasks such as scriptwriting, director’s folios and workshops, creative journals, performing in various dramatic styles, script writing and devising, writing reviews and essays.

4. PRE-REQUISITE KNOWLEDGE/SKILLS

At least a Sound Achievement in English and Drama in Year 10 is essential. Students who have not studied Drama in year 10 should only take this subject after consultation with the Drama teacher and SAC of Performing Arts.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Any student interested in a career path that involves social interaction, innovative and creative thinking and /or intricate teamwork and project management skills would benefit from studying Drama (eg Human/Public Relations, Tourism, Law, Education, Medicine). Above all, studying Drama builds a strong sense of self and cultural awareness that is essential in the development of well-rounded, compassionate and confident human beings. Drama would also be strongly recommended for students interested in pursuing a career in the Arts and/or Media industries.


ECONOMICS

WHY STUDY ECONOMICS? Economics is the study of how to use scarce resources in the best way possible. Households, businesses and governments are confronted with the economic problem of alternative uses of their limited resources. This course of study stresses the desirability of understanding the significance of economic events as well as the implications of individual, business and economic decision making. The emphasis is on the application of economic skills and concepts to the problems and issues facing Australian society. N.B. Economics will be offered this year but may be run through the School of Distance Education. Students who choose to do economics will access this course through facilities at Aldridge State High.

A WIDE VARIETY OF TOPICS AVAILABLE FOR TEACHERS AND STUDENT TO CHOOSE FROM. Some of the major topics that have been studied in the past include:

Share market

Finance

Globalisation and trade

Population

Income and wealth distribution

Personal economics and labour forces

International economics

Contemporary economic issues

Labour economics Regardless of the topics studied all students will have the opportunity to develop research and writing skills to a level that will be very beneficial to any future tertiary studies.

Prerequisite – VHA or HA in SOSE and English is recommended. Students with sound achievement could be successful with a significant improvement in their work rate. Assessment / Workload: Five (5) assessment items over four (4) terms in Year 11 and again in Year 12. All home tasks will be directly linked to the pieces of assessment that count towards levels of achievement.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDY Students studying at university who have completed the economics course at Aldridge S.H.S. testify to the value of studying economics and openly state that the research skills make university life much easier. Areas of future study and employment include business, travel, industry, architecture, journalism, teaching, government, international and domestic public service, law, arts/humanities. Economics is a popular subject and linked to Business and Arts/Humanities at universities in Australia. There are few professions where those involved do not acknowledge the importance of a person understanding the economic issues in decision making.


ENGLISH

Senior English is a demanding subject compared to previous year levels. The nature and volume of literature studied increases as does the assessment work load. An alternative to board English is available to cater for students who have experienced difficulty in Year 10 and generally speaking do not wish to be awarded an O.P. Students aiming to do well in Senior English should allow at least

three (3) hours a week study time.

1. WORKLOAD

To achieve success in the study of English at this level, students need to be aware of the time requirements for the reading of set materials and for the effective preparation of written and oral assignments. Thirty minutes of home time devoted to reading and written work would be a realistic minimum for each school day, but where reading speed is poor, or comprehension lacking this requirement may increase. Students are warned against under-estimating the workload in studying English at this level as novels, plays, poems, rehearsals for spoken presentations, etc. are very demanding.

2. ASSESSMENT

Assessment in each Semester is based on a student’s folio of work. Students will complete the following over four semesters:

SEMESTER 1 - One (1) Written Assignment - One (1) Written Test - One (1) Oral

SEMESTER 2 - One (1) Written Exam - One (1) Oral

SEMESTER 3 - One (1) Written Test - Two (2) Orals

SEMESTER 4 - One (1) Written Assignment - One (1) Written Exam - One (1) Written or Spoken Assignment


Students entering this course at Year 11 should possess a working knowledge of the basic skills associated with using language appropriate to this age, task, the audience and the particular situation. Reading skills are particularly important and students who have performed poorly in Junior English should anticipate some difficulties. Essentially students need to have secured a good sound achievement in order to be recommended for Senior English – i.e. C+ or above.


ENGLISH EXTENSION – YEAR 12 ONLY

PRE-REQUISITES English Extension is designed for students who have a special interest in literature and literary analysis and demands that students are able to work independently on intellectually challenging tasks. In order to study English Extension, students must have achieved an A or B at the completion of two (2) Semesters of Year 11 English. In Year 12, students study two (2) Semesters of English Extension concurrently with the Senior English course. We recommend that students meet with the English Extension teacher for a number of hours a week in Term 4 Year 11 to prepare for the demands of Year 12. English Extension is designed to offer more challenge than Senior English and focuses on literature with enduring or artistic value from different cultural contexts and times. These texts include a broad range of forms such as novels, poetry, short stories, plays, films and non-fiction works. Students will have the opportunity to learn about the theories that enable readers to interpret and evaluate literary texts in different ways.

AIMS During this course, students will have the opportunity to explore personal, social and cultural rules of literature by:

Appreciating the potential literature has to enrich lives and expand the scope of their experiences.

Understanding and appreciating the social, cultural and historical contexts for a variety of literary texts.

Learning about how language, form and style can be used to create particular emotional, intellectual, artistic or philosophical effects.

Learning about difference ways readers can interpret literary texts.

UNITS AND ASSESSMENT Assessment includes written and spoken responses that draw on different theoretical approaches to the literary texts studied. These responses demand that students synthesise different interpretations and relevant theoretical approaches to produce written and spoken/signed extended analytical

texts. The course consists of three (3) major units and assessment tasks: 1. Reading and Defences: An exploration of the major theoretical approaches. Students select a

literary text and apply a theoretical approach to produce a reading of the text. They also explain and justify the theoretical approach selected. (Written: 1000-1500 words).

2. Complex Transformation and its Defence: Students select a theoretical perspective to intervene in the selected text in order to offer readers an alternative perspective. They also present a defence of this complex transformation that explains the key assumptions and values underpinning the text. (Written: 100-800 words or Multimodal Transformation: 3-5 minutes,

Defence: 8-10 minutes). 3. Exploration and Evaluation: An evaluation of the effectiveness of at least two (2) theoretical

approaches in relation to producing a close reading of the selected complex literary text. (Written: 2000-2500 words).


FILM, TELEVISION AND NEW MEDIA SUBJECT RELEVANCE TO CAREER CHOICES, PERSONAL DEVELOPMENT OR FURTHER STUDY

By the end of the course in Film, Television and New Media students will have had the opportunity to develop their skills in the visual media working successfully as an individual as well as appreciating the benefits of working as part of a team. Creativity is now the #1 sought after skill in job applicants. Film and Television is one of the few subjects that teaches creativity and critical thinking skills explicitly.

Students will gain a strong grounding in knowledge and skills that would enable them to pursue a career in the media or in any work or career that requires a team effort. Students also develop leadership, communication, self-discipline and organisational skills. The skills developed throughout the course of Film and Television are all transferable to a range of work options, further study options and life paths. Students learn how to use cameras effectively and how to edit footage with the best outcomes. Knowledge of the media is a 21st century skill, vital to so many jobs both directly and indirectly.

1. COURSE CONTENT

There are three main dimensions of study in Film, Television and New Media

Design

Production

Critique

The key learning areas of technology, representation, audience, institutions and languages underpins the areas of study.

Students will design and produce a minimum of four (4) films, either individually or as a group, by the end of the course. To achieve this, they have access to industry standard software and equipment.

The Units of study are:

YEAR 11: Promotional Film, TV Genres, Film History and Documentaries

YEAR 12: Film Genre Studies, Political Films, Independent Film and New Media.

Assessment is equally weighted among the three dimensions of Production Design, Production Practice and Critique. The Year 12 Exit level of achievement is taken from the Year 12 assessment.


A Sound Achievement (SA) in Year 10 English is required.

Film and Television or Media Studies in Year 10 is an advantage but not required.

Practical experience or an interest in Art and/or Photography is an advantage.

Interest in special effects is beneficial.

An interest in film as an art form and as a means of delivering a message to the audience is an advantage.

A love of Film, Television and New Media.


3. STUDENT WORKLOAD Prospective students should be aware that Film, Television and New Media is a time

consuming subject with much of the Practice assessment completed outside the regular school

hours. (Please contact the Subject Area Coordinator if you require further information).

Film, Television and New Media equipment is expensive and at times temperamental, student’s time with the available equipment resources is valuable. Students need to be highly

motivated and organised if production practices are to be completed successfully. Students are encouraged and expected to be responsible and reliable and to develop a strong work ethic. The group work nature of the subject makes a full demand on the student in out of class time so that this is not a subject for the non-committed.

Film, Television and New Media is a stimulating subject that is thoroughly enjoyable provided the student approaches the work in a positive, pro-active manner.

4. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY As an OP subject, students can choose to further their study at university in a media, communications, it or film course. Students can also gain entrance to the industry both locally and abroad through joining a media business or film team. The it skills taught in the course apply to study and jobs outside the communications field as effective use of cameras, editing software and production skills are vital in many jobs today (e.g. Teaching, Business, Law, H.R etc.)


GEOGRAPHY

WHY STUDY GEOGRAPHY? Geography is the study of human and natural characteristics of places, and the interactions between them. It focuses on two vital dimensions:

Spatial - Where things are and why are they there

Ecological - How humans interact with environments Geographically informed students understand the many interdependent spheres in which they live, and make informed decisions to improve their community, state, country and the world.

A WIDE VARIETY OF TOPICS AVAILABLE FOR TEACHERS AND STUDENT TO CHOOSE FROM. Students can select their own topics of inquiry in many cases. Some of the major topics that have been studied in the past include:

Managing the natural environment in areas of natural disasters and water catchment areas

Social environments through sustainable communities and connecting people and places

Resources and the environment within sustainable biodiversity and climate change

People and development involving understanding the process of disease control and food supply

Regardless of the topics studied all students will have the opportunity to develop research and writing skills to a level that will be very beneficial to any future tertiary studies.

Prerequisite – VHA or HA in SOSE and English is recommended. Students with sound achievement could be successful with a significant improvement in their work rate. Students must be genuinely interested in understanding the ancient world and how it shaped the present, have an inquiring mind and enjoy reading. Assessment / Workload: Two (2) assessment items per term in Year 11 and Year 12. All homework tasks will be directly linked to the pieces of assessment that count towards levels of achievement.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDY Students studying at university who have completed the geography course at Aldridge S.H.S. testify to the value of studying geography and openly state that the research skills make university life much easier. Areas of future study and employment include defence forces, urban design, journalism, education, real estate, mining, agriculture, geology, tourism, architecture, meteorology, and public service. Geography is a popular subject and linked too many courses at universities in Australia. There are few professions where those involved do not acknowledge the importance of a person understanding the geographical issues in decision making.


GRAPHICS This subject does count towards an OP statement, and could gain 4 points towards QCE.

WHAT IS GRAPHICS ALL ABOUT?

Senior Graphics is about solving design problems graphically and presenting graphical products. You will use a design process to identify and explore the design needs or opportunities of target audiences; research, generate and develop ideas; and produce and evaluate graphical solutions. You will solve graphical problems in at least two of three design areas: industrial design, graphic design and built environment (architecture, landscape architecture and interior design). Graphics contributes to your understanding and proficient use of technologies. It develops communication, analytical and problem-solving skills.

1. CONTENT

As you study Graphics, you will learn to:

use design processes in graphical contexts

formulate design ideas and solutions using the design factors, which include:

user-centred design design elements and principles of design technologies legal responsibilities design strategies project management sustainability and materials

create and communicate design solutions in the form of graphical representations, including a range of sketches and drawings

apply industry conventions where applicable

develop design solutions for a range of audiences, including corporate clients and end-users.

As you develop and present graphical representations of ideas and solutions for design problems you will:

sketch and draw freehand

develop spatial cognition and visualisation

produce technical graphical representations in 2-D and 3-D formats

use existing and emerging technologies.

You will plan and produce graphical representations in simulated real-world contexts. To do this, you will interpret, generate and create visual communications for particular purposes and audiences. You will then make judgments and justify decisions about the graphical representations you produce.

2. WORKLOAD

Classwork involves 7 x 55 minute lessons each fortnight and students will need to spend approximately 1-2 hour per week of home time to successfully complete design folios.


3. ASSESSMENT

Students will be assessed through design folios and examinations using the three dimensions: i) Knowledge and understanding ii) Analysis and application iii) Synthesis and evaluation

Design folios record the design process you have used to solve a design problem. These folios will contain some written information, but will mostly consist of graphical representations of your ideas and solutions.

Examinations will mostly require you to sketch and draw ideas and solutions in response to small design problems or aspects of larger ones.

4. PRE-REQUISITE

It would be desirable that students gain a good sound achievement in Year 10, but not essential.


This subject will establish a basis for further education and employment in the fields of graphic design, industrial design, built environment design (architecture, landscape architecture and interior design), engineering, urban and regional planning, surveying and spatial sciences, and building paraprofessionals.


HOME ECONOMICS

Senior Home Economics has a unique place in the school curriculum in that it focuses on the well-being of individuals, families and communities in everyday activities. In all cultural contexts, people need to have food, textiles and shelter as well as satisfactory ways of meeting social, emotional, physical, financial and intellectual aspects of well-being. Sustainable practices for the future is also an essential component of this subject.

1. CONTENT

There are three areas of study in the Home Economics course: • Individuals, families and communities • Nutrition and food • Textile Studies

Students will study the three areas through an inquiry approach which explores issues or design challenges. Year 11 semester one focuses on nutritional wellbeing of individuals, families and communities in particular investigates fast foods. Year 11 semester two explores textile functions and aesthetics to design and create textiles for a specific design challenge. Year 12 first 15 weeks centres on textile production including fashion and sustainability. The next 25 explores the development of Australian Cuisine and modern technologies of food. The last term of Year 12 endeavours to equip students to life after school and being proactive in ensuring well-being of individuals, families and communities.

2. WORKLOAD

Practical work requires commitment to weekly preparation at home for school lessons. As this is an authority subject it has a more theoretical nature than a non-authority subject.

3. ASSESSMENT Assessment is criterion-based and is designed to help students to demonstrate achievement in

the objectives of the syllabus. The criteria used are "Knowledge and Understanding", "Reasoning and communicating Processes" and "Practical Performance".

There is one assessment piece per term with exception of year 12 term 3 which has two assessment pieces. Year 11 assessment in term 1 is a written exam, term 2 an assignment which includes an analytical response and practical performance including a cooking diary, term 3 is a written report and term 4 practical performance with journal. Year 12 assessment in term 1 is a written report, term 2 practical performance with journal, term 3 practical performance with journal and a written exam (extended response) and term 4 written exam (short response).

4. PRE-REQUISITE KNOWLEDGE AND SKILLS

A minimum standard of C in Year 10 English is essential.

It is also an advantage to have completed one (1) Semester of Junior Home Economics.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY The subject of Home Economics helps acquire entrance to:

DEGREE COURSES:

Bachelor of Education Secondary - Home Economics

Bachelor of Health Science - Family and Consumer Studies

Bachelor of Applied Science - Food Science and Technology

Pre-School Teaching and Primary Teaching

Nursing


Studies in Dietetics and Nutrition

Occupational Therapy

Behavioural Science

Fashion Design

Psychology

Interior Design

Interest/Further study offered in TAFE courses - Fashion Design, Hospitality, Interior Decoration, Food Preparation and Service, Management, Nutrition, Clothing Construction and Communications. Preparation for entry positions into employment in many industries including Hospitality, Retail and Childcare.


INFORMATION TECHNOLOGY SYSTEMS

1. WHY STUDY ITS?

Information Technology Systems is an area characterised by frequent and rapid change. It presents particular challenges for Australian Society, especially the need to respond to emerging technologies and trends. Information technology involves the use of technologies by which people manipulate and share information in its various forms – text, graphics, sound and video – and the range of devices used to perform these functions. The subject Information Technology Systems (ITS) is a practical discipline which prepares students to meet these rapid changes and to respond to emerging technologies and trends. It provides students with the knowledge and skills used in the systems supporting IT. These systems range from those supporting the development of information, such as documents or websites, to those supporting technology such as computers or networks.

2. SUBJECT TYPE ITS is a Queensland Curriculum and Assessment Authority Category A subject, which counts towards an OP and contributes four (4) points to the QCE if a Sound Achievement is attained.

3. PRE-REQUISITES

As an Authority Subject using high level thinking skills to achieve a sound level, students will most likely need to have gained high achievement (B) in English and a sound achievement (C) in Mathematics. The subject ITS, assumes that students have a basic knowledge of word processing, spread sheeting, use of email and Internet.

4. COURSE OUTLINE This two year course will cover a blend of the five (5) elements of theory and techniques, problem solving processes, project management, client relationships and social and ethical issues. Students will work in the following contexts: Graphic Design

Web Design

Mobile Technology

Interactive Media

Multimedia Concepts and Production

5. ASSESSMENT

Assessment techniques used to determine a level of achievement include: supervised written responses, extended response tasks, practical responses and products which can be either projects or practical exercises. Students will be assessed in three (3) dimensions – Knowledge and Communication; Design and Development; and Implementation and Evaluation.


Information Technology Systems graduates have access to a variety of employment opportunities in a range of industries. It provides foundation employment and general computing skills, which enables participation in the information technology environment. There are also further study opportunities at training organisations to complete certificates and diplomas in Information Technology. ITS can lead to university studies to complete degrees in IT, Informatics and Graphic Design.


JAPANESE

OBJECTIVES OF THE COURSE The main objective is that learners should be able to communicate in Japanese, with proficiency in the four Macroskills – Speaking, Listening, Reading and Writing. Students will also develop an increased awareness of Japanese culture which will enable them to gain insights to equip them to adapt to the changing patterns of life in Australia and the world. Combined with skills in other areas, knowledge of a second language and close understanding of another culture is a powerful tool for life.

1. CONTENT

The language is studied with equal emphasis on the four Macroskills – Speaking, Listening, Reading and Writing. In each Semester, language study will focus on particular topics, revisiting some and covering these in much greater depth.

YEAR 11

TERM UNIT

1 Student Exchanges This unit aims to extend students’ ability to introduce themselves and discuss their families and family life. Emphasis is also placed on differences between school life in Japan and Australia

2 Celebrations and Gift Giving Class work will focus on Japanese celebrations and their associated customs. Particular emphasis will be placed on the exchange of gifts, which is very important and a common element of Japanese culture.

3 Interests and Hobbies, Entertainment and Sports Combined these units focus on what students do in their free time. Through the study of these units, students will gain an appreciation for traditional forms of Japanese entertainment, sports and leisure activities.

4 Environment During the course of this unit, students will develop ability to express their concerns about current environmental issues throughout the world.

YEAR 12

TERM UNIT

1 Travel This unit expands students’ knowledge of travel in and around Japan, from a foreigner’s perspective.

2 Tourism and Hospitality The unit of Tourism and Hospitality equips students with useful language for various situations in the tourism and hospitality industries.

3 Festivals, Celebrations, Future Plans and Adolescence During these units, students look at end of school year celebrations and associated parties. Students will also think and discuss their future pathway as high school graduates. The focus of the Adolescence unit is on adolescent responsibilities, particularly driving.

4 World Peace and Aid and Employment Class work will focus on the movement into the adult world and its associated activities and responsibilities, such as volunteer services and employment opportunities.

2. WORKLOAD

Japanese is a Board/Authority subject (OP eligible) and is a two year course of study. Students will be expected to study at least 20 minutes per night in this subject. They will also be encouraged to constantly revise their work. At the end of Year 12 they will have a working knowledge of Hiragana, Katakana and at least 200 Kanji.


3. ASSESSMENT

A variety of test instruments will be used to assess the four Macro skills (Speaking, Listening, Reading and Writing). Each macro skill will be assessed at least once per semester by examination. Students will be required to adapt their language to a variety of genres as their competence develops. Greatest weighting will be given to the final semester results where students are expected to demonstrate the most up to date accumulation of their Japanese language skills. Students will be assessed in accordance with the minimum standards for Macroskills at exit, as per the current syllabus. There is no assignment work.

4. PRE-REQUISITES

Students taking Japanese in Year 11 would be well advised to have a thorough working knowledge of hiragana and katakana, and at least 50 kanji, and to have gained at least a sound achievement level at Year 10.


The Federal Government has nominated the acquisition of foreign language skills as one of the most deficient areas within our Australian Education System. Therefore, competence in Japanese has numerous outlets both in the workforce and in post-secondary studies. In addition to the immediate and practical applications of the subject, learning a LOTE contributes to and enriches the educational, intellectual, personal, social and cultural development of learners, and has the potential to improve the quality of their participation in a rapidly changing world.

6. STUDENT EXCHANGE PROGRAM There are opportunities to host visiting Japanese students from our Sister School Kasukabe Junior High and students from Tome City, with which we have a Friendship Agreement. In addition, a visit to Japan is offered every two years. Aldridge has developed a close sister-school relationship with Kasukabe Junior High in Saitama Prefecture, as well as with the Board of Education in Tome City, in Miyagi Prefecture. Students will have the opportunity to visit these cities and have a real life experience in Japan. These exchanges provide students with a great chance to make friends, practise their Japanese skills and gain an insight into the rich and fascinating Japanese culture.

NEWSFLASH! STUDYING JAPANESE IN SENIOR CAN NOW EARN YOU AN EXTRA OP POINT!

The Go8 (an organisation of Australia’s leading universities, which includes the University of Queensland) plus many other universities such as Griffith Uni, now recognise that the study of Japanese in Years 11 and 12 requires a high level of skills and knowledge and that it better prepares students for the rigour and diversity of tertiary study. As such, OP eligible students who pass Year 12 Japanese will be automatically granted bonus admission ranks when applying to study at these universities, irrespective of which degree program they wish to undertake. In effect, this may increase their OP by one (1) point, which for some students could mean the difference which gets them over the line into their program of choice at these universities. Note that the actual OP will not change; just the tertiary ranking.


LEGAL STUDIES

1. WHY STUDY LEGAL STUDIES? Legal Studies is about developing an understanding of the Australian legal system and how it affects your basic rights, obligations and responsibilities. Students will explore how to become an active and informed citizen and learn how to constructively question and contribute to the improvement of laws and legal processes. By examining factors that have led society to create a legal system, students will develop knowledge and understanding of the frameworks which regulate and shape our society. Students will develop confidence in approaching and accessing the Australian legal system and will develop a better appreciation of the relationship between social and legal structures.

2. SUBJECT TYPE

Legal Studies is a Queensland Curriculum and Assessment Authority Category A subject which counts towards an OP and contributes four (4) credits to the QCE if a Sound Achievement is attained.

3. PRE-REQUISITES

There are no pre-requisites; however, a ‘C’ in Year 10 English and an interest in current affairs is desirable.

4. COURSE OUTLINE

The two-year course is comprised of four (4) core topics and three (3) electives. Topics include:

The legal system (core)

Human rights (core)

Introduction to civil obligations (core)

Criminal law (core)

Civil wrongs (torts) and the law (elective)

Family and the law (elective)

Housing and the law (elective)

5. ASSESSMENT

Assessment techniques used to determine a level of achievement include extended responses (including an independent inquiry) and examinations. An independent inquiry involves undertaking an independent, self-directed, in-depth investigation of a topical legal issue facing Australian society. Extended responses include responses to research or stimulus materials, such as legal case studies, legislation, essays, articles, speeches or presentations. Examinations may be extended response tests or short response tests.


Legal studies opens a door to further education and employment in the fields of law, law enforcement, criminology, justice studies, social work, government, corrective services, business, education, economics and politics. There are also further study opportunities at training organisations to complete diplomas and advanced diplomas in Justice and Business. Specific careers that relate to legal studies include: articled clerk, legal practitioner, legal officer, social worker, police office, corporate lawyer, youth worker and teacher.


MATHEMATICS A

1. CONTENT Mathematics A focuses on the application of Mathematics to everyday and practical situations. Mathematics A may be studied in conjunction with Mathematics B.

Topics include: i. Managing Money - compound interest of bank accounts - home loans and affordability - taxation - buying and selling shares ii. Linking Two and Three Dimensions - plans of buildings - quoting on house repair iii. Maps and Compasses - reading longitude and latitude - navigation and fixing position iv. Geometry - area and volume calculations - trigonometry - gradients v. Data Exploration and Analysis - reading graphs and tables - summarising data vi. Statistics and probability - calculating probability

2. WORKLOAD Outside of classwork, approximately three (3) hours of private study per week would be needed to meet the requirements of the course. There is a significant increase in workload from Year 10. If difficulties arise with classwork students must seek assistance both in class and at lunchtimes.

3. ASSESSMENT Students will be assessed using three criteria: i. Communication and Justification - setting out of solutions - use of mathematical terms - clarity of explanation - justifying decisions ii. Knowledge and Procedures - solving questions similar to everyday classroom exercises - using mathematical equipment iii. Modelling and Problem Solving - solving problems, modelling mathematical situations and constructs - investigations

The assessment instruments may include: - supervised exams (usually 90 - 120 minutes) - practical assignments - computer spreadsheet use - investigations.

4. PRE-REQUISITE KNOWLEDGE AND SKILLS For students wishing to be OP eligible and hence sit the QCS Test, it is strongly recommended that they be achieving either an A or a B in Maths and English.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Mathematics A will provide skills to assist students to make decisions which affect their everyday lives. It is also recommended for entry into several tertiary courses, some of which are Business, Education, Architecture and some Associate Diplomas.


MATHEMATICS B

1. CONTENT Mathematics B develops advanced mathematical skills, which form the basis for further studies involving mathematics. The modes of thinking developed provide ways of modelling situations in order to explore, describe and understand the world’s social, biological and physical environment. Topics include: i. Introduction to functions - tables, graphs and relations - applications of linear and quadratic functions - algebraic and graphical solutions ii. Rates of change - derivative functions - interpretation of rates of change - gradient functions iii. Periodic functions and applications - trigonometric - periodic - applications of periodic functions iv. Exponential and logarithmic functions - index laws - algebraic models - applications of functions v. Optimisation - applications of derivatives vi. Integration - definite and indefinite integrals - area under curve calculations vii. Applied Statistical Analysis - summary statistics - hypothesis testing

2. WORKLOAD Outside of classwork, approximately three (3) hours of private study per week would be needed to meet the requirements of the course. There is a significant increase in workload from Year 10. If difficulties arise with classwork students must seek assistance both in class and at lunchtimes.

3. ASSESSMENT Students will be assessed using three criteria: i. Communication and Justification - setting out of solutions - use of mathematical terms - clarity of explanation - justifying decisions ii. Knowledge and Procedures - solving questions similar to everyday classroom exercises - using mathematical equipment iii. Modelling and Problem Solving - solving problems, modelling mathematical situations and constructs - investigations The assessment instruments may include:

- supervised exams (usually 120 minutes) - practical assignments - computer usage - investigations.



The skills developed in Mathematics B are needed not only in the traditional careers of engineering or the physical sciences, but also as tools in fields as diverse as Agriculture, Food Technology, Biology, Economics and Management.


MATHEMATICS C

1. CONTENT In Mathematics C, students are given the opportunity to develop their full mathematical potential and extend the knowledge acquired in Mathematics B. Topics include: i. Matrices and their use in solving systems of equations ii. Vectors and their applications iii. Real and Complex Numbers iv. Dynamics v. Structures and Patterns vi. Calculus (an extension of Mathematics B) vii. Group Theory

2. WORKLOAD Outside of classwork, approximately three (3) hours of private study per week would be needed to meet the requirements of the course. There is a significant increase in workload from Year 10. If difficulties arise with classwork students MUST seek assistance both in class and at lunchtimes.

3. ASSESSMENT Students will be assessed using three criteria: i. Communication and Justification - setting out of solutions - use of mathematical terms - clarity of explanation - justifying decisions ii. Knowledge and Procedures - solving questions similar to everyday

classroom exercises - using mathematical equipment iii. Modelling and Problem solving - solving problems, modelling mathematical situations and constructs - investigations

The assessment instruments may include:

- supervised exams (usually 120 minutes) - practical assignments - computer usage - investigations.


5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY The additional rigour and structure of the mathematics required in Mathematics C will equip students with valuable skills which will serve them in more general contexts and provide and excellent preparation for further study of mathematics. Mathematics C is a highly desirable preparatory course for students who intend pursuing a career involving mathematics such as Engineering, Applied Science, and Computer Science etc.


MODERN HISTORY

WHY STUDY MODERN HISTORY? The discipline of History has a strong focus on the development of critical thinking skills and compliments the senior English course with its core components of critical literacy. The current modern history course allows schools to have flexibility in the selection of themes to study and allows individual students more choice in the selection topics of inquiry.

SAMPLE TOPICS AND THEMES OF INQUIRY THE French Revolution. Causes and consequences, Key individuals, Revolutionary ideas, Beliefs and Ideas. Students can select their own area of study to show how a powerful set beliefs

and ideas influenced other others and changed history. Topics could include Nazi Germany, Fascist Italy or Japan, British Raj in India, Communism in Russia, China or Cuba, the Taliban in Afghanistan, Islamist fanatics in the Middle East and the world.

Australian involvement in overseas conflict, past and present

THE ROLE OF INDIVIDUALS IN HISTORY –Case study, Student choice – example - Mahatma Ghandi, Nelson Mandela, Charles Perkins, Malcolm X, Martin Luther King, Mao Zedong, Che Guevara, Saddam Hussein. We will study their motives, supporters, opposition and success or failures.

HISTORY AND FUTURES – Students investigate a contemporary issue. The focus in on the causes of the problem and the possible, probable and preferred future.

FEARS THREATS AND POLICIES – Australia in World Affairs: Students study the big issues that had challenged Australians and the how we have responded to these threats. The fears and threats include - the fear of Communism/Cold War/Immigration/International terrorism/ Globalisation etc.

Prerequisite: HA or VHA in English and SOSE in Year 10 is recommended. Students with sound achievement in year 10 are unlikely to cope with the intellectual rigor of senior history. Students must be genuinely interested in understanding the world around them, have an inquiring mind, be prepared to critical think about world issues and enjoy reading. There is no place for passive receivers of knowledge. Assessment / Workload: Five (5) assessment items over four terms in Year 11 and 12. All home tasks will be directly linked to the pieces of assessment that count towards levels of achievement.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDY Students who have completed a senior history course at Aldridge S.H.S. testify to the value of studying history and developing good research skills. They have often linked their success in first year University courses to having been taught good research and essay writing skills in the history courses at Aldridge SHS. This includes students who study veterinary science, law, engineering and education. History is one of the most popular subjects in the most popular faculty (Arts/Humanities) at universities in Australia. Areas of future study and employment include travel, industry, journalism, teaching, government, international and domestic public service, law, arts/humanities and foreign diplomatic corp.


MUSIC OFFLINE SUBJECT

CLASS TIMES: Morning Lessons – START 7.45 AM.

1. CONTENT Music is a unique and creative senior subject that offers four (4) QCE points on completion of syllabus requirements and contributes towards the calculation of your overall position (OP). Students study a wide variety of both classical and popular music genres from a range of social and historical contexts. Music is a fantastic opportunity for students to learn and demonstrate musical and life skill sets. The work program has been devised to work alongside other subject areas such as Film & Television and Drama with a mix of thematic and genre based units.

2. WORKLOAD Schools are required by the QSA to provide students with a minimum of 55 hours per semester of time and as such students are required to attend class as part of an offline timetable. The course is divided up into four term units. Music students are expected to bring to class an enthusiastic and motivated attitude towards learning and be prepared to complete homework and assessment tasks, inclusive of group tasks, in their own time as well as some allocated class time.

3. ASSESSMENT Music students engage with three learning objectives – Analysis, Composition and Performance. Students will complete a minimum of two pieces of assessment from each learning objective in both Year 11 and 12. Monitoring (submitted at the completion of Year 11) and Verification (submitted at the completion of Term 3, Year 12) folios are compiled and standards awarded based on the students best example from each learning objective.

4. PRE-REQUISITE KNOWLEDGE SKILLS Students MUST have completed either Semester 1 or 2 of pre-senior music offered in Year 10 and have achieved a HA level of achievement or better. Students who have not met this pre-requisite often find it difficult to achieve the QCE mandated sound (C) level of achievement in senior music. Consideration is given to students who have achieved a minimum pass in Grade 4 AMEB theory, musicianship or music craft examinations.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Music is an extremely useful subject to study for those students who wish to explore careers in the entertainment industry. Many occupations require a sound knowledge of music. These include performance, technical support, arts administration, education officer, theatre and orchestra management and music librarian. Related fields include media, particularly radio and selected print publications. Music is beneficial for those who plan to enter into early childhood, primary and secondary education. Music has strong educational links to other performing arts subjects such as Dance, Drama, Film and Television as well as history subjects such as Modern History.


PHYSICAL EDUCATION

1. CONTENT 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.

Physical Education focuses on the complexity of, and interrelationships amongst, psychological, biomechanical, physiological and sociological factors which influence individual and team physical performances, and wider social attitudes to physical activity.

Learning experiences in Physical Education are designed to allow students to develop as increasingly self-directed, interdependent and independent learners.

As independent learners, all students can become involved in highly personalised studies of physical activity by applying conceptual frameworks to their present personal situation and capabilities as well as to wide complex social issues surrounding physical activity in Australia and the world.

As interdependent learners, students can apply conceptual frameworks to their involvement in cooperative projects such as performing in team situations.

As learners in, about and through physical activity, students can make informed decisions and critical judgements regarding their involvement in physical activity in a variety of roles such as participant, spectator, official or observer.

Focus Areas Core Subject Matter FOCUS Area A:

Learning physical skills

FOCUS Area B:

Processes and effects of training and exercise

FOCUS Area C:

Equity and access to exercise, sport and physical activity in Australian Society.

Motor Learning

Psychology

Biomechanics

Energy Systems

Exercise physiology principles

Training program design

Factors affecting equity and access at:

- individual level

- interpersonal level

- institutional level

- structured level

- cultural level

Physical Activities: Team Indirect Interceptive (Volleyball), Team Direct Interceptive (Touch and Basketball), Individual Indirect Interceptive (Badminton) and Individual Performance (Triathlon). Students also have the opportunity to exchange a physical activity with one that they have expertise in and are currently training for, provided it meets the criteria. For example, a student may be assessed on Hockey instead of Touch, Golf instead of Triathlon, Tennis instead of Badminton.

2. WORKLOAD Work in the theory areas, will require students to use time outside of class time. It is also up to the individual in their own time to improve physical performance through practice. Students should display improved performance after a unit has been studied.


3. ASSESSMENT All written and physical assessment in Year 11 is formative. It is consolidated in Year 12 with more involved work in both written and physical areas. All Year 12 assessment is summative.

4. PRE-REQUISITE KNOWLEDGE SKILLS All units are developed progressively and while no pre-requisite knowledge is essential, it is preferable that students complete at least one of the senior trial PE units. However, students who have studied Health and Physical Education in the Junior School will be able to use these skills to their advantage. Students MUST have achieved at least a ‘C’ in Year 10 PE and English.


PHYSICS

1. CONTENT YEAR 11: Physical quantities and measurement; forces and motion; energy and momentum;

thermal physics; wave motion. YEAR 12: Waves; optics; electricity and electronics; magnetism and electromagnetism, atomic

and nuclear physics.

2. WORKLOAD Regular reading, exercises and problems associated with the text. These are set as classwork and homework. Experiments associated with each topic are performed, written up and submitted on a regular basis. The satisfactory completion of this element is considered an essential skill. Practical skills (using equipment) are checked and performance recorded. There is a field trip to Dreamworld in Year 11 with an approximate cost of $95.

3. ASSESSMENT Assessment is by formal examinations and experiment write-ups. Students must have a satisfactory level of practical skills including experiment write-ups to be eligible for Sound Achievement or better.

4. PRE-REQUISITE KNOWLEDGE, SKILLS Students should have at least a ‘B’ in Pre Year 11 Physics, English and Mathematics. An interest in Physical Sciences and the ability to work consistently and seek assistance are major factors leading to success.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY The relevance of the subject matter chosen for this course is to: a) Give students a working knowledge of basic laws and principles as preparation for further

study. b) Develop familiarity with some physical principles which have applications at home,

industry and in commerce. c) Enable students to better understand modern technologies.


SCIENCE 21

1. CONTENT This course has many strands of science (biology, chemistry, physics, life skills, environment etc.) woven into it. This fabric is designed to give you a general interest science course. A major feature is the inclusion of topics which are relevant to gaining life skills. Some of these topics are:

Energy.

Environmental Studies.

Matter and Materials.

Disease and Society.

Forensic Science.

2. WORKLOAD For a student interested in a general science and proven ability at year 10 (Sound Achievement or better) the workload is NOT heavy. Students who participate in class and do the set work generally have success in Science 21. There are field trips in Year 11 and 12. The approximate costs are $90.00 in Year 11 and $25.00 in Year 12.

3. ASSESSMENT Each semester there will be assignments and topic tests. Semester 2, 3 and 4 will include practical tests.

4. PRE-REQUISITE KNOWLEDGE SKILLS Students should have a ‘C’ in pre-Year 11 Science 21, English and Mathematics. A student who completes all the work to the best of his/her ability and is prepared to seek assistance as needed should experience success rather than failure. Note that students can take Science 21 alone or with Biological Science or with Chemistry, although the preferred option is Science 21 as the single Year 11 and 12 Science.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Science 21 is an alternative to the separate sciences: Physics, Chemistry and Biology. It caters for those seeking a career not scientifically based. It seeks to develop an understanding of science and technology, so that the student has a better understanding of themselves, and the changes taking place around them.

Queensland Studies Authority rules state that a student cannot study Science 21 and more than

one other of Biology, Chemistry or Physics.


TECHNOLOGY STUDIES This subject does count towards an OP statement, and could gain 4 points towards QCE.

WHAT IS TECHNOLOGY STUDIES ALL ABOUT?

Technology Studies challenges you to understand and appreciate technological innovation and its impact on society. You will learn about the purposeful application of knowledge, resources, materials and processes to develop solutions to real-world design problems by generating innovative ideas and producing products. In Technology Studies you will examine and create solutions to design problems. Design problems are based on identifying a need or responding to an opportunity.

1. CONTENT You will develop an understanding of real-world product design and production processes. Technology Studies provides opportunities for you to develop lifelong skills in strategic thinking, practical problem solving, information analysis, creative thinking and project management. Using a design process you will investigate design problems from a variety of contexts, while considering the human needs of individuals and communities, or in response to identified opportunities. You will explore and analyse design factors to develop ideas and produce products through the practical application of manufacturing technologies and materials. Products are created because they meet a need and confirm your design decisions. Through studying Technology Studies you will develop the skills to manage resources and risks effectively to develop solutions to design problems. You will critique and evaluate ideas and products against design criteria, justify design decisions and make recommendations for improvement.

2. WORKLOAD Much of the work in Technology Studies is self-directed and as such requires students to be autonomous self-starters. Students who are not responsible for their own learning will be unlikely to experience success in Technology Studies.

3. ASSESSMENT

Students will be assessed through design folios and reports using the three dimensions: i) Analysing design problems ii) Applying design factors and communicating iii) Synthesising and evaluating designs Design folios — These involve undertaking and documenting a design process where you

develop ideas and produce products in response to a design problem. You will document your process using both visual and written communication, which may include freehand sketches, drawings, computer-generated images, photographs, animations, videos, annotations, paragraphs and extended writing.

Reports — These involve analysing the relationship between a product and society, and may include proposing solutions, expressing and justifying a point of view or explaining and evaluating an issue.

4. PRE-REQUISITE

Students need to be self motivated with an interest in design. Completion of a Junior Industrial Technology subject is desirable but not essential.



This subject will establish a basis for further education and employment in the fields of industrial design, product design, civil engineering, mechanical engineering, electrical engineering, architecture and project management.

6. SAFETY REQUIREMENTS

Students participating in this course will need to be aware and comply with the relevant sections of the Work Health and Safety Act 2011. As from 2018 students undertaking Technology Studies will be required to provide their own safety glasses that conform to Australian standards.

WARNING: As part of the Technology Studies course, students will be required to complete a number of practical exercises. Once completed, students are permitted to take these items home. Parents need to be aware that the products are a result of a teaching exercise only. They do not, and were never intended to conform to Australian Standards, and should NOT be used for their normal practical purpose. Legal opinion suggests that parents would be under an onus to similarly warn any other party accordingly who might try to use the products.


VISUAL ART

1. CONTENT The two year Visual Art course consists of a foundation year, in Year 11, which focuses on “Diversification”. It requires the students to explore within a variety of contexts and media. The tasks are initially teacher directed and become teacher/student negotiated at the end of Year 11. The Year 12 course focuses “Specialisation” and requires students to select their own focuses for practical tasks and suitable media areas. Visual Art is an integrated course that covers a wide range of art media areas including painting, drawing, printmaking, sculpture, installation, collage, ceramics and assemblage.

2. WORKLOAD The successful completion of Senior Art will require a commitment of up to three (3) hours a

week (on average) outside of class time. The self-paced nature of the course, will necessitate independent and motivated learners, who are able to manage their time effectively.

3. ASSESSMENT Students are assessed on their MAKING and APPRAISING abilities. Assessment includes bodies of work comprising both making and appraising tasks. Making assessment techniques include a body of artworks and visual diaries documenting both visual and written information. Appraising assessment techniques include written essays 800-1000 words in length (one in each year to be completed under exam conditions).

4. PRE-REQUISITE KNOWLEDGE AND SKILLS The study of Junior Art is a significant advantage, although not a pre-requisite. Students realistically need to have attained at least a high achievement in Junior Art to be assured of passing the senior course. Students who were unable to gain a sound in Junior English will experience extreme difficulty with this subject (It is recommended that enrolling students have attained at least a high achievement in Junior English).

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Art is a preparation for life. It develops social and personal skills that promote confidence, responsibility and enjoyment of the visual arts. Art is also a vocational preparation since all industries require the skills of problem solving and lateral thinking. Students are taught to research, develop and resolve their ideas, as well as to attain critical, cultural and aesthetic understanding. Most tertiary art courses require the presentation of a folio of practical work for selection/entry into those courses. Although the Visual Art course provides some material for this folio, it is recommended that students supplement this with work done at home and/or from other courses.

6. HOW CAN PARENTS HELP? Parents can help by:

supporting and keeping informed about the art program

discussing the visual environment

encouraging students to talk about and explain what they are doing

encouraging students to practise art skills and processes

encouraging student’s attendance and visits to art exhibitions and the workplaces of artists and designers


Authority Registered Subjects


EARLY CHILDHOOD STUDIES

This subject is a two (2) year course which counts for Q.C.E.

Due to the compulsory need for field placement in Community Centres, we reserve the right to select students according to social attributes (reliability, courtesy, attitude and punctuality), interpersonal skills and achievement.

Entry into the subject by new students will not be automatic, but dependent on ability to meet above criteria (due to developmental nature of the course) and the availability of field placement.

1. COURSE DESCRIPTION

Early Childhood Studies focuses on learning about children aged from birth to five years. The early years significantly influence an individual’s accomplishments in family, school and community life. Through knowing and understanding how children grow, develop and learn, you will be able to interact effectively with children and positively influence their development into confident, independent and caring adults.

Compulsory Work Placement within the community allows genuine involvement with young children to occur. In Year 11 and 12 students will be in contact with different kindergartens and Prep schools to allow them interaction and opportunities to observe children different environments.

2. WHAT DO STUDENTS STUDY?

In Early Childhood Studies, you will learn concepts and ideas through the core topics:

Fundamentals of early childhood (growth and development, relationships and identity,

connectedness, well-being, policies and pathways) and

Practices in early childhood (play-based learning, responsiveness, active learning environments

and observations.

The fundamentals underpin the practices in early childhood learning. These core topics are embedded into the four of the following electives:

Play and creativity

Literacy and numeracy skills

Being in a safe place

Indoor and outdoor learning environments

Studying through these electives provides opportunities to build on the core concepts and ideas as you go exploring early childhood learning.

3. HOW WILL YOU BE ASSESSED? Assessment in Early Childhood Studies allows you to demonstrate knowledge and understanding, analysing and applying, and planning, justifying and evaluating early childhood learning in a range of contexts and through play-based learning activities.

In Early Childhood Studies, assessment instruments may include:

Projects – involving play-based learning activities responsive to children’s needs; response

includes at least two assessable components of either a product or a written, spoken or multi-

model performance

Investigations – researching a specific question following an inquiry approach; response will

be a specified format such as observation, speech or presentation

Extended response to stimulus – responding to a specific, using provided stimulus, such as play

equipment or observations of children; response will be a specified format such as brochure,

podcast or presentation


Short response examinations

In Years 11 and 12 you will complete four to six assessment responses. Two of these will be projects from different electives, one of which will be implemented with children aged from birth to five years.

4. WHERE EARLY CHILDHOOD STUDIES CAN TAKE YOU?

A two year course in Early Childhood Studies can establish a basis for further education and employment in the domains of:

Health,

Community Services and

Education.

Depending on qualifications (certificates, diplomas, degrees), opportunities exist as early childhood educators, teacher’s aides or assistants in early childhood settings, childcare facilities, kindergartens and early learning centres.


ENGINEERING SKILLS This subject does not count towards an OP statement, but could gain four (4) points towards QCE.

1. CONTENT

This course will explore a range of practical workshop skills and knowledge specific to the metal trades industry, including the use of:

arc welders, MIG welders, spot welders;

oxy acetylene heating, cutting and welding equipment;

power hand tools;

milling machines;

lathes;

pedestal drills and grinders;

magnetic sheet metal bending equipment;

hydraulic cutting, bending and pressing equipment;

metal cut off machines.

Due to the nature of the course, using a number of the above machines has been identified by Education Queensland as High or Extreme Risk Activities. In an effort to ensure that all parents and students are aware of the risks of working with the equipment and our management procedures for such risks, it is the schools responsibility to ensure that suitably qualified persons are in charge of teaching this subject area. Students will be closely supervised until competent using equipment and will be taught to manage risks safely.

2. ASSESSMENT

The following criteria are assessed:

Knowing and Understanding

Analysing and Applying

Producing and Evaluating

Course & Assessment Overview

Sem Unit number and description Formative/ Summative

(F or S)

Electives Assessment technique, description and conditions

Time Allocated

1

Unit 1: Engineering industry production processes and product quality The unit introduces students to industry practices and production processes used in the creation of quality products for the engineering industry. The accurate interpretation of industry-specific technical drawings and information contained in specifications facilitates the creation of quality products.

F

Fitting and machining Welding and fabrication

Project • Product component

Folding Shovel • Written component

Students to produce: production/ procedure list (may include materials, tools & safety), daily timesheet, evaluation of practices/processes/products and recommendations.

400–700 words

35 hrs

1

Unit 2: The engineering industry — introduction and safety. The unit introduces students to the industry practices and production processes associated with manufacturing enterprises in the engineering industry. Engineering products are created safely at an appropriate quality in recognition of customer expectation of value at a particular price. Product quality depends on tradespeople understanding industry-specific skills, procedures, tools, materials and specifications.

F

Fitting and machining Sheet metal Working Welding and fabrication

Examination Theory examination covering: tools, materials, processes and WH&S.

60 – 90 minutes

20 hrs


2

Unit 3: Communication and Cooperation in the Engineering Industry The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the engineering industry. The accurate interpretation of industry-specific technical drawings and information contained in specifications facilitates the creation of quality products.

F



Sand Anchor

• Multimodal — non-presentation Individual digital portfolio (annotated production journal with sketches and photographs)

Maximum: 6 A4 pages

Practical demonstration Students will manufacture a basic sheet metal box and lid from specifications. Allocated time: 15 hours

55 hrs

3

Unit 4: Functional Fabrication

The unit introduces students to the industry practices associated with tradespeople, who work cooperatively in teams using production skills and procedures to safely create quality products from specifications. The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the engineering industry.

S



G Clamp • Multimodal — non-

presentation. Individual annotated production journal with sketches and photographs. Maximum: 8 A4 pages

Practical demonstration Students will manufacture a basic fitting activity from engineering drawing specifications. Allocated time: 15 hrs.

55 hrs

4

Unit 5: Welding and fabrication enterprise The unit builds on previous learning of industry practices and production processes used in the safe creation of quality products for the engineering industry. Manufacturing enterprises in the engineering industry require tradespeople to cooperate when creating quality products. Products are created at a quality using production processes that recognise industry costs, price, competition and customer expectations of value.

S



Bench Vice • Written component

Students to produce: production/ procedure list (may include materials, tools & safety), daily timesheet, evaluation of practices/processes/products and recommendations.

500–900 words


60 – 90 minutes

55 hrs

3. PRE-REQUISITES

There are no prerequisites for this subject.


Students participating in this course will need to be aware and comply with the relevant sections of the Work Health and Safety Act 2011. Students are encouraged to supply their own Safety clothing (Overalls or Long Trousers and Long Sleeved Shirt) as well as Safety Shoes (Steel Capped Boots). As from 2018 students undertaking Engineering Skills will be required to provide their own safety glasses that conform to Australian standards.


This course relates to the metal and mechanical engineering trades, hobbies and leisure activities. It emphasises the importance of safe working habits and situations, the ability to make decisions, solve the relevant problems related to the trade and home experiences.

WARNING: As part of this Engineering Skills course, students will be required to complete a number of practical exercises. Once completed, students are permitted to take these items home. Parents need to be aware that the products are a result of a teaching exercise only. They do not, and were never intended to conform to Australian Standards, and should NOT be used for their normal practical purpose. Legal opinion suggests that parents would be under onus to similarly warn any other party.


ENGLISH COMMUNICATION (This subject does not count towards an O.P. Score.)

This subject offers students opportunities, within the contexts of work, community and leisure, to use

language to perform tasks, use technology, express identity, and interact in groups, organisations and

the community. Students need to:

Make meanings in and of everyday, mass media and literary texts, understanding the influence

of cultural contexts and social situations

Develop abilities in speaking (signing), listening, reading, viewing, writing and shaping

practices, responsive to and effective in diverse social contexts

Become confident, effective and critical users of texts and language, making judgments to

accept or challenge meanings.

Assessment: Assessment in each semester is based on a student’s folio of work. Students will complete the

following over four semesters:

Semester 1: Two (2) written assignments

Two (2) spoken presentations

Semester 2: One (1) written exam


Semester 3: One (1) written assignment

One (1) spoken presentation

One (1) written exam

Semester 4: One (1) written assignment


Relevance to work and further study:

In Australia, English is the principal spoken language and the predominant written language of

personal and public life. Proficiency in and understanding of English allows people to share in and

contribute to current and future local, national and global communities and cultures.

Effective communication is integral to our society. New technologies, the influences of globalisation

and the restructured workplace require students to be able to interpret, construct and make judgments

about meanings in texts, in preparation for lifelong learning.


FASHION

OVERVIEW

The fashion industry is a dynamic commerce with many advances in technology. Efficiency and sustainability are at forefront of this fast paced global identity. Fashion is important to consumers and producers locally, nationally and internally. This industry supports many vocational career paths including fashion design, fashion technology, fashion merchandising and fashion sales. The four (4) semester units of study include core fundamentals exploring fashion culture, fashion technologies and fashion design. Various contexts include examining fashion history and trends, fashion designers and collections, textiles and adornment and sustainable clothing. Fashion studies will challenge students to use their imagination to create, innovate and express themselves and their ideas to produce design solutions. Students will develop technical and visual literacy skills in using the design process to solve design challenges by planning and producing. They will explore textiles and materials and their characteristics and impacts on end use and justify aesthetic choices.

ASSESSMENT

Fashion is a SAS (Subject Area Syllabus) course. Assessment is dimension based and is designed to assist students to demonstrate the objectives of the course. Learning through each dimension increases in complexity over the four semester course of study. The dimensions are:

Dimension 1: Knowing and understanding

Dimension 2: Analysing and applying

Dimension 3: Evaluating and creating Four assessment techniques are required over each of the two years of study with:

a project (product component and either written, spoken or multimodal component);

an investigation – research a topic through collection, analysis and synthesis of primary and secondary date (written/spoken/multimodal);

an extended response to stimulus (written/spoken/multimodal); and

a product/s (fashion item/visual folio/fashion display).


FURNISHING SKILLS THIS SUBJECT DOES NOT COUNT TOWARDS AN O.P. SCORE

1. CONTENT This course will focus on a range of practical workshop skills and knowledge specific to the furnishing industry, including the use of wood lathes, bandsaw, thicknesser, vertical wall saw, compound slide saw, mortising machine, linishing sander, pedestal drill, spindle moulder and various portable power tools.


Students studying Furnishing Skills have the opportunity to undertake Work Placement.

2. ASSESSMENT The following criteria are assessed:

Knowing and Understanding

Analysing and Applying

Producing and Evaluating

Course & Assessment Overview

Sem Unit number and description Formative/ Summative

(F or S)

Electives Assessment technique, description and conditions

Time Allocated

1

Unit 1: Fine Furniture The unit introduces students to the industry practices and production processes associated with manufacturing enterprises in the furnishing industry. Product quality depends on tradespeople understanding industry-specific skills, procedures, tools, materials and specifications.

F

Furniture making Furniture finishing


Veneered Top Table (cabriole legs) • Written component

Procedure list (may include materials, tools & safety), costing sheet, daily timesheet, evaluation of practices/processes/products and recommendations. 400–700 words


55 hrs

2

Unit 2: Carcass Construction The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the furnishing industry. The accurate interpretation of industry-specific technical drawings and information contained in specifications facilitates the creation of quality products.

F

Cabinet- making Furniture finishing


Pendulum Clock • Written component

Procedure list (may include materials, tools & safety), costing sheet, daily journal, evaluation of practices/processes/products and recommendations. 400–700 words

• Spoken component Oral presentation to demonstrate setup & correct use of a piece of equipment/machinery. 1.5–3.5 minutes

Practical demonstration Students individually manufacture a jig (to given specifications) to enable clock door to be securely held while gluing.

55 hrs


3

Unit 3: Cabinet Making The unit builds on previous learning of industry practices and production processes used in the safe creation of quality products for the furnishing industry. Manufacturing enterprises, in the furnishing industry, require tradespeople to cooperate when creating quality products. Products are created at a quality using production processes that recognise industry costs, price, competition and customer expectations of value.

S

Cabinet- making Furniture finishing


Bedside Cabinet • Written component

Students to produce: production/ procedure list (may include materials, tools & safety), costing sheet, daily journal, evaluation of practices/processes/products and recommendations. 500–900 words

Practical demonstration Students individually manufacture a Storage Device to given specifications.

55 hrs

4

Unit 4: Solid Timber Furniture The unit builds on previous learning of industry practices and production processes used in the creation of quality products for the furnishing industry. The accurate interpretation of industry-specific technical drawings and information contained in specifications facilitates the creation of quality products. Furnishing enterprises often require workers to be effective team members focused on the safe and efficient creation of quality products, often requiring batch production processes.

S

Furniture making Furniture finishing


Squatter's Chair • Written component

Procedure list (may include materials, tools & safety), costing sheet, daily journal, evaluation of practices/processes/products and recommendations. 500–900 words

• Spoken component Oral presentation to demonstrate setup & correct use of a piece of equipment/machinery, including all safety requirements. 2.5–3.5 minutes


55 hrs

3. PRE-REQUISITES

Completion of Furnishing in Year 10 would be an advantage but is not essential.

4. RELEVANCE TO WORK AND FURTHER STUDY

This course allows for articulation into a range of further education opportunities especially within the TAFE and private sector.


Students participating in this course will need to be aware and comply with the relevant sections of the Work Health and Safety Act 2011. As from 2018 students undertaking Furnishing Skills will be required to provide their own safety glasses that conform to Australian standards.

WARNING: As part of the Furnishing Skills course, students will be required to complete a number of practical exercises. Once completed, students are permitted to take these items home. Parents need to be aware that the products are a result of a teaching exercise only. They do not, and were never intended to conform to Australian Standards, and should NOT be used for their normal practical purpose. Legal opinion suggests that parents would be under an onus to similarly warn any other party accordingly who might try to use the products


INFORMATION AND COMMUNICATION TECHNOLOGY

1. WHY STUDY ICT? Information and Communication Technology (ICT) is central to life in today’s technologically advanced world. The field of ICT is highly dynamic and is subject to unpredictable transformations by emerging technology, which requires constant adaptation by those who engage with it directly, or by those whose lives and communities are affected by its innovations. The subject Information and Communication Technology will provide students with opportunities to explore, experience and learn knowledge and practical skills that are highly valued across work, business, government, education and leisure contexts.

2. COURSE CONTENT

In ICT students will learn the practical knowledge and skills needed when working with ICTs. Learning will be shaped around core and elective knowledge, understanding and skills. Students will study three core topics: Hardware, Software and ICT in society and will have opportunities to explore these topics through at least three of the following elective contexts: • Animation — designing and producing animated graphic images and creating 2D or 3D

digital animation using animation software, e.g. as part of a game, website, multimedia presentation or as a stand-alone animation

• Application development — developing software applications for a variety of devices, e.g. mobile applications, games, robotics or other forms of software

• Audio and video production — capturing or creating, manipulating, editing and communicating digital audio and video for a range of multimedia genres including websites, presentations, games and other interactive multimedia

• Digital imaging and modelling — acquiring, creating and manipulating digital still images, models and graphical representations for a range of multimedia genres including websites, presentations, games and prototyping

• Document production — using document production software to develop documents that enhance communication, e.g. creating a range of document types including word processing and publishing software

• Website production — designing, producing, publishing and maintaining websites.

3. ASSESSMENT All learning in ICT will be explored through a problem-solving process by applying knowledge of ICT to produce solutions to simulated problems. Assessment instruments include: projects, which provide authentic, real-world opportunities to demonstrate learning and extended response to stimulus items. Students will be assessed in three dimensions: knowing and understanding; analysing and applying; and producing and evaluating.

4. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields especially the fields of ICT operations. The ICT program helps open doors to a rewarding profession that emphasizes multiple skill sets and allows the student to pursue various options in emerging IT areas, traditional multimedia, or in new combined careers.


PREVOCATIONAL MATHEMATICS PREVOCATIONAL MATHEMATICS IS AN AUTHORITY REGISTERED SUBJECT WITHOUT VOCATIONAL MODULES. Prevocational Mathematics is offered to Year 11 students who have experienced difficulty with the content of Year 10 mathematics. Prevocational Mathematics has been developed to provide students with a relevant and practical mathematical basis for life after school. The core units deal with mathematical areas which students need to understand in their lives. The six core units are:

Basic skills - number

Location and Time

Data

Finance

Measurement

1. ASSESSMENT Assessment is designed to enable students to demonstrate achievements of the objectives: “knowing”, “applying” and “explaining”. To determine a student’s level of achievement their performance in all three criteria will be used.

Assessment techniques include traditional projects and investigations.

2. WORKLOAD As for Senior Mathematics A

3. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Prevocational Mathematics will provide skills to assist students to make decisions which affect their everyday lives. Topics are practically based and designed to cater for a range of learning abilities.


RECREATION

1. CONTENT Physical forms of recreation are growth areas in Australian society. They are an intrinsic part of the Australian psyche and form a substantial part of leisure time. Recreation activities in this course include active play and minor games, games and sport, health-related physical activities and challenge and adventure activities. These recreation activities are the medium through which students examine the effects of recreation on individuals and communities, investigate the role of physical activity in maintaining good health, evaluate strategies to promote health and safety and investigate personal and interpersonal skills to achieve goals. Please note that

expenses will incurred when travelling to venues outside the school for both transport and use of community facilities. Approximate cost is $140 over two years. Students will be given notice of the payment schedule on commencement of the course.

2. WORKLOAD While work in the written components will usually be covered in the allotted class time some further work outside class may be required. It is up to the individual in their own time to improve physical performance through practice. Students should display improved performance after a unit has been studied.

3. ASSESSMENT Each year students are required to submit 4 items of assessment. These items will be: one

project, one extended written response (investigation) and two physical performances. The assessment program is designed to provide students with the opportunities in semester 1 and 2 to become familiar with the assessment techniques that will be used in Semesters 3 and 4.


No pre-requisite knowledge is essential. Students MUST be willing to PARTICIPATE in ALL practical elements. Please Note: There will be some swimming units as well as some outside

of the school campus.


Recreation Studies will appeal mostly to students with an active sporting involvement who enjoy all manner of physical activity, and who have experienced difficulty with theory work. Recreation provides a unique opportunity for students to experience the challenge and fun of active participation in physical activity while developing beneficial vocational and life skills. The skills developed in Recreation will be orientated towards general health and wellbeing.


SHORT COURSE IN NUMERACY SHORT COURSE IN NUMERACY IS A QCAA REGISTERED SUBJECT WITHOUT VOCATIONAL MODULES.

Short Course in Numeracy is offered to Year 11 students who have no desire to undertake a study of mathematics over 2 years. Success in the subject will fulfil the numeracy requirements required for the QCE. The semester long course has been developed to provide students with a relevant and practical mathematical basis for life after school The core units deal with mathematical areas which students need to understand in their lives. The six core units are:

Number and Calculations

Shape and Space

Data and Statistics

Location and Direction

Measurement

Formulas and Algebra

1. ASSESSMENT Assessment is designed to enable students to demonstrate achievements of the objectives: Identifying and Communicating Mathematical Information Problem Solving and Mathematical Processes Learning

To determine a student’s level of achievement their performance in all criteria will be used.

Assessment techniques include traditional projects, oral presentations and investigations.

2. WORKLOAD As for Senior Mathematics A including completion of set tasks and attendance to lessons.

3. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY A short course in numeracy will provide skills to assist students to make decisions which affect their everyday lives. Topics are practically based and designed to cater for a range of learning abilities.


SOCIAL AND COMMUNITY STUDIES This subject does NOT count towards an OP People interact in a variety of social, cultural, economic and environmental contexts, and so it is important for students to understand how their identities are shaped by life opportunities and influenced by factors such as culture, gender, race, class, belief systems and economic status. The Social and Community Studies study area specification (SAS) deals with skills needed to function efficiently and positively in current and future life roles. The four (4) life roles described in the S.A.S. are interrelated and interdependent:

personal management

management of relationships

resources management

community involvement/management (local, state, national, global).

1. CONTENT Social and Community Studies is designed to allow students to become familiar with the nature of the four life roles listed above and associated life skills. It covers personal skills related to self-awareness, relationships and personal management as well as examining the student’s role in the community. It allows students to achieve a broad understanding of self and the construction of identity, group dynamics, personal goal setting, and inquiry processes. There are 8 units of work over the 4 semesters of year 11 and Year 12. Each subject will be studied for one term.

2. WORKLOAD Students will need to complete some tasks independently and in small groups. There is an expectation that the student will need to allocate some time for homework and completion of assignments. A variety of field trips will form part of the research.

3. ASSESSMENT Students will be assessed across three criteria: knowledge and understanding, decision making processes and communication skills. Assessment will be in the form of written assignments, tests and/or oral presentations.


TRAVEL AND TOURISM

WHY STUDY TOURISM? The study area specification in Tourism is designed to provide students with a variety of intellectual, technical, operational and workplace skills. It also enables students to gain an understanding of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services. The course consists of four core units of work;

Unit 1: Global Tourism

Unit 2: The Nature of Tourism

Unit 3: Tourism Information

Unit 4: Tourism as a Business These core units are studied through elective topics. These elective topics could include:

The changing nature of Tourism

Tourism and special events

Tourist accommodation, products

Tour guiding

Careers in Tourism

Overseas destinations

Australian destinations and attractions

Tourism in the Local area

ASSESSMENT AND WORKLOAD There will be 2-3 assessment pieces per semester consisting of:

Non-written Task

Workplace activities

Written responses

Tourism has become the world’s biggest industry and its potential impact on societies and their economic and ecological future is enormous. The tourism industry is one of Australia’s fastest growing industries and has assumed increasing importance in Australian society as a source of expanding employment opportunities. The tourism industry provides the context for students to understand the industry’s workplace culture and practices, and also to develop the skills, processes and attitudes crucial for making valid decisions about career pathways. Students are also encouraged to investigate tourism as a source of leisure activity, life skills and as an avenue for further study. The possibility of being involved in Tourism as a long term career option is also explored within the context of the course.


VISUAL ARTS PRACTICE (This subject does not count towards and OP score.) The field of visual arts is expansive, encompassing art forms created primarily for visual perception. How meaning is constructed and read from visual texts is a fundamental skill developed through visual arts. Visual artworks are created for a purpose and in response to individual, group or community needs in one or many contexts, including socio-cultural, economic, educational, geographical and historical. Visual artworks use and push the limits of technologies, are responses to and expressions of time and place, and are limited only by circumstance and imagination.

COURSE DESCRIPTION Visual Arts in Practice is a practical based visual art subject. Visual Arts in Practice foregrounds the role visual arts plays in the community and how students may become involved in community arts activities. This subject focuses on students engaging in art-making processes and making virtual or physical visual artworks for a purpose.

ASSESSMENT Visual Arts in Practice is a four-semester course of study. Semesters 1 and 2 are designed to allow students to begin their engagement with the course content i.e. the knowledge, understandings and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four semesters as students develop greater independence as learners. Semesters 3 and 4 consolidate their learning. Semester 1: One (1) product (folio of work) One (1) project (mural) One (1) multimodal spoken presentation Semester 2: One (1) written exhibition review One (1) project (sculpture) One (1) written artist statement

Semester 3: One (1) product (folio of work) One (1) multimodal presentation One (1) written review Semester 4: One (1) product (folio of work) One (1) project (assemblage) One (1) written artist statement


Stand Alone VET At School


BSB20115 CERTIFICATE II IN BUSINESS

Certificate II in Business has been developed to cater for those students who wish to gain vocational education certification, while remaining at school. This course provides the same level of certification as that delivered by TAFE or by a student completing a traineeship either at school or after leaving school. This certificate is recognised Australia wide and therefore has the potential of providing better opportunities for the student to gain full time employment in an office situation after leaving school.

Certificate II in Business is designed to equip students with the ability to communicate effectively and to interact confidently through and within a business environment and to use a range of business information and technologies.

CONTENT While the following units of competency will be covered during the course, the order and timing of these may vary depending on the prior knowledge and skills of the students.

SEM UNIT CODE NAME OF UNIT OF COMPETENCY TIME

1

BSBITU102 Develop Keyboard Skills 6 weeks

BSBITU201 Produce Simple Word Processed Documents 6 weeks

BSBWHS201 Contribute to Health and Safety of Self and Others 4 weeks

2

BSBADM101 Use Business Equipment and Resources 5 weeks

BSBIND201 Work Effectively in a Business Environment 5 weeks

BSBSUS201 Participate in environmentally sustainable work practices 6 weeks

3

BSBWOR203 Work Effectively with Others 5 weeks

BSBITU202 Create and Use Simple Spreadsheets 6 weeks

BSBITU203 Communicate Electronically 5 weeks

4

BSBINM201 Process and Maintain Workplace Information 5 weeks

BSBWOR204 Use Business Technology 5 weeks

BSBWOR202 Organise and Complete Daily Work Activities 4 weeks

ASSESSMENT There are no A – E results attained in this course; the student will either be deemed competent or not yet competent at completing various tasks within the 12 Units of Competency. As a result the student will not receive a Level of Achievement. Completion of the 12 units contained within the Certificate II will contribute four (4) credits towards the Queensland Certificate of Education (QCE) and the student will be issued with the Certificate II within 21 days of finishing the 12 units of competency.

Assessment of competency should provide fair and equitable opportunities for all learners to demonstrate their capabilities in relation to the above units of competency. Assessment may consist of the following techniques: Folios of work, computer tests, teacher observation checklists, oral presentations, practical simulations, scenarios and case studies.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Certificate II in Business graduates have access to a variety of employment opportunities in a range of industries including: Public Administration, Legal, Banking, Retail, Tourism and Hospitality, Insurance, Health Care and Travel. Further study at TAFE or University is also possible.

FEES AND CHARGES There are no additional fees or charges for this course apart from the Work Placement Fee. Work Placement is not mandatory, but it is highly recommended for this course. Participation in Work Placement will incur a $40.00 placement fee, capped at $50.00 for the year.

RTO Aldridge State High School, Provider No: 30208 DATE OF PUBLICATION: 16 June 2017 – This information is correct at time of publication but subject to change.


CPC10111 CERTIFICATE I IN CONSTRUCTION

CONTENT Certificate I in Construction consists of 11 units of competency (eight (8) Core and three (3) Elective) from the CPC11 – Construction, Plumbing & Services Training Package. Students can gain experiences that will assist in the transition from school to work by undertaking structured work placement (see Work placement section below). The practical and theory assessment components are both covered. The first eight (8) and three (3) of the remaining five (5) units will be studied:

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

CPCCCM1012A Work effectively and sustainably in the construction industry CPCCCM1013A Plan and organise work CPCCCM1014A Conduct workplace communications CPCCCM2001A Read and interpret plans and specifications CPCCCM2005B Use construction tools and equipment CPCCVE1011A Undertake a basic construction project CPCCOHS1001A Work safely in the construction industry CPCCCM1011A Undertake basic estimation and costing CPCCCM1015A Carry out measurements and calculations CPCCCM2004A Handle construction materials CPCCCM2006B Apply basic levelling procedures CPCCVE1002B Undertake a basic computer design project

Through these competencies, students will:

Make a saw stool and tool chest;

Do concreting jobs, seating and edging; and

Simulate construction activities.

Throughout this course, students will use a range of construction tools and equipment including: compound slide saw, bench grinder, pedestal drill, nailing guns, air compressor, cement mixer and various portable power tools.


WORKLOAD It is anticipated that this course will be delivered in four (4) individual lessons during Week 2 and a three (3) hour block possibly on Tuesday of Week 1 (Year 11 day off).

ASSESSMENT All assessment is competency-based as outlined above. On successful completion of Certificate I, students will be credited with three (3) QCE credits. Successful completion of the course will also result in the student being issued the Certificate within 21 days of finishing the 11 units of competency.

PRE-REQUISITE KNOWLEDGE SKILLS Completion of Construction in Year 10 would be an advantage but not essential.


RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Certificate I in Construction provides opportunities for students to use their creative skills while working with building and construction equipment as they prepare for future employment and leisure activities. This course allows for articulation into a range of further education opportunities including apprenticeships, especially within TAFE and the private sector. Many units of competency in this course are a pre-requisite to employment within the construction industry.

SAFETY REQUIREMENTS

Students participating in this course will need to be aware and comply with the relevant sections of the Work Health and Safety Act 2011. As from 2018 students undertaking Certificate I in Construction will be required to provide their own safety glasses that conform to Australian standards.

FEES AND CHARGES There are no additional charges in relation to the VET component of the course. NB. Students may need to complete a written application and participate in an interview process to gain selection into this course.

RTO Aldridge State High School, Provider No: 30208 DATE OF PUBLICATION: 16 June 2017 – This information is correct at time of publication but subject to change.


SHB20116 CERTIFICATE II IN RETAIL COSMETICS

This qualification reflects the role of retail sales personnel involved in a defined range of tasks to sell and demonstrate beauty or cosmetic products. They follow known routines and procedures and work under direct supervision. This qualification provides a pathway to work as a retail sales consultant in any business that sells beauty or cosmetic products and services. This can include beauty and hairdressing salons, retail outlets and department stores.

CONTENT Certificate II in Retail Cosmetics consists of 15 units of competency – 10 core and 5 electives. Core Units: BSBWHS201 Contribute to health and safety of self and others SHBBCCS001 Advise on beauty products and services SHBBMUP002 Design and apply make-up SHBXCCS001 Conduct salon financial transactions SHBXCCS004 Recommend products and services SHBXIND001 Comply with organisational requirements within a personal services environment SHBXIND002 Communicate as part of a salon team SIRRMER001 Produce visual merchandise displays SIRXIND003 Organise personal work requirements SIRXSLS001 Sell to the retail customer Elective Units: Possible units listed below are subject to change BSBSUS201 Participate in environmentally sustainable work practices ICTWEB201 Use social media tools for collaboration and engagement SHBBRES001 Research and apply beauty industry information SIRRINV001 Receive and handle retail stock BSBWOR203 Work effectively with others

ASSESSMENT There are no A – E results attained in this course; the student will either be deemed competent or not yet competent at completing various tasks within the 15 Units of Competency. As a result the student will not receive a Level of Achievement. Completion of the 15 units contained within the Certificate II will contribute four (4) credits towards the Queensland Certificate of Education (QCE) and the student will be issued with the Certificate II within 21 days of finishing the 15 units of competency. Assessment of competency should provide fair and equitable opportunities for all learners to demonstrate their capabilities in relation to the above units of competency. Assessment may consist of the following techniques: practical, written/theory assessment, completion of workbooks, observation and demonstration.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Certificate II in Retail Cosmetics graduates have access to a variety of employment opportunities in the beauty industry such as working in pharmacies, retail outlets, department stores and salons. This qualification provides a pathway to work as a retail sales consultant in any business that sells beauty or cosmetic products and services. Further study at TAFE or University is also possible.

FEES AND CHARGES Certificate II in Retail Cosmetics is being offered with Aldridge SHS being the provider. While it is anticipated there will be no additional fees or charges for this course, students may need to purchase their own make-up brushes.


CAMPUS This subject will be delivered by an Aldridge SHS trainer at Maryborough State High School at a time to be confirmed. Possible timetabling would be on Tuesdays from 1:00 pm to 5.00 pm in year 11 and on Thursdays at the same times in year 12. It is the responsibility of the student to make their own way to and from Maryborough State High School. Students may miss other timetabled classes while at Retail Cosmetics and there is an expectation that these classes will be “caught up” during spares.

WORK PLACEMENT

Work placement is recommended but not mandatory. This will incur a cost of $40 per placement, capped at $50 for the year.

RTO Aldridge State High School, Provider No: 30208

DATE OF PUBLICATION: 16 June 2017 – This information is correct at time of publication but subject to change.


SIT10216 CERTIFICATE I IN HOSPITALITY Certificate I in Hospitality is a one (1) year course, which has been developed to cater for those students who wish to gain vocational education certification, while remaining at school. Students may use this qualification to apply for credit for further studies in Hospitality and Catering at TAFE institutes nationally.

CONTENT & ASSESSMENT Year 11 students complete SIT10216 Certificate I in Hospitality, studying three (3) core and three (3) elective competencies. The aim of these competencies is to provide students with vocational skills and knowledge, as well as principles they can apply to everyday life. Assessment is competency based – students will either be deemed competent or not yet competent for the various tasks therefore students will not receive an A to E rating. This subject does not count towards an OP. Below are the units of competency to be covered (not listed in order of study).

THREE CORE UNITS THREE ELECTIVE UNITS

BSBWOR203 BSBWOR203 Work effectively with others

SITXCCS001 SITXCCS001 Provide customer information and assistance

SITXWHS001 Participate in safe work practices

SITXFSA001 SITXFSA001 Use hygienic practices for food safety

SITHCCC002 SITHCCC002 Prepare and present simple dishes

SITHCCC003 SITHCCO001 Use food preparation equipment

Assessment may consist of the following techniques: folios of work, work booklet activities, teacher observation checklists, practical simulations including school based functions and case studies. Completion of the 6 units contained in the Certificate I will contribute two (2) credits towards the Queensland Certificate of Education (QCE) and the student will be issued with the Certificate I in Hospitality within 21 days of successfully finishing the 6 units of competency.

WORKLOAD Practical work requires commitment to weekly preparation at home and readiness for school lessons. Students must be prepared to attend functions and/or classes outside normal school hours or during lunch breaks.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT & FURTHER STUDY Completion of Certificate I in Hospitality can lead to jobs/further studies in a range of employment opportunities including: • Kitchen Operations – kitchen attendant, cook, chef. • Restaurant Operations – waiter, bar attendant, managerial positions. • Tourism – Cruise Ships, Flight Attendants. • Hotel/Motel – kitchen and restaurant operations, housekeeping, front of house. • Tertiary Study - TAFE diploma and certificate courses in Tourism, Hospitality and Catering.

COSTS Students may have the opportunity to participate in an optional hospitality excursion to experience the unique features of a career in the hospitality industry. Work placement is not mandatory but it is highly recommended for this course. Participation will incur a $40 placement fee, capped at $50 for the year.

RTO Aldridge State High School, Provider No: 30208



SIS20213 CERTIFICATE II IN OUTDOOR RECREATION

PRE-REQUISITES While there are no formal pre-requisites to enrol in this subject, strong interest and individual commitment are essential. This subject involves COSTS (Approximately $1000.00 over two (2) years), this course delivered outside of Aldridge State High School exceeds $3000.00. Field trips and practical session participation may involve time outside the regular timetable that students must be available for and be aware of prior to enrolment.

Students will be involved in activities that are physically, emotionally and interpersonally challenging and need to take this into account prior to enrolment.

Students will undertake assessment tasks at:

Great Keppel Island (Snorkelling/Bushwalking) Aldershot Scout Camp (Navigation) Fraser Island (Bushwalking/Navigation) Rockhampton (Adventure Caving) Brooyar State Forest (Abseiling/Climbing) Noosa (Kayaking/Mountain Biking)

Mapleton (Hiking camp)

THIS COURSE IS SUITABLE FOR STUDENTS WHO: Enjoy being active in the outdoors (including using water) Enjoy challenging themselves Enjoy learning new skills Are interested in outdoor recreation and related areas e.g. Sport and Recreation, environmental studies,

ecotourism, recreation and environmental management, hospitality and physical education training.

ON SUCCESSFUL COMPLETION OF THE COURSE, YOU COULD OBTAIN: Certificate II in Outdoor Education or Statement of Attainment for completed competencies. Students

will be issued a certificate within 21 days of completing the 15 units of competency. First Aid Certificate RTO: Royal Life Saving Society QLD, Provider No. - 5431 Royal Lifesaving Bronze Medallion RTO: Royal Life Saving Society QLD, Provider No. - 5431

CONTENT

UNIT CODE NAME OF UNIT OF COMPETENCY CORE/ELECTIVE

HLTAID003 Provide first aid Core

SISOODR201A Assist in conducting outdoor recreation sessions Core

SISOOPS201A Minimise environmental impact Core

SISXIND101A Work effectively in the sport and recreation environment Core

SISXOHS101A Follow occupational health and safety policies Core

SISOBWG201A Demonstrate bushwalking skills in a controlled environment Elective

SISONAV201A Demonstrate navigational skills in a controlled environment Elective

SISOOPS202A Use and maintain a temporary or overnight site Elective

SISXCAI102A Assist in preparing and conducting sport and recreation sessions Elective

SISXFAC207 Maintain sport ,fitness and recreation equipment for activities Elective

SITXFSA101 Use hygienic practices for food safety Elective

SISOABN201A Demonstrate abseiling skills on natural surface Elective

SISOCNE202A Perform deep water rescues Elective

SISOSNK210A Demonstrate snorkelling activities Elective

SISOCLN201A Demonstrate top rope climbing skills on natural surface Elective


THIS COURSE ENABLES STUDENTS THE OPPORTUNITY TO: Understand the various factors that influence participation in physical, recreational or sporting

activities. Demonstrate an enthusiasm for lifetime active involvement in sport and/or recreational activities. Demonstrate an awareness of health issues. Appreciate and take action to achieve a healthy lifestyle. Demonstrate social, personal and communication skills through their participation in and/or study of

physical, recreational and sporting activities. Experience the enjoyment, challenge, self-expression and social interaction that is possible through

engagement in physical, recreational or sporting activities. Understand concepts, theories and terminology related to physical, recreational or sporting activities. Interpret, analyse and critically evaluate information with reference to physical, recreational or

sporting activities. Interpret, analyse and critically evaluate information with reference to physical, recreational or

sporting activities. Develop an understanding and appreciation of the natural environment, their place in it and how

people interact with it.

ESSENTIAL CONCEPTS: Relevance and wide ranging nature of outdoor recreation in modern society. Ecological processes operating within natural environments that sustain life. Human impact on and management of the natural environment. Responsibilities, roles and approaches in outdoor recreational activities. Safety and risk management in adventure activities.

ESSENTIAL SKILLS: Problem Solving – practical/theoretical solutions Teamwork and leadership Exploring and investigating the natural environment Decision Making Communication

PRACTICAL OUTDOOR RECREATION ACTIVITIES: Navigation • Lifesaving Fishing • Outdoor recreation industry work experience Kayaking • Hiking Sailing • Exploration and investigation of the natural Mountain Biking environment Snorkelling • Environmental issues Abseiling • Nutrition and hydration Climbing • Camping Bushwalking • Activity specific skills in a range of areas Campsite Cooking • Leadership and teamwork skills/roles/ Adventure Caving responsibilities/processes. Safety, first aid and emergency response procedures Risk Management Radio Communication Swimming Planning and preparation of excursions Weather Interpretation

RTO: Aldridge State High School, Provider No: 30208



AHC21210 CERTIFICATE II IN RURAL OPERATIONS

INTRODUCTION In 2018, Aldridge State High School, in conjunction with TAFE Queensland – South West, will be offering a Certificate II in Rural Operations. Students who enrol in the Certificate II will receive competency completions from TAFE Queensland-South West, but will be taught at Aldridge by a current Aldridge SHS teacher.

COURSE CONTENT It is anticipated that the following 15 units of competencies will be completed to obtain a Certificate II in Rural Operations. These units are subject to change depending on resource availability.

AHCOHS201A Participate in OHS processes AHCHBR203A Provide daily care for horses

AHCWRK209A Participate in environmentally sustainable work practices

AHCLSK204A Carry out regular livestock observation

AHCCHM201A Apply Chemicals Under Supervision

AHCINF201A Carry out basic electric fencing operations

AHCINF202A Install, maintain and repair fencing

AHCMOM203A Operate basic machinery and equipment

AHCLSK210A Muster and move livestock AHCLSK209A Monitor water supplies

AHCLSK211A Provide feed for livestock AHCMOM204A Undertake operational maintenance of machinery

AHCMOM202A Operate tractors AHCLSK207A Load and unload livestock

AHCLS206A Identify and mark livestock

The course is conducted over Year 11 and 12 and consists of a number of block training sessions at an industry relevant venue. At these venues, students experience an intensive skills development involving horses, cattle and machinery.

ASSESSMENT Students will complete workbooks, assignments and written exams. Observation sheets will be recorded by teachers to demonstrate skills relating to units of competency.

OTHER INFORMATION This unit provides a sound basis for students who wish to obtain a solid practical grounding in animal husbandry and rural skills. It can lead to further study in Certificate III and Diploma level for students suited to hands on learning. It also provides a good practical base for students who are wishing to go into Agricultural Science.

COSTS In 2017 there were no out of pocket costs for students with regards to the general course requirements because of the VETiS funding arrangement. It is anticipated this funding will continue in 2017. However there may be some cost involved with transport and required resources including PPE with regard to the practical aspects of the course.

RTO TAFE Queensland – South West, Provider No – 0526 DATE OF PUBLICATION: 16 June 2017– This information is correct at time of publication but subject to change.


10324NAT CERTIFICATE III IN EDUCATION (Aboriginal and Torres Strait Islander)

CAMPUS LOCATION/TIME

Maryborough State High School – Kent Street, Maryborough

REGISTERED TRAINING PROVIDER TAFE Queensland North – Provider No. 0542 RATEP is a community-based teacher education program which enables Indigenous people to become qualified teaching aides and/or registered teachers through the partnership between TAFE Queensland North, Education Queensland and James Cook University. This course is open to young people who identify as Indigenous. As such, applicants will be required to produce a certificate of identity. This is a two-year course, which enables students to exit the course as a Teacher Aide in the early years of schooling. The opportunity exists for students after Year 12 to continue studying to the point of achieving a teaching qualification through James Cook University, while living in Maryborough.

Students undertaking this course are supported by a full-time tutor based at Maryborough State High School for the two years of study. The course involves having one full day per fortnight and one half day per fortnight, usually Friday, working through theory units of competency at the RATEP Room at Maryborough State High School, with some time regularly doing practical work at a local primary school.

There was no cost for studying this course in 2017, thanks to support from the Queensland Government. Previously, the cost was $20.00 per subject. The Queensland Government funding for 2018 is not known at this time (16 June 2017).

Students will study the following units of competency over the whole course:

Core Unit Codes Core Unit Titles

AHCILM303A

CHCFC301A

CHCIC201B

CHCIC301E

CHCORG303C

CHCPR301C

HLTWHS300A

AIELIT300A

AIENUM301A

AIEPAR303A

AIEVAL406A

Work in an Indigenous community or organisation

Support the development of children

Communicate with children

Interact effectively with children

Participate effectively in the work environment

Provide experiences to support children’s play and learning

Contribute to WHS processes

Develop literacy for ATSI peoples in culturally diverse workplaces

Develop numeracy for ATSI peoples in culturally diverse workplaces

Promote partnerships between school and ATSI communities

Integrate ATSI cultural values

Elective Unit Codes Elective Unit Titles (minimum 50 hours required)

AIELAN301A AIEART407A BSBITU306A CUVDRAQ201A

Identify Aboriginal and Torres Strait Islander Languages (30 hours) Assist ATSI children to express themselves through Creative Arts (50 hours) Design and produce business documents (80 hours) Develop drawing skills (50 hours)

The credits arrangement with the Queensland Curriculum and Assessment Authority (QCAA) towards a student’s Queensland Certificate of Education (QCE) at the end of Year 12 is:

on successful completion of at least 12 (core and elective) units: eight (8) credits

on successful completion of any six units of study: four (4) credits

on completion of any three units of study: two (2) credits

For further information, please contact/visit the: RATEP Teacher Co-ordinator, Jan Sterling, at Maryborough State High School on (07) 4120 9359 TAFE Queensland North website, and enter RATEP in the Course Search Dialogue Box https://maryboroshs.eq.edu.au Curriculum Tertiary Programs Related links

DATE OF PUBLICATION: 16 June 2017– This information is correct at time of publication but subject to change.


Prevocational Courses


HAIRDRESSING Do you dream of becoming a professional hairdresser? Then this program will introduce you to the challenging world of hairdressing, with school-based training and an industry placement. Learn the skills you’ve always wanted, including personal hygiene and grooming, dealing with customers, and using salon treatments and products. You’ll even learn to manage your own hair.

CONTENT In this course students will gain knowledge and skills in workplace health and safety, shampooing and drying hair, handling tools and equipment, greeting and communicating with clients and general retailing skills in the hair industry.

ASSESSMENT There is currently no QCE credit attached to this subject. It is intended that SHB20216 Certificate II in Salon Assistant will be added to Aldridge’s Scope of Registration in the near future. When this occurs students will be enrolled into this certificate and knowledge and skills gained from this hairdressing prevocational course will give students a sound grounding for beginning the certificate. In the event that Aldridge is not granted registration the hairdressing subject offering will be reviewed at the end of Semester 1.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Hairdressing graduates have access to a variety of employment opportunities in the beauty industry such as a hairdressing salon assistant, receptionist, tea and tidy, apprentice hairdresser and stylist. Further study at TAFE or university is also possible.

FEES AND CHARGES Hairdressing is being offered with Aldridge SHS being the provider. It is anticipated there will be no additional fees or charges for this course, apart from the work placement fee.

CAMPUS This subject will be delivered by an Aldridge SHS trainer at Maryborough State High School at the following times:

1.00 pm to 5.00 pm on Wednesday

It is the responsibility of the student to make their own way to and from Maryborough State High School. It is expected that students attend classes at Aldridge State High School in the half day they are not attending hairdressing. Students may miss other timetabled classes while at hairdressing and there is an expectation that these classes will be “caught up” during spares.

WORK PLACEMENT Students will be required to undertake 35 hours of industry placement in a hairdressing salon over the two (2) years. This is a mandatory component of the course and will incur a cost of $40.00 per placement, capped at $50.00 for the year.

DATE OF PUBLICATION: 16 June 2017 – this information is correct at time of publication but subject to change.


LEC Subjects


Students with disabilities have various options for the pathway they follow through their senior years. There are two (2) dominant choices – these are the QCE pathway and the QCIA pathway. QCE Pathway The QCE Pathway provides the opportunity for students to complete a Queensland Certificate of Education while at school. To achieve this, students must show evidence of a breadth and depth of knowledge across at least five (5) subjects. Further, students must meet set literacy and numeracy standards. For Students with Disabilities who wish to engage in this pathway, students must undertake the following subjects:

English Communication or English

Prevocational Maths or Maths A or Maths B

Four (4) elective subjects QCIA Pathway The QCIA Pathway has been designed for students who aim to attain a Queensland Certificate of Individual Achievement at the completion of their senior schooling. This pathway will consist of six (6) subjects, which have been designed to develop life skills and establish links into the community for post school transition. The subjects offered in this pathway are as follows:

Functional English

Functional Maths

Hospitality or Agriculture and Horticulture

Social and Community Studies

The World of Work

QCIA Preparation These subjects are further described on the following pages.


FUNCTIONAL ENGLISH

1. OVERVIEW

Functional English is a course offered by the Learning Enhancement Centre in consultation with HOSES and HOD English. It caters for students with special needs, including students with disabilities and/or students with low literacy skills. It provides emphasis on practical literacy experiences for students and allows for programs of study based on a flexible combination of literacy topics.

2. LEARNING EXPERIENCES The learning experiences in this subject will be activity based and life related as much as possible. They will be designed to allow students to present topics in practical and oral forms and, as much as possible, the learning environment will emphasise group work and presentation. The learning experiences will cater for individual differences in ability, learning styles and interests that actively encourage participation and reward effort.

3. CONTENT

The course will be a mixture of practical and in class work related to the following topics:

Work

Community

Leisure

4. ASSESSMENT Assessment for this program of study will be predominately oral work and/or practical with an emphasis on participation. It will evolve from learning experiences that reflect real life situations. Traditional examinations will be kept to a minimum. Where possible, assessment will be through oral presentations and work folios.


FUNCTIONAL MATHEMATICS

1. OVERVIEW

Functional Mathematics is a course offered by the Learning Enhancement Centre in consultation with HOSES and HOD Mathematics. It caters for students with special needs, including students with disabilities and/or students with low numeracy skills. It provides emphasis on practical numeracy experiences for students and allows for programs of study based on a flexible combination of numeracy topics.

2. LEARNING EXPERIENCES The learning experiences in this subject will be actively based and life related as much as possible. They will be designed to allow students to present topics in practical and oral forms and, as much as possible, the learning environment with emphasis on group work and presentation. The learning experiences will cater for individual differences in ability, learning styles and interests that actively encourage participation and reward effort.

3. CONTENT The course will be a mixture of practical and in class work related to the following topics:

Number Data Location and Time Measurement and time

4. ASSESSMENT Assessment for this program of study will be related to practical activities with the emphasis on participation. It will evolve from learning experiences that reflect real life situation. It will evolve from learning experiences that reflect real life situations. Where possible, presentation of assessment pieces will be through projects, folios and investigation. Traditional examinations will be kept to a minimum.


IN THE KITCHEN

This subject does not count towards a QCE or OP. In the Kitchen is a two (2) year course which will provide students with the theoretical knowledge and practical skills they need to produce food and beverages at home. There are four (4) major themes covered in this course. Many of these will be taught concurrently over the two (2) years. These topics are:

Kitchen Health and Safety

Food and Beverage Production and Presentation

Serving Food and Beverages

Planning a Menu for an Event NB: this is a developmental course and will be adjusted according to the needs of the students in the class.

ASSESSMENT Students will be assessed using a variety of methods including (but not exclusive to) observation of their skills, record-keeping, portfolio presentation and in-class mini-tests.

FEES There are NO fees for this course.

FARM SKILLS

This subject does not count towards a QCE or OP. Farm Skills is a two (2) year course which will provide students with the theoretical knowledge and practical skills they will need to maintain a garden and provide basic care for some animals. There are four (4) main topics in this course. Many of these will be taught concurrently over the two (2) years. These topics are: Farm Maintenance, Animal Care, Small Crop Production and Fencing. NB: this is a developmental course and will be adjusted according to the needs of the students in the class.

ASSESSMENT Students will be assessed using a variety of methods including (but not exclusive to) observation of their skills, record-keeping, portfolios of work and in-class mini-tests.

FEES There are NO fees for this course.


THE WORLD OF WORK

OVERVIEW

This subject does not count towards a QCE or OP. This subject is offered by the Learning Enhancement Centre in consultation with the HOSES. It caters for students with disabilities. It provides an emphasis on practical experience and skills. The world of work includes not just paid employment, but unpaid work and volunteering. To be successful in a workplace, a number of skills are necessary. This subject aims to develop those skills. Topics to be covered will include:

Workplace Health and Safety

Presenting a Positive Image in the Workplace

Developing Job search and Interview Skills

Effective Communication in the Workplace

Using Office Equipment

Working with Others

Effective Volunteering Students undertaking this subject will be encouraged to undertake work experience in both business and volunteer organisation settings.


MODIFIED HEALTH AND PHYSICAL EDUCATION THIS SUBJECT DOES COUNT TOWARDS A QCIA This subject does not count towards a QCE or OP.

1. OVERVIEW Modified Health and Physical Education is a course offered by the Learning Enhancement Centre in consultation with the HOSES and cooperation with the HOD HPE. It is developed for students with special needs, including physical and cognitive disabilities and disorders, encouraging them to maintain active lifestyles, enhance physical wellbeing and self-esteem, and promote participation in activities with both physical and social benefits.

2. LEARNING EXPERIENCES Emphasis throughout the course is on active participation and cooperation with classmates. The course has a practical focus, but with weekly theory lessons based around the specific units which promote an understanding of the rules, skills and science associated with that unit. Students are encouraged to experiment with new skills and improve existing abilities, within an accepting and predominantly low stress environment.

3. CONTENT Content will be impacted to some degree on whether the course can function independently, based on sufficient participant numbers, or needs to be incorporated with another LEC year level (which has been successfully trialled). If the course runs independently, the topics will include:

Swimming – Recreational Water sports

Fitness and Training for Self-Improvement

Track and Field Athletics

Individual Ball Sports – Table Tennis/Golf/Squash

Team Sports – Basketball/Volleyball/Touch Football

4. ASSESSMENT Assessment for the course will occur at the end of each term or unit, and will be focused on participation linked to skill mastery in the various sport units studied, with consideration made for individual differences and disabilities. Theory content will be assessed via open book exams or short assignments, with additional support and scaffolding provided where necessary.