senior subject guide v1 - woodcrest state college

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SENIOR SECONDARY SUBJECT GUIDE

2021

PRINCIPAL’S MESSAGE Dear Parents/Caregivers and Students Senior Secondary caters for students in the final phase of their education and is focused upon students choosing a pathway that will allow them to exit school with qualifications that will set themselves up for their preferred future. Year 11 and 12 students are in the non-compulsory participation stage of education where students are required to participate in education and training for two years or:

Until they have gained a Queensland Certificate of Education (QCE); or

Until they have gained a Certificate III Vocational qualification; or

Until they turn 17. Alternatively, after completing their compulsory schooling (year 10), young people are able to enter the workforce, as long as they are in paid work for at least 25 hours a week. The reality is that almost all students elect to remain at school to complete year 12 and would encourage attainment of a QCE. At Woodcrest State College, we offer quality educational programs that allow an integrated two-year course of study for students in the senior phase of their education, offering students a rich array of pathways to qualify for their Queensland Certificate of Education upon exit from year 12. The years 11 and 12 curriculum program is geared towards students choosing either a Tertiary or a Vocational pathway which will lead them to their chosen career. Within each pathway, students will choose from General subjects, Applied subjects, school based VET certificates, external registered training organisations VET certificates or engagement in school based apprenticeships or traineeships. It is expected that all students will choose an educational program that will enable them to attain a Queensland Certificate of Education upon completion of year 12. In addition, many students will exit with an ATAR (Australian Tertiary Admission Rank) and a nationally recognised vocational certificate. During their journey to completion of year 12, students will regularly reflect upon their progress and review and revise their SETP (Senior Education and Training Plan) as their needs change. While students have multiple pathways from which to choose, one factor is common to every pathway. Reward does not come without effort. To that end, we expect our students to adhere to the principles of G.R.I.T.

Conform with college expectations of behaviour and engagement built around the four pillars

of G.R.I.T.: Gratitude for learning Respect for yourself, others and the learning environment Integrity Tenacity

Pledge to attend school 95% or above and reaching your goals.

Undertake all schoolwork, competencies and assessment tasks to gain their QCE and other

recognised qualifications

The senior secondary years of schooling are the most exciting, the most challenging and at the same time, the most rewarding that students can undertake. However, it is essential that students choose the pathway in which they will be successful, and which will lead them to their chosen career pathway beyond school. I strongly encourage students to seek the advice of their teachers, Heads of Department and Guidance Counsellors in making sure that that their chosen course of study aligns with their individual needs, interests and abilities. I wish students every success in their senior studies at Woodcrest State College and in successfully transitioning to their chosen educational, training or workforce pathway beyond school.

Brendan Barlow Principal, Secondary Campus

CONTENTS

Planning your Senior Secondary Pathway 4

Tertiary Pathway Planning 5 Vocational Pathway Planning 6

G.R.I.T. & Senior School Tracking 7

G.R.I.T. 7 Awars and Presentations 7

Subject Options 8

Advice on selecting appropriate subjects 8 Policy on changing subjects 8 Changes to Subjects Year 11 and 12 Senior Studies 9

Assessment and Reporting 10

Responsibilities 10 Assessment Policy 11 Reporting 12

Senior Secondary Certification 13

Senior Education Profile for Students 13 The Queensland Certificate of Education 14 The QCAA Student Portal 15

Pathways to Tertiary Study 15

Structured Work Experience 16

Policy 16 Benifits 16

QCAA Senior Syllabuses 17

General Syllabuses 18

Structure 18 Assessment 18

Applied Syllabuses 20

Structure 20 Assessment 20 Senior External Examinations 21

QCAA Senior Syllabuses Subjects 22

English 23 Mathematics 27 Health and Physical Education 35 Humanities 39 Science 55 Technologies 63 The Arts 77

Vocational Syllabuses 91

Australian Qualifications Framework (AQF) 92 Vocational Education at Woodcrest 93 On Campus Certificates and Fees 92 Vocational Certificate Subjects 95

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1. Planning Your Senior Secondary Pathway

The senior secondary phase of education is centred on pathways for students. At Woodcrest State College, we expect that all students will complete year 12 and attain their Queensland Certificate of Education and other qualifications that will assist them with a successful transition to further education, training or workforce options after year 12. Before selecting subjects, parents and students need to consider the appropriate educational pathway to follow. There are two key pathway options offered at Woodcrest. Students may choose to follow a:

Tertiary pathway which leads to an ATAR (Australian Tertiary Admission Rank), or a

Vocational pathway directed at gaining entry to TAFE, apprenticeships or traineeships or direct

entry to the workforce.

There are multiple pathways to university and TAFE, so it is important that students research their career choices and seek accurate information about their options from those most qualified to give advice. The School Guidance Officer is the key careers adviser to students at school.

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Senior School Pathways to

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2. G.R.I.T. & Senior School Tracking G.R.I.T. Our G.R.I.T. framework underpins our expectation of all students achieving excellence.

Woodcrest State College Secondary sets high expectations of our student cohort. Our goals are that all students in senior secondary will:

1. attend a minimum of 95% of the time 2. achieve a C or higher in all subjects 3. complete all vocational certificate qualifications in which they are enrolled before year 12 exit 4. exit year 12 having attained their Queensland Certificate of Education

The Senior School team in Year 11 and Year 12 is made up of Deputy Principal, Heads of Department and Teachers who work in conjunction to ensure students remain on track to become successful by the following;

Tracking student progress each term including, attendance, achievement, effort and behaviour;

Academic Coaching occurs every term for Australian Tertiary Admission Rank (ATAR) students

Providing timely and relevant feedback to students and their parents on progress towards learning and achievement goals;

After parents receive their student’s report card each term, parents may then elect to meet with their child’s teachers and complete an interview. A parent/teacher interview will be mandatory if the student is not meeting achievement goals.

Identifying at risk students then providing appropriate individualised intervention to support students to get back on track.

Awards and Presentations Student achievements in sport, community, the arts and extra-curricular activities are acknowledged at school assemblies and special ceremonies. Students are formally recognised for their attendance and academic engagement after each reporting period. Significant celebratory events include: Semester One Academic Awards P-12 Journey Celebration Awards Night Year 12 Formal Year 12 Graduation

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3. Subject Options

Advice on Selecting Appropriate Subjects At Woodcrest State College, we understand how crucial it is for each student to make the best decisions in selecting senior subjects. Students should choose subjects which:

• they enjoy • they have experienced past success • may lead to their preferred career paths • optimise opportunities to reach their potential • are pre‐requisites for their preferred tertiary studies.

Policy on Changing Subjects Faculty recommended minimum standards for entry into General subjects at Year 11 level is a further measure aimed at helping students find the right course for them, based on their demonstrated performance and our years of combined educational expertise. As far as it is possible, all students’ subject choices will be facilitated, provided the initial subject selection form is completed accurately and handed in on time. Changes to the original subject selection in Year 11 will be accepted prior to the start of the school year if they can be accommodated within the staffing and timetabling framework. Any such request must be in writing and signed by parent/guardian.

Changes to subjects In Years 11 and 12 changes will only be affected in the first and last 2 weeks of each semester

unless there are substantial reasons presented to do otherwise.

Any student wishing to request a subject change must complete the relevant form available from the administration or Senior School HOD.

No changes to subjects will take place unless there are vacancies to accommodate such requests and the changes will not impact the student’s ability to attain a QCE.

Students must have demonstrated a genuine effort to achieve in the subject they wish to change as a pre‐requisite to any mid‐course subject change, including the completion of all assessment work. This will be the case particularly when changing the subject may affect the viability of the whole class or impact the student outcome.

The expected number of subjects for each student in senior secondary in Years 11 ‐ 12 is six subjects. This is a typical full-time student load and ensures students their greatest opportunity for success.

Enrolment in a School based apprenticeship, TAFE, study at other institutions and structured work placements may also be counted as a subject, if students show commitment to that course (any student on an ATAR pathway will not be eligible to access off-campus VET courses). Therefore, students may study a blend of external and internal subjects, still adding up to six subjects in total.

At all times, years 11 and 12 students must remain eligible to attain their Queensland Certificate of Education by the end of Year 12. This places some restrictions on how many subjects they may change.

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Years 11 and 12 Senior Studies Students choose from a list of available subjects best suited to their individual needs, interests and abilities and aligned to their chosen pathway. All subjects are completed over two years where students accumulate credits for completed semesters towards their Queensland Certificate of Education. Mathematics and English are mandatory studies in years 11 and 12 but students may choose different levels of these subjects. Tertiary Pathway students will study General English and either General Mathematic or Mathematic Methods. Vocational Pathway students will generally study Essential English and Essential Mathematics but may apply to study the higher levels of General English and/or General Mathematics if they have proven achievement in the subject in year 10 and it is needed for their career goals. In selecting subjects for their chosen pathway, students should be aware of the three different types of subjects:

1. General subjects

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

2. Applied syllabuses

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

3. Vocational Education and Training

Vocational education and training (VET) is "education and training for work" and part of a broader educational network in Australia that includes schools, universities and adult and community education. Students at Woodcrest State College may access Certificate I, Certificate II or Certificate III qualifications. Successful completion of these certificates gains students national accreditation and provides them with a variety of career pathways and further vocational studies. Certificate qualifications are competency based and often require students to undertake structured work placement where skills gained or demonstrated will be recorded in a logbook. Vocational qualifications are issued by a Registered Training Organisation (RTO). All Senior Secondary students at Woodcrest complete a Certificate II in Skills for Work and Vocational Pathways, commencing study in year 10 and completing the qualification by the end of year 11. This qualification provides students with a range of general employment skills and also contributes to their QCE. Students may also access other Vocational Education and Training programs including:

a.On Site VET VET is delivered on site at Woodcrest State College by teachers where either the school or an external training partner is the RTO for the certificate. Current onsite certificate includes:

Woodcrest as the RTO External Training Partner RTO

Certificate II in Skills for Work and Vocational Pathways

Certificate II in Hospitality Certificate III in Aviation – Remote Pilot Certificate III in Business Certificate III in Information, Digital Media and Technology Certificate III in Early Childhood Education and Care Certificate III in Fitness

Training Direct Australia Specialised Career Solutions Binnacle Training Prestige Service Training Hills International Institute of Education Binnacle Training

Certificate courses with an external partner generally attract an additional RTO fee unless VETiS funded. Refer to the subject descriptions for current costs. Only one course can be VETis funded.

b. Offsite VET Vocational Education and Training in Schools (VETiS) programs give high school students the opportunity to gain nationally recognised trade qualifications while still attending school. The Schools Programs offered by TAFE provides students with the opportunity to engage in practical hands-on work and develop pathways into the industry of interest for their chosen career. Programs are reviewed each year and generally advertised in the latter part of the year. Enrolment is directly to the TAFE but managed through the Head of Department Pathways. TAFEs accessed by Woodcrest students include campuses at Bundamba, Mt Gravatt, Acacia Ridge, Logan, and Southbank. Students will attend one day per week as per TAFE requirements.

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The WesTEC Trade Training Centre also offers VETiS courses to students. WesTEC is operated by a local cluster of schools including Forest Lake State High School, Springfield Central State High School, Redbank Plains State High School, Bundamba State Secondary College, Bellbird Park State Secondary College and Woodcrest State College. Woodcrest State College is the lead school and manages the centre. Courses at WesTEC run 1 day per week for two and 4 terms and are delivered by a number of RTOs including TAFE. They currently include:

WesTEC Courses

Certificate II in Automotive Vocational Preparation Certificate II Retail Cosmetics

Certificate II Electrotechnology – Career Start Certificate II in Salon Assistant

Certificate II in Engineering Certificate II Tourism

Certificate I in Construction Certificate III Events

Certificate II in Logistics Certificate II in Health Care Support Services

Certificate II in Plumbing Certificate III in Health Services Assistance

Certificate III Aviation – Remote Pilot

c. School Based Apprenticeships and Traineeships (SATs). Senior Secondary students may undertake school‐based apprenticeships/traineeships (SATS), providing them with the opportunity to commence their chosen apprenticeship or traineeship prior to leaving school. Students on SATs combine one day per week completing recognised training in the workforce with with their senior studies. A training contract must be completed and registered through the Department of Education, Skills and Employment (DESE).

4. Assessment and Reporting Assessment is an ongoing process, gathering evidence to determine what each student knows, understands and can do, to inform teaching and support student learning. Purposes of assessment include: Assessment for learning — enabling teachers to use information about student progress to inform their

teaching. Assessment as learning — enabling students to reflect on and monitor their own progress to inform

their future learning goals. Assessment of learning — assisting teachers to use evidence of student learning to assess student

achievement against goals and standards.

Assessment also provides data to inform reporting on the achievement of individual students or groups of students. Assessment tasks may include written exams, oral presentations, performances, practical activities, homework activities and assignments. It is expected that students will complete at least one assessment task per subject area each school term.

Assessment at Woodcrest Secondary School is guided by relevant legislations and guidelines provided by the Queensland Curriculum and Assessment Authority (QCAA), and the Queensland Curriculum, Assessment and Reporting Framework.

Responsibilities

1. School Responsibilities

Provide an Assessment Overview to students for each subject, every semester Provide assessments instruments in an appropriate time frame, consistent with the relevant subject syllabus documents and work programs Provide appropriate class time for assessment, consistent with the relevant subject syllabus documents and work programs Provide feedback to students on both rough draft and final assessment tasks in a timely manner Liaise with parents/caregiver if concerns are noted regarding the completion of the assessment piece. Enact moderation procedures which ensure a consistency of standards is maintained in the marking of

assessment Provide assessment instruments with a cover sheet showing the following information:

topic or area of study task requirements date of issue, due date criteria and standards declaration verifying the authorship of student work monitoring guidelines or draft details.

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2. Student Responsibilities

Store Assessment Overviews appropriately, for example glued in subject book, and share them with parents/caregiver

Fulfil course requirements, including the submission of all assessment by the due date Ensure all assessment submitted is the original work of the student Present a draft to teachers by the monitoring date Communicate anticipated difficulties in completing assessment requirements with the teacher and

follow the correct procedures to apply for an extension, should that be necessary, before the due date Seek clarification from the teacher who awarded the result before appealing any result

3. Parent/Caregiver Responsibilities

Encourage students to submit all drafts and final assessment by the due date Inform the appropriate school staff of any difficulties relating to the completion of assessment items

before the due date. Provide documentary evidence if a student has impacting illness or misadventure in a fitting timeframe,

without delay.

Assessment Policy Woodcrest State College is guided by the QCE Handbook to ensure that teachers, students and

parents/carers understand the roles, responsibilities, processes and procedures to ensure the integrity of

assessment that contributes to the attainment of your child’s QCE.

1. Accessing Arrangements and Reasonable adjustments (AARA)

As per our school’s Assessment Policy we are committed to reducing barriers to success for all students.

AARA are provided to minimise, as much as possible, barriers for a student whose disability, impairment,

medical condition or other circumstances may affect their ability to read, respond to or participate in

assessment.

These barriers fall into three broad categories:

permanent

temporary

intermittent

Examples of eligible and not eligible issues for the application for AARA are below;

Eligible Not Eligible

cognitive

physical

sensory

social/emotional

unfamiliar with the English language

teacher absence or other teacher-related difficulties

matters that the student could not have avoided, e.g. misreading an exam timetable, misreading instructions in examinations

timetable clashes

matters of the student’s or parent’s/carer’s own choosing, e.g. family holidays, sporting events

matters that the school could have avoided, e.g. incorrect enrolment in a subject

PLUS

illness

misadventure

unforeseen circumstance where the student has no control e.g. accident, death of a family member

To apply for AARA you can contact the Senior School Deputy Principal.

2. Non submission of assessment

Applications for extensions to due dates for unforeseen illness and misadventure are still available and

students and parents/carers must contact the Principal’s delegate – Senior School Deputy Principal as

soon as possible and submit the relevant supporting documentation.

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3. Moderation of Student Assessment

The school uses internal moderation of student assessment to ensure quality standards and consistency of teacher judgement in marking the student work. The Queensland Curriculum and Assessment Authority also has rigorous quality assurance mechanisms in place to ensure the quality of assessment and the standard of student work in years 11 and 12.

Reporting Report cards are provided to parents at the end of each term with the exception of year 12 students who do not receive a school report for term 4 of year 12. In terms 1 and 3, the report is a brief progress report which includes grades for progress, effort, behaviour and homework. In term 2 & 4, the report is a full semester summary and is cumulative for the entire year of work. Reports are emailed to parents/carers; parents without an email account may request a paper copy.

Levels of Achievement (Year 11 & 12)

Your child’s overall achievement in each subject studied in the reporting period has been awarded a level

of achievement from the following range:

Levels of Achievement

A B C

D

E N

Evidence in the student's work typically demonstrates a sophistication of conceptual understanding and skills from the standard that are able to be transferred to new situations.

Evidence in the student’s work typically demonstrates a developing sophistication of conceptual understanding and skills from the standard and these are beginning to be transferred to new situations.

Evidence in a student's work typically demonstrates that they have developed the required conceptual understandings and skills to meet the standard and are able to apply them in familiar situations.

Evidence in the student's work typically demonstrates that they are still developing the required conceptual understandings and skills from the standard and that they are beginning to be applied in familiar situations.

Evidence in the student's work typically demonstrates that the student has not yet developed the required understanding and skills to meet the standard and that they can only apply them in scaffolded situations.

Insufficient evidence to make a judgment.

Students enrolled in vocational certificates will receive one of the following comments in relation to their progress in completing the competencies required to earn the certificate qualification:

Vocational Certificate Comments

CA WTC CNA WD

Competency Achieved (full certificate completion) Working Towards Competency (on track to complete the certificate in the designated time)

Competency Not Achieved (not on track to completion)

Withdrawn (no longer enrolled in the qualification)

The report card will also include information about the student’s: Effort Behaviour Total number of days absent Number of days unexplained absence

Reports may include comments on homework and requests for an interview.

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5. Senior Secondary Certification The Queensland Curriculum and Assessment Authority (QCAA) is a statutory body of the Queensland Government. They provide Kindergarten to Year 12 syllabuses, guidelines, and assessment, testing and certification services for Queensland Schools. QCAA website: www.qcaa.qld.edu.au

Senior Education Profile for Students QCAA does not certify or report on student achievement until the completion of Year 12. Woodcrest State College issues school report cards for students in Year 11 based on unit outcomes and for the first semester of Year 12 and then an interim report in term 3. On completion of year 12, students are issued with a senior education profile which may include:

Senior Statement A transcript of the learning account for all students completing Year 12 at a Queensland School. The Senior Statement shows all studies and the results achieved that may contribute to the award of a QCE or Tertiary Entrance Statement. If a student has a Senior Statement, then they have satisfied the completion requirements for Year 12 in Queensland.

Queensland Certificate of Education (QCE) The Queensland Certificate of Education (QCE) is

Queensland's senior school qualification, which is awarded to eligible students, usually at the end of Year 12. The QCE recognises broad learning options and offers flexibility in what, where and when learning occurs.

Queensland Certificate of Individual Achievement (QICA) The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. To be eligible, students must have impairments or difficulties in learning that are not primarily due to socioeconomic, cultural or linguistic factors

ATAR The Australian Tertiary Admission Rank (ATAR) is the

primary mechanism used nationally for tertiary admissions.

It indicates your position relative to other ATAR-eligible

students. From 2020, the ATAR will replace the Overall Position (OP) as the standard pathway to tertiary

study for Year 12 students in Queensland. The Queensland Tertiary Admissions Centre (QTAC) will

calculate ATARs for Queensland school students graduating in 2020 and seeking entry to tertiary courses

from 2021.

The ATAR is calculated from results you achieve in Units 3 and 4 in:

5 General subjects, or

4 General subjects + 1 Applied subject or completed VET qualification at Certificate III level or above.

To be eligible for an ATAR, you must successfully complete an English subject.

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

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The Queensland Certificate of Education

The Queensland Certificate of Education (QCE) is Queensland’s senior schooling qualification. It is a school-based qualification awarded to young people who are eligible at the completion of the senior phase of learning, usually at the end of Year 12.

The QCE confirms achievement in contributing studies of a significant amount of learning at a set standard and pattern while meeting literacy and numeracy requirements.

QCE Credits are awarded when courses are completed:

Each subject, whether General or Applied, contributes 4 QCE points if completed over 4 semesters (i.e. studied for all of year 11 and year 12) and the student exits with a Sound Achievement or higher.

Vocational Certificates contribute between 1 and 8 points. Students are best advised to check the QCE points for the particular certificate before commencement of the course.

In addition, students must meet a Literacy and Numeracy requirement to be awarded their QCE. There are many ways of doing this, but the simplest ways are to achieve a minimum of C standard for one completed semester of an English or Mathematics subject during years 11 and 12, the successful completion of FSK20113 Certificate II in Skills for Work and Vocational Pathways.

To Achieve a QCE:

You need

20 credits

at a

set standard Sound Level of Achievement,

Pass or equivalent

in a

set pattern at least 12 credits f rom completed

Core courses of study plus

an addit ional 8 credits f rom a combinat ion of any courses of study

but a maximum of

6 credits f rom Preparatory courses of study

And meet

l iteracy and numeracy requirements

To gain a QCE

Completing Year 12 and being awarded a QCE is now viewed as the minimum standard for leaving school. At Woodcrest State College the QCE completion rate has been 100% for the last seven years. Students start earning credits towards their QCE from the commencement of Year 10 when every student is enrolled in Certificate II in Skills for Work and Vocational Pathways. This certificate when fully completed contributes 4 QCE points.

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It is expected that every student at Woodcrest State College will attain a QCE by the end of year 12. To achieve this, students must: . Choose the appropriate pathway and then choose subjects in which they will be successful and

vocational certificates which they will be competent to complete . Maintain a C level or higher in Maths and English to satisfy Literacy and Numeracy requirements . At all times remain on track to satisfy the core requirements and to achieve the 20 credits . Attend school every day

For a more detailed explanation of the QCE go to myqce.qcaa.qld.edu

The QCAA Student Portal Woodcrest State College registers every Year 10 student with the QCAA. When a student is

registered, they are placed in the Student Management system of the QCAA. Student Management

records the individual student’s subject enrolments and their results that contribute to their QCE.

These details are provided by the school and/or other learning providers. To access their QCAA

Student Portal they will be required to have their LUI (Learner Unique Identifier) which will be provided

to them by the school. Students can access their learner Student Portal at the following link;

https://myqce.qcaa.qld.edu.au/

6. Pathways to Tertiary Study There are now many different pathways to tertiary studies at university, TAFE and private colleges. The most common pathways are by:

Obtaining an Australian Tertiary Admission Rank (ATAR)

Completing a Tertiary Preparation course after year 12 then applying for university entrance

Completing a Diploma course at TAFE which articulates to an associated university course Most tertiary courses also require students to have completed one or more pre-requisite subjects during years 11 and 12. Students are advised to check whether a pre-requisite subject is required for their intended tertiary course before selecting their senior pathway subjects by visiting the Queensland Tertiary Admissions Centre (QTAC) website www.qtac.edu.au then accessing the Tertiary Prerequisites guide. Students apply for tertiary education places through QTAC, usually in their final semester at school. QTAC may then offer the student a tertiary place based upon completion of the required prerequisites for the course and the attainment of an ATAR. QTAC decides upon eligibility and offers a student a place based on the student’s preferences. A student’s ATAR is used to determine eligibility.

http://www.qcaa.qld.edu.au/589.html

https://myqce.qcaa.qld.edu.au/

http://www.qtac.edu.au/

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7. Structured Work Experience Woodcrest offers its senior secondary students practical experience in the workplace and opportunities to explore intended career choices through incorporating Work Experience.

Policy Individual Year 10, 11 and 12 students who wish to participate in work experience may at any time consult the Pathways HOD. They are to apply on the appropriate form and need to have a clear idea of the areas they wish to access and a prospective employer willing to participate/cooperate in the exercise.

Benefits Work Experience/Structured Work Placement provides the opportunity for students to:

Relate school‐based learning to actual employment situations.

Students also develop and apply work‐related skills and work‐related key competencies in a work based setting.

Gain the opportunity to develop more fully, personal and social skills through interaction with a

broader cross‐section of people.

Acquiring insight into the nature and conditions of work and issues such as workplace health and

safety, multi‐skilling and industrial relations.

The experiences obtained will assist in the transition from school to work.

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GENERAL SYLLABUSES

Structure

The syllabus structure consists of a course overview and assessment.

General syllabuses course overview

General syllabuses are developmental four-unit courses of study.

Units 1 and 2 provide foundational learning, allowing students to experience all syllabus

objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are

studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress

in a course of study and contributes to the award of a QCE.

Students should complete Units 1 and 2 before starting Units 3 and 4.

Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and

student results contribute to the award of a QCE and to ATAR calculations.

Woodcrest offers access to Brisbane School of Distance Education (BSDE) subjects on

application by student.

Extension syllabuses course overview

Extension subjects are extensions of the related General subjects and include external

assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the

General course of study.

Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject

matter, learning experiences and assessment increase in complexity across the two units as

students develop greater independence as learners.

The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.

Assessment

Units 1 and 2 assessments

Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These

assessments should reflect the local context. Teachers determine the assessment program, tasks

and marking guides that are used to assess student performance for Units 1 and 2.

Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course

of study. Schools should develop at least two but no more than four assessments for Units 1 and

2. At least one assessment must be completed for each unit.

Schools report satisfactory completion of Units 1 and 2 to the QCAA and may choose to report

levels of achievement to students and parents/carers using grades, descriptive statements or

other indicators.

Units 3 and 4 assessments

Students complete a total of four summative assessments — three internal and one external —

that count towards the overall subject result in each General subject.

Schools develop three internal assessments for each senior subject to reflect the requirements

described in Units 3 and 4 of each General syllabus.

The three summative internal assessments need to be endorsed by the QCAA before they are

used in schools. Students’ results in these assessments are externally confirmed by QCAA

assessors. These confirmed results from internal assessment are combined with a single result

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from an external assessment, which is developed and marked by the QCAA. The external

assessment result for a subject contributes to a determined percentage of a students' overall

subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

Instrument-specific marking guides

Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal

assessments.

The ISMGs describe the characteristics evident in student responses and align with the identified

assessment objectives. Assessment objectives are drawn from the unit objectives and are

contextualised for the requirements of the assessment instrument.

Schools cannot change or modify an ISMG for use with summative internal assessment.

As part of quality teaching and learning, schools should discuss ISMGs with students to help

them understand the requirements of an assessment task.

External assessment

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

profile. External assessment is:

common to all schools

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

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

The external assessment contributes a determined percentage (see specific subject guides —

assessment) to the student’s overall subject result and is not privileged over summative internal

assessment.

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APPLIED SYLLABUSES

Structure

The syllabus structure consists of a course overview and assessment.

Applied syllabuses course overview

Applied syllabuses are developmental four-unit courses of study.

Units 1 and 2 of the course are designed to allow students to begin their engagement with the

course content, i.e. the knowledge, understanding and skills of the subject. Course content,

learning experiences and assessment increase in complexity across the four units as students

develop greater independence as learners.

Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects

contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input

to ATAR calculation.

A course of study for Applied syllabuses includes core topics and elective areas for study.

Assessment

Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a

student’s exit result.

Schools should develop at least two but no more than four internal assessments for Units 1 and 2

and these assessments should provide students with opportunities to become familiar with the

summative internal assessment techniques to be used for Units 3 and 4.

Applied syllabuses do not use external assessment.

Instrument-specific standards matrixes

For each assessment instrument, schools develop an instrument-specific standards matrix by

selecting the syllabus standards descriptors relevant to the task and the dimension/s being

assessed. The matrix is shared with students and used as a tool for making judgments about the

quality of students’ responses to the instrument. Schools develop assessments to allow students

to demonstrate the range of standards.

Essential English and Essential Mathematics — Common internal

assessment

Students complete a total of four summative internal assessments in Units 3 and 4 that count

toward their overall subject result. Schools develop three of the summative internal assessments

for each senior subject and the other summative assessment is a common internal assessment

(CIA) developed by the QCAA.

The CIA for Essential English and Essential Mathematics is based on the learning described in

Unit 3 of the respective syllabus. The CIA is:

developed by the QCAA

common to all schools

delivered to schools by the QCAA

administered flexibly in Unit 3

administered under supervised conditions

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

21 | P a g e

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

Summative internal assessment — instrument-specific standards

The Essential English and Essential Mathematics syllabuses provide instrument-specific

standards for the three summative internal assessments in Units 3 and 4.

The instrument-specific standards describe the characteristics evident in student responses and

align with the identified assessment objectives. Assessment objectives are drawn from the unit

objectives and are contextualised for the requirements of the assessment instrument.

Senior External Examinations

Senior External Examinations course overview

A Senior External Examination syllabus sets out the aims, objectives, learning experiences and

assessment requirements for each of these subjects.

Results are based solely on students’ demonstrated achievement in examinations. Work

undertaken before an examination is not assessed.

The Senior External Examination is for:

low candidature subjects not otherwise offered as a General subject in Queensland

students in their final year of senior schooling who are unable to access particular subjects at

their school

adult students (people of any age not enrolled at a Queensland secondary school)

to meet tertiary entrance or employment requirements

for personal interest.

Senior External Examination results may contribute credit to the award of a QCE and contribute

to ATAR calculations.

For more information about the Senior External Examination, see:

www.qcaa.qld.edu.au/senior/see.

Assessment

The Senior External Examination consists of individual subject examinations that are held once

each year in Term 4. Important dates and the examination timetable are published in the Senior

Education Profile (SEP) calendar, available at: https://www.qcaa.qld.edu.au/senior/sep-calendar.

Results are based solely on students’ demonstrated achievement in the examinations. Work

undertaken before an examination is not assessed. Results are reported as a mark and grade of

A–E. For more information about results, see the QCE and QCIA policy and procedures

handbook, Section 10.

https://www.qcaa.qld.edu.au/senior/see

https://www.qcaa.qld.edu.au/senior/sep-calendar

22 | P a g e

QCAA SENIOR SYLLABUSES

English

Science

General

General

English Biology

Chemistry

Applied Physics

Essential English Psychology

Mathematics

Technologies

General General

General Mathematics Design

Mathematical Methods Digital Solutions

Specialist Mathematics

Applied

Applied Engineering Skills

Essential Mathematics Furnishing Skills

Hospitality Practices

Health and Physical Education

Information & Communication Technology

General Industrial Graphics Skills

Physical Education

Applied

The Arts

Early Childhood Studies General

Drama

Humanities

Film, Television & New Media

Music

General Visual Art

Accounting

Ancient History Applied

Business Visual Arts in Practice

Geography Media Arts in Practice

Legal Studies Music in Practice

Modern History

Philosophy

Applied

Tourism

23 | P a g e

English General senior subject General

English focuses on the study of both literary

texts and non-literary texts, developing

students as independent, innovative and

creative learners and thinkers

who appreciate the aesthetic use of

language, analyse perspectives and

evidence, and challenge ideas and

interpretations through the analysis and

creation of varied texts.

Students are offered opportunities to

interpret and create texts for personal,

cultural, social and aesthetic purposes. They

learn how language varies according

to context, purpose and audience, content,

modes and mediums, and how to use it

appropriately and effectively for a variety of

purposes. Students have opportunities to

engage with diverse texts to help them

develop a sense of themselves, their world

and their place in it.

Students communicate effectively in

Standard Australian English for the purposes

of responding to and creating texts. They

make choices about generic structures,

language, textual features and technologies

for participating actively in literary analysis

and the creation of texts in a range of

modes, mediums and forms, for a variety of

purposes and audiences. They explore how

literary and non-literary texts shape

perceptions of the world and consider ways

in which texts may reflect or challenge social

and cultural ways of thinking and influence

audiences.

Pathways

A course of study in English promotes open-

mindedness, imagination, critical awareness

and intellectual flexibility — skills that

prepare students for local and global

citizenship, and for lifelong learning across a

wide range of contexts.

Objectives

By the conclusion of the course of study,

students will:

use patterns and

conventions of genres to achieve

particular purposes in cultural contexts

and social situations

establish and maintain roles of the

writer/speaker/signer/designer and

relationships with audiences

create and analyse perspectives and

representations of concepts, identities,

times and places

make use of and analyse the

ways cultural assumptions,

attitudes, values and beliefs underpin

texts and invite audiences to take up

positions

use aesthetic features and stylistic

devices to achieve purposes

and analyse their effects in texts

select and synthesise subject matter to

support perspectives

organise and sequence subject matter to

achieve particular purposes

use cohesive devices to emphasise ideas

and connect parts of texts

make language choices for particular

purposes and contexts

use grammar and language structures for

particular purposes

use mode-appropriate features to achieve

particular purposes.

24 | P a g e

Structure

Unit 1 Unit 2 Unit 3 Unit 4

Perspectives and texts

Examining and creating perspectives in texts

Responding to a variety of non-literary and literary texts

Creating responses for public audiences and persuasive texts

Texts and culture

Examining and shaping representations of culture in texts

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

Creating imaginative and analytical texts

Textual connections

Exploring connections between texts

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

Creating responses for public audiences and persuasive texts

Close study of literary texts

Engaging with literary texts from diverse times and places

Responding to literary texts creatively and critically

Creating imaginative and analytical texts

Assessment

Schools devise assessments in Units 1 and 2 to suit their local context.

In Units 3 and 4 students complete four summative assessments. The results from each of the

assessments are added together to provide a subject score out of 100. Students will also receive

an overall subject result (A–E).

Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Extended response — written response for a public audience

25% Summative internal assessment 3 (IA3):

Extended response — imaginative written response

25%


Extended response — persuasive spoken response

25% Summative external assessment (EA):

Examination — analytical written response

25%

25 | P a g e

Essential English Applied senior subject Applied

Essential English develops and refines

students’ understanding of language,

literature and literacy to enable them to

interact confidently and effectively with

others in everyday, community and social

contexts. Students recognise language and

texts as relevant in their lives now and in the

future and learn to understand, accept or

challenge the values and attitudes in these

texts.

Students engage with language and texts to

foster skills to communicate confidently and

effectively in Standard Australian English in

a variety of contemporary contexts and

social situations, including everyday, social,

community, further education and work-

related contexts. They choose generic

structures, language, language features and

technologies to best convey meaning. They

develop skills to read for meaning and

purpose, and to use, critique and appreciate

a range of contemporary literary and non-

literary texts.

Students use language effectively to

produce texts for a variety of purposes and

audiences and engage creative and

imaginative thinking to explore their own

world and the worlds of others. They actively

and critically interact with a range of texts,

developing an awareness of how the

language they engage with positions them

and others.

Pathways

A course of study in Essential English

promotes open-mindedness, imagination,

critical awareness and intellectual flexibility

— skills that prepare students for local and

global citizenship, and for lifelong learning

across a wide range of contexts.

Objectives


students will:

use patterns and

conventions of genres to achieve

particular purposes in cultural contexts

and social situations

use appropriate roles and relationships

with audiences

construct and explain representations of

identities, places, events and concepts

make use of and explain the ways

cultural assumptions, attitudes, values

and beliefs underpin texts and influence

meaning

explain how language features and text

structures shape meaning and invite

particular responses

select and use subject matter to support

perspectives

sequence subject matter and use mode-

appropriate cohesive devices to construct

coherent texts

make mode-appropriate language

choices according to register informed by

purpose, audience and context

use language features to achieve

particular purposes across modes.

26 | P a g e

Structure


Language that works

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

Creating multimodal and written texts

Texts and human experiences

Responding to reflective and nonfiction texts that explore human experiences

Creating spoken and written texts

Language that influences

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

Responding to texts that seek to influence audiences

Representations and popular culture texts

Responding to popular culture texts

Creating representations of Australian identifies, places, events and concepts

Assessment


In Units 3 and 4 students complete four summative assessments. Schools develop three

summative internal assessments and the common internal assessment (CIA) is developed by the

QCAA.


Unit 3 Unit 4


Extended response — spoken/signed response


Extended response — Multimodal response


Common internal assessment (CIA)

Summative internal assessment (IA4):

Extended response — Written response

27 | P a g e

General Mathematics General senior subject General

General Mathematics’ major domains are

Number and algebra, Measurement and

geometry, Statistics, and Networks and

matrices, building on the content of the P–10

Australian Curriculum.

General Mathematics is designed for

students who want to extend their

mathematical skills beyond Year 10 but

whose future studies or employment

pathways do not require calculus.

Students build on and develop key

mathematical ideas, including rates and

percentages, concepts from financial

mathematics, linear and non-linear

expressions, sequences, the use of matrices

and networks to model and solve authentic

problems, the use of trigonometry to find

solutions to practical problems, and the

exploration of real-world phenomena in

statistics.

Students engage in a practical approach that

equips learners for their needs as future

citizens. They learn to ask appropriate

questions, map out pathways, reason about

complex solutions, set up models and

communicate in different forms. They

experience the relevance of mathematics to

their daily lives, communities and cultural

backgrounds. They develop the ability to

understand, analyse and take action

regarding social issues in their world.

Pathways

A course of study in General Mathematics

can establish a basis for further education

and employment in the fields of business,

commerce, education, finance, IT, social

science and the arts.

Objectives


students will:

select, recall and use facts, rules,

definitions and procedures drawn from



matrices

comprehend mathematical concepts and

techniques drawn from Number and

algebra, Measurement and geometry,

Statistics, and Networks and matrices

communicate using mathematical,

statistical and everyday language and

conventions

evaluate the reasonableness of solutions

justify procedures and decisions by

explaining mathematical reasoning

solve problems by applying mathematical

concepts and techniques drawn from



matrices.

28 | P a g e

Structure


Money, measurement and relations

Consumer arithmetic

Shape and measurement

Linear equations and their graphs

Applied trigonometry, algebra, matrices and univariate data

Applications of trigonometry

Algebra and matrices

Univariate data analysis

Bivariate data, sequences and change, and Earth geometry

Bivariate data analysis

Time series analysis

Growth and decay in sequences

Earth geometry and time zones

Investing and networking

Loans, investments and annuities

Graphs and networks

Networks and decision mathematics

Assessment






Unit 3 Unit 4


Problem-solving and modelling task


Examination

15%


Examination

15%

Summative external assessment (EA): 50%

Examination

29 | P a g e

Mathematical Methods General senior subject General

Mathematical Methods’ major domains are

Algebra, Functions, relations and their

graphs, Calculus and Statistics.

Mathematical Methods enables students to

see the connections between mathematics

and other areas of the curriculum and apply

their mathematical skills to real-world

problems, becoming critical thinkers,

innovators and problem-solvers.

Students learn topics that are developed

systematically, with increasing levels of

sophistication, complexity and connection,

and build on algebra, functions and their

graphs, and probability from the P–10

Australian Curriculum. Calculus is essential

for developing an understanding of the

physical world. The domain Statistics is used

to describe and analyse phenomena

involving uncertainty and variation. Both are

the basis for developing effective models of

the world and solving complex and abstract

mathematical problems.

Students develop the ability to translate

written, numerical, algebraic, symbolic and

graphical information from one

representation to another. They make

complex use of factual knowledge to

successfully formulate, represent and solve

mathematical problems.

Pathways

A course of study in Mathematical Methods


and employment in the fields of natural and

physical sciences (especially physics and

chemistry), mathematics and science

education, medical and health sciences

(including human biology, biomedical

science, nanoscience and forensics),

engineering (including chemical, civil,

electrical and mechanical engineering,

avionics, communications and mining),

computer science (including electronics and

software design), psychology and business.

Objectives


students will:




graphs, Calculus and Statistics


techniques drawn from Algebra,

Functions, relations and their graphs,

Calculus and Statistics



conventions







graphs, Calculus and Statistics.

30 | P a g e

Structure


Algebra, statistics and functions

Arithmetic and geometric sequences and series 1

Functions and graphs

Counting and probability

Exponential functions 1

Arithmetic and geometric sequences

Calculus and further functions

Exponential functions 2

The logarithmic function 1

Trigonometric functions 1

Introduction to differential calculus

Further differentiation and applications 1

Discrete random variables 1

Further calculus

The logarithmic function 2


Integrals

Further functions and statistics


Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions

Assessment






Unit 3 Unit 4




Examination

15%


Examination

15%


Examination

31 | P a g e

Specialist Mathematics General senior subject General

Specialist Mathematics’ major domains are

Vectors and matrices, Real and complex

numbers, Trigonometry, Statistics and

Calculus.

Specialist Mathematics is designed for

students who develop confidence in their

mathematical knowledge and ability, and

gain a positive view of themselves as

mathematics learners. They will gain an

appreciation of the true nature of

mathematics, its beauty and its power.

Students learn topics that are developed

systematically, with increasing levels of

sophistication, complexity and connection,

building on functions, calculus, statistics

from Mathematical Methods, while vectors,

complex numbers and matrices are

introduced. Functions and calculus are

essential for creating models of the physical

world. Statistics are used to describe and

analyse phenomena involving probability,

uncertainty and variation. Matrices, complex

numbers and vectors are essential tools for

explaining abstract or complex relationships

that occur in scientific and technological

endeavours.

Student learning experiences range from

practising essential mathematical routines to

developing procedural fluency, through to

investigating scenarios, modelling the real

world, solving problems and explaining

reasoning.

Pathways

A course of study in Specialist Mathematics


and employment in the fields of science, all

branches of mathematics and statistics,

computer science, medicine, engineering,

finance and economics.

Objectives


students will:





Calculus


techniques drawn from Vectors and

matrices, Real and complex numbers,

Trigonometry, Statistics and Calculus



conventions


justify procedures and decisions, and

prove propositions by explaining

mathematical reasoning





Calculus.

32 | P a g e

Structure

Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical

Methods.


Combinatorics, vectors and proof

Combinatorics

Vectors in the plane

Introduction to proof

Complex numbers, trigonometry, functions and matrices

Complex numbers 1

Trigonometry and functions

Matrices

Mathematical induction, and further vectors, matrices and complex numbers

Proof by mathematical induction

Vectors and matrices

Complex numbers 2

Further statistical and calculus inference

Integration and applications of integration

Rates of change and differential equations

Statistical inference

Assessment






Unit 3 Unit 4




Examination

15%


Examination

15%


Examination

33 | P a g e

Essential Mathematics Applied senior subject Applied

Essential Mathematics’ major domains are

Number, Data, Location and time,

Measurement and Finance.

Essential Mathematics benefits students

because they develop skills that go beyond

the traditional ideas of numeracy.

Students develop their conceptual

understanding when they undertake tasks

that require them to connect mathematical

concepts, operations and relations. They

learn to recognise definitions, rules and facts

from everyday mathematics and data, and to

calculate using appropriate mathematical

processes.

Students interpret and use mathematics to

make informed predictions and decisions

about personal and financial priorities. This

is achieved through an emphasis on

estimation, problem-solving and reasoning,

which develops students into thinking

citizens.

Pathways

A course of study in Essential Mathematics


and employment in the fields of trade,

industry, business and community services.

Students learn within a practical context

related to general employment and

successful participation in society, drawing

on the mathematics used by various

professional and industry groups.

Objectives


students will:




Measurement and Finance


techniques drawn from Number, Data,

Location and time, Measurement and

Finance



conventions







Measurement and Finance.

Structure


Number, data and graphs

Fundamental topic: Calculations

Number

Representing data

Graphs

Money, travel and data


Managing money

Time and motion

Data collection

Measurement, scales and data


Measurement

Scales, plans and models

Summarising and comparing data

Graphs, chance and loans


Bivariate graphs

Probability and relative frequencies

Loans and compound interest

34 | P a g e

Assessment


In Units 3 and 4 students complete four summative assessments. Schools develop three

summative internal assessments and the common internal assessment (CIA) is developed by the

QCAA.


Unit 3 Unit 4






Common internal assessment (CIA)

Summative internal assessment (IA4):

Examination

35 | P a g e

Physical Education General senior subject General

Physical Education provides students with

knowledge, understanding and skills to

explore and enhance their own and others’

health and physical activity in diverse and

changing contexts.

Physical Education provides a philosophical

and educative framework to promote deep

learning in three dimensions: about, through

and in physical activity contexts. Students

optimise their engagement and performance

in physical activity as they develop an

understanding and appreciation of the

interconnectedness of these dimensions.

Students learn how body and movement

concepts and the scientific bases of

biophysical, sociocultural and psychological

concepts and principles are relevant to their

engagement and performance in physical

activity. They engage in a range of activities

to develop movement sequences and

movement strategies.

Students learn experientially through three

stages of an inquiry approach to make

connections between the scientific bases

and the physical activity contexts. They

recognise and explain concepts and

principles about and through movement, and

demonstrate and apply body and movement

concepts to movement sequences and

movement strategies.

Through their purposeful engagement in

physical activities, students gather data to

analyse, synthesise and devise strategies to

optimise engagement and performance.

They engage in reflective decision-making

as they evaluate and justify strategies to

achieve a particular outcome.

Pathways

A course of study in Physical Education can

establish a basis for further education and

employment in the fields of exercise science,

biomechanics, the allied health professions,

psychology, teaching, sport journalism, sport

marketing and management, sport

promotion, sport development and coaching.

Objectives


students will:

recognise and explain concepts and

principles about movement

demonstrate specialised movement

sequences and movement strategies

apply concepts to specialised movement

sequences and movement strategies

analyse and synthesise data to devise

strategies about movement

evaluate strategies about and in

movement

justify strategies about and in movement

make decisions about and use language,

conventions and mode-appropriate

features for particular purposes and

contexts.

36 | P a g e

Structure


Motor learning, functional anatomy, biomechanics and physical activity

Motor learning integrated with a selected physical activity

Functional anatomy and biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity

Sport psychology integrated with a selected physical activity

Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity

Tactical awareness integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

Ethics and integrity

Energy, fitness and training and physical activity

Energy, fitness and training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity

Assessment






Unit 3 Unit 4


Project — folio


Project — folio

30%


Investigation — report


Examination — combination response

25%

37 | P a g e

Early Childhood Studies Applied senior subject Applied

Early Childhood Studies focuses on learning

about children aged from birth to five years.

Students explore play-based learning

activities from two perspectives: they use

theories about early childhood learning and

devise play-based learning activities

responsive to children’s needs.

Students examine the interrelatedness of

core concepts and ideas of the

fundamentals and practices of early

childhood learning. They plan, justify and

evaluate play-based learning activities

responsive to the needs of children as well

as evaluating contexts in early childhood

learning. This enables students to develop

understanding of the multifaceted, diverse

and significant nature of early childhood

learning.

Pathways

A course of study in Early Childhood Studies


and employment in health, community

services and education. Work opportunities

exist as early childhood educators, teacher’s

aides or assistants in a range of early

childhood contexts.

Objectives


students should:

describe concepts and ideas related to

fundamentals of early childhood

explain concepts and ideas of practices

of early childhood learning.

analyse concepts and ideas of the


childhood learning

apply concepts and ideas of the


childhood learning

use language conventions and features

to communicate ideas and information for

specific purposes

plan and justify play-based learning

activities responsive to children’s needs

evaluate play-based learning activities in

response to children’s needs

evaluate contexts in early childhood

learning.

Structure

The Early Childhood Studies course is designed around core topics embedded in at least four

elective topics.

Core topics Elective topics

Fundamentals of early childhood

Practices in early childhood

Play and creativity

Literacy and numeracy skills

Being in a safe place

Health and physical wellbeing

Indoor and outdoor learning environments

38 | P a g e

Assessment

For Early Childhood Studies, assessment from Units 3 and 4 is used to determine the student’s

exit result, and consists of four instruments, including:

two projects

two other assessments.

Project Investigation Extended response Examination

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

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

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

A response that answers a number of provided questions, scenarios and/or problems.

At least two different components from the following:

written: 500–900 words

spoken: 2½–3½ minutes

multimodal: 3–6 minutes

performance: continuous class time

product: continuous class time.

Presented in one of the following modes:


spoken: 3–4 minutes

multimodal: 4–7 minutes.





60–90 minutes

50–250 words per item

39 | P a g e

Accounting General senior subject General

Accounting provides opportunities for

students to develop an understanding of the

essential role of organising, analysing and

communicating financial data and

information in the successful performance of

any organisation.

Students learn fundamental accounting

concepts in order to understand accrual

accounting and managerial and accounting

controls, preparing internal financial reports,

ratio analysis and interpretation of internal

and external financial reports. They

synthesise financial data and other

information, evaluate accounting practices,

solve authentic accounting problems, make

decisions and communicate

recommendations.

Students develop numerical, literacy,

technical, financial, critical thinking, decision-

making and problem-solving skills. They

develop an understanding of the ethical

attitudes and values required to participate

effectively and responsibly in a changing

business environment.

Pathways

A course of study in Accounting can


employment in the fields of accounting,

business, management, banking, finance,

law, economics and commerce.

Objectives


students will:

describe accounting concepts and

principles

explain accounting concepts, principles

and processes

apply accounting principles and

processes

analyse and interpret financial data and

information to draw conclusions

evaluate accounting practices to make

decisions and propose recommendations

synthesise and solve accounting

problems

create responses that communicate

meaning to suit purpose and audience.

Structure


Real world accounting

Accounting for a service business — cash, accounts receivable, accounts payable and no GST

End-of-month reporting for a service business

Management effectiveness

Accounting for a trading GST business

End-of-year reporting for a trading GST business

Monitoring a business

Managing resources for a trading GST business — non-current assets

Fully classified financial statement reporting for a trading GST business

Accounting — the big picture

Cash management

Complete accounting process for a trading GST business

Performance analysis of a listed public company

40 | P a g e

Assessment






Unit 3 Unit 4




Project — cash management

25%


Examination — short response


Examination — short response

25%

41 | P a g e

Ancient History General senior subject General

Ancient History provides opportunities for

students to study people, societies and

civilisations of the past, from the

development of the earliest human

communities to the end of the Middle Ages.

Students explore the interaction of societies,

and the impact of individuals and groups on

ancient events and ways of life and study

the development of some features of

modern society, such as social organisation,

systems of law, governance and religion.

Students analyse and interpret

archaeological and written evidence. They

develop increasingly sophisticated skills and

understandings of historical issues and

problems by interrogating the surviving

evidence of ancient sites, societies,

individuals and significant historical periods.

They investigate the problematic nature of

evidence, pose increasingly complex

questions about the past and formulate

reasoned responses.

Students gain multi-disciplinary skills in

analysing textual and visual sources,

constructing arguments, challenging

assumptions, and thinking both creatively

and critically.

Pathways

A course of study in Ancient History can


employment in the fields of archaeology,

history, education, psychology, sociology,

law, business, economics, politics,

journalism, the media, health and social

sciences, writing, academia and research.

Objectives


students will:

comprehend terms, issues and concepts

devise historical questions and conduct

research

analyse historical sources and evidence

synthesise information from historical

sources and evidence

evaluate historical interpretations


meaning.

Structure


Investigating the ancient world

Digging up the past

Ancient societies — Slavery

Ancient societies — Art and architecture

Ancient societies — Weapons and warfare

Ancient societies — Technology and engineering

Ancient societies — The family

Personalities in their time

Hatshepsut

Akhenaten

Xerxes

Perikles

Alexander the Great

Hannibal Barca

Cleopatra

Agrippina the Younger

Nero

Boudica

Cao Cao

Reconstructing the ancient world

Thebes — East and West, 18th Dynasty Egypt

The Bronze Age Aegean

Assyria from Tiglath Pileser III to the fall of the Empire

Fifth Century Athens (BCE)

Philip II and Alexander III of Macedon

People, power and authority

Schools choose one study of power from:

Ancient Egypt — New Kingdom Imperialism

Ancient Greece — the Persian Wars

Ancient Greece — the Peloponnesian War

Ancient Rome — the Punic Wars

Ancient Rome — Civil War and the breakdown of the Republic

42 | P a g e


Ancient societies — Beliefs, rituals and funerary practices.

Saladin (An-Nasir Salah ad-Din Yusuf ibn Ayyub)

Richard the Lionheart

Alternative choice of personality

Early Imperial Rome

Pompeii and Herculaneum

Later Han Dynasty and the Three Kingdoms

The ‘Fall’ of the Western Roman Empire

The Medieval Crusades

QCAA will nominate one topic that will be the basis for an external examination from:

Thutmose III

Rameses II

Themistokles

Alkibiades

Scipio Africanus

Caesar

Augustus

Assessment






Unit 3 Unit 4


Examination — essay in response to historical sources


Investigation — historical essay based on research

25%


Independent source investigation


Examination — short responses to historical sources

25%

43 | P a g e

Business General senior subject General

Business provides opportunities for students

to develop business knowledge and skills to

contribute meaningfully to society, the

workforce and the marketplace and prepares

them as potential employees, employers,

leaders, managers and entrepreneurs.

Students investigate the business life cycle,

develop skills in examining business data

and information and learn business

concepts, theories, processes and strategies

relevant to leadership, management and

entrepreneurship. They investigate the

influence of, and implications for, strategic

development in the functional areas of

finance, human resources, marketing and

operations.

Students use a variety of technological,

communication and analytical tools to

comprehend, analyse, interpret and

synthesise business data and information.

They engage with the dynamic business

world (in both national and global contexts),

the changing workforce and emerging digital

technologies.

Pathways

A course of study in Business can establish

a basis for further education and

employment in the fields of business

management, business development,

entrepreneurship, business analytics,

economics, business law, accounting and

finance, international business, marketing,

human resources management and

business information systems.

Objectives


students will:

describe business environments and

situations

explain business concepts, strategies and

processes

select and analyse business data and

information

interpret business relationships, patterns

and trends to draw conclusions

evaluate business practices and

strategies to make decisions and propose

recommendations


meaning to suit purpose and audience.

Structure


Business creation

Fundamentals of business

Creation of business ideas

Business growth

Establishment of a business

Entering markets

Business diversification

Competitive markets

Strategic development

Business evolution

Repositioning a business

Transformation of a business

44 | P a g e

Assessment






Unit 3 Unit 4




Extended response — feasibility report

25%


Investigation — business report



25%

45 | P a g e

Geography General senior subject General

Geography focuses on the significance of

‘place’ and ‘space’ in understanding our

world. Students engage in a range of

learning experiences that develop their

geographical skills and thinking through the

exploration of geographical challenges and

their effects on people, places and the

environment.

Students investigate places in Australia and

across the globe to observe and measure

spatial, environmental, economic, political,

social and cultural factors. They interpret

global concerns and challenges including

responding to risk in hazard zones, planning

sustainable places, managing land cover

transformations and planning for population

change. They develop an understanding of

the complexities involved in sustainable

planning and management practices.

Students observe, gather, organise, analyse

and present data and information across a

range of scales. They engage in real-world

applications of geographical skills and

thinking, including the collection and

representation of data.

Pathways

A course of study in Geography can


employment in the fields of urban and

environmental design, planning and

management; biological and environmental

science; conservation and land

management; emergency response and

hazard management; oceanography,

surveying, global security, economics,

business, law, engineering, architecture,

information technology, and science.

Objectives


students will:

explain geographical processes

comprehend geographic patterns

analyse geographical data and

information

apply geographical understanding

synthesise information from the analysis

to propose action

communicate geographical

understanding.

Structure


Responding to risk and vulnerability in hazard zones

Natural hazard zones

Ecological hazard zones

Planning sustainable places

Responding to challenges facing a place in Australia

Managing the challenges facing a megacity

Responding to land cover transformations

Land cover transformations and climate change

Responding to local land cover transformations

Managing population change

Population challenges in Australia

Global population change

46 | P a g e

Assessment






Unit 3 Unit 4




Investigation — data report

25%


Investigation — field report



25%

47 | P a g e

Legal Studies General senior subject General

Legal Studies focuses on the interaction

between society and the discipline of law

and explores the role and development of

law in response to current issues. Students

study the legal system and how it regulates

activities and aims to protect the rights of

individuals, while balancing these with

obligations and responsibilities.

Students study the foundations of law, the

criminal justice process and the civil justice

system. They critically examine issues of

governance, explore contemporary issues of

law reform and change, and consider

Australian and international human rights

issues.

Students develop skills of inquiry, critical

thinking, problem-solving and reasoning to

make informed and ethical decisions and

recommendations. They identify and

describe legal issues, explore information

and data, analyse, evaluate to make

decisions or propose recommendations, and

create responses that convey legal meaning.

They question, explore and discuss tensions

between changing social values, justice and

equitable outcomes.

Pathways

A course of study in Legal Studies can


employment in the fields of law, law

enforcement, criminology, justice studies

and politics. The knowledge, skills and

attitudes students gain are transferable to all

discipline areas and post-schooling tertiary

pathways. The research and analytical skills

this course develops are universally valued

in business, health, science and engineering

industries.

Objectives


students will:

comprehend legal concepts, principles

and processes

select legal information from sources

analyse legal issues

evaluate legal situations


meaning.

Structure


Beyond reasonable doubt

Legal foundations

Criminal investigation process

Criminal trial process

Punishment and sentencing

Balance of probabilities

Civil law foundations

Contractual obligations

Negligence and the duty of care

Law, governance and change

Governance in Australia

Law reform within a dynamic society

Human rights in legal contexts

Human rights

The effectiveness of international law

Human rights in Australian contexts

48 | P a g e

Assessment






Unit 3 Unit 4




Investigation — argumentative essay

25%


Investigation — inquiry report



25%

49 | P a g e

Modern History General senior subject General

Modern History provides opportunities for

students to gain historical knowledge and

understanding about some of the main

forces that have contributed to the

development of the Modern World and to

think historically and form a historical

consciousness in relation to these same

forces.

Modern History enables students to

empathise with others and make meaningful

connections between the past, present and

possible futures.

Students learn that the past is contestable

and tentative. Through inquiry into ideas,

movements, national experiences and

international experiences they discover how

the past consists of various perspectives

and interpretations.

Students gain a range of transferable skills

that will help them become empathetic and

critically literate citizens who are equipped to

embrace a multicultural, pluralistic, inclusive,

democratic, compassionate and sustainable

future.

Pathways

A course of study in Modern History can


employment in the fields of history,

education, psychology, sociology, law,

business, economics, politics, journalism,

the media, writing, academia and strategic

analysis.

Objectives


students will:

comprehend terms, issues and concepts

devise historical questions and conduct

research

analyse historical sources and evidence

synthesise information from historical

sources and evidence

evaluate historical interpretations


meaning.

Structure


Ideas in the modern world

Australian Frontier Wars, 1788–1930s

Age of Enlightenment, 1750s–1789

Industrial Revolution, 1760s–1890s

American Revolution, 1763–1783

French Revolution, 1789–1799

Age of Imperialism, 1848–1914

Movements in the modern world

Australian Indigenous rights movement since 1967

Independence movement in India, 1857–1947

Workers’ movement since the 1860s

Women’s movement since 1893

May Fourth Movement in China, 1919

National experiences in the modern world

Australia, 1914–1949

England, 1707–1837

France, 1799–1815

New Zealand, 1841–1934

Germany,1914–1945

United States of America, 1917–1945

Soviet Union, 1920s–1945

Japan, 1931–1967

China, 1931–1976

International experiences in the modern world

Australian engagement with Asia since 1945

Search for collective peace and security since 1815

Trade and commerce between nations since 1833

Mass migrations since 1848

Information Age since 1936

Genocides and ethnic cleansings since 1941

Nuclear Age since 1945

50 | P a g e


Meiji Restoration, 1868–1912

Independence movement in Algeria, 1945–1962

Indonesia, 1942–1975

India, 1947–1974

Israel, 1948–1993

Cold War, 1945–1991

Boxer Rebellion, 1900–1901

Russian Revolution, 1905–1920s

Xinhai Revolution, 1911–1912

Iranian Revolution, 1977–1979

Arab Spring since 2010

Alternative topic for Unit 1

Independence movement in Vietnam, 1945–1975

Anti-apartheid movement in South Africa, 1948–1991

African-American civil rights movement, 1954–1968

Environmental movement since the 1960s

LGBTIQ civil rights movement since 1969

Pro-democracy movement in Myanmar (Burma) since 1988

Alternative topic for Unit 2

South Korea, 1948–1972

Struggle for peace in the Middle East since 1948

Cultural globalisation since 1956

Space exploration since 1957

Rights and recognition of First Peoples since 1982

Terrorism, anti-terrorism and counter-terrorism since 1984

Assessment






Unit 3 Unit 4


Examination — essay in response to historical sources


Investigation — historical essay based on research

25%


Independent source investigation


Examination — short responses to historical sources

25%

51 | P a g e

Philosophy & Reason General senior subject General

Philosophy & Reason provides opportunities

for students to investigate philosophical

ideas that have shaped and continue to

influence contemporary society, including

what it means to be human, how we

understand the role of reason in our

individual and collective lives and how we

think about and care for each other and the

world around us. Students recognise the

relevance of various philosophies to different

political, ethical, religious and scientific

positions.

Students learn to understand and use

reasoning to examine and analyse classical

and contemporary ideas and issues, make

rational arguments, espouse viewpoints and

engage in informed discourse. They analyse

arguments from a variety of sources and

contexts, formalise arguments and choose

appropriate techniques of reasoning to

attempt to solve problems.

Students develop skills essential to informed

participation in the 21st century, such as

analysis, evaluation and justification, and an

appreciation of the values of inquiry such as

precision, accuracy, clarity and credibility.

Pathways

A course of study in Philosophy & Reason


and employment in the fields of business,

communication, ethics, journalism, law,

politics, professional writing, psychology,

science research and teaching.

Objectives


students will:

define and use terminology

explain concepts, methods, principles

and theories

interpret and analyse arguments, ideas

and information

organise and synthesise ideas and

information to construct arguments

evaluate claims and arguments inherent

in theories, views and ideas

create responses

that communicate meaning to suit

purpose.

52 | P a g e

Structure


Fundamentals of reason

The learning consists of the fundamental concept, skills, knowledge and understanding of the discipline of philosophy. There are no discrete topics in this unit.

Reason in philosophy

Philosophy of religion

Philosophy of science

Philosophy of mind

Moral philosophy and schools of thought

Moral philosophy

Philosophical schools of thought

Social and political philosophy

Rights

Political philosophy

Assessment






Unit 3 Unit 4


Examination — extended response 25%


Extended response — analytical essay

25%


Extended response — analytical essay 25%

Summative external assessment (EA):

Examination — extended response 25%

53 | P a g e

Tourism Applied senior subject Applied

Tourism studies enable students to gain an

appreciation of the role of the tourism

industry and the structure, scope and

operation of the related tourism sectors of

travel, hospitality and visitor services.

Students examine the socio-cultural,

environmental and economic aspects of

tourism, as well as tourism opportunities,

problems and issues across global, national

and local contexts.

Students develop and apply tourism-related

knowledge and understanding through

learning experiences and assessment in

which they plan projects, analyse issues and

opportunities, and evaluate concepts and

information.

Pathways

A course of study in Tourism can establish a

basis for further education and employment

in businesses and industries such as tourist

attractions, cruising, gaming, government

and industry organisations, meeting and

events coordination, caravan parks,

marketing, museums and galleries, tour

operations, wineries, cultural liaison, tourism

and leisure industry development,

and transport and travel.

Objectives


students should:

recall terminology associated

with tourism and the tourism

industry

describe and explain tourism

concepts and information

identify and explain tourism

issues or opportunities

analyse tourism issues and

opportunities

apply tourism concepts and

information from a local, national

and global perspective

communicate meaning and

information using language

conventions and features

relevant to tourism contexts

generate plans based on

consumer and industry needs

evaluate concepts and

information within tourism and

the tourism industry

draw conclusions and make

recommendations.

54 | P a g e

Structure

The Tourism course is designed around interrelated core topics and electives.


Tourism as an industry

The travel experience

Sustainable tourism

Technology and tourism

Forms of tourism

Tourist destinations and attractions

Tourism marketing

Types of tourism

Tourism client groups

Assessment

For Tourism, assessment from Units 3 and 4 is used to determine the student’s exit result, and

consists of four instruments from at least three different assessment techniques, including:

one project

one examination

no more than two assessments from each technique.









multimodal

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

presentation: 3–6 minutes

performance: continuous class time





multimodal


presentation: 4–7 minutes.




multimodal



60–90 minutes


55 | P a g e

Biology General senior subject General

Biology provides opportunities for students

to engage with living systems.

Students develop their understanding of

cells and multicellular organisms. They

engage with the concept of maintaining the

internal environment. They study biodiversity

and the interconnectedness of life. This

knowledge is linked with the concepts of

heredity and the continuity of life.

Students learn and apply aspects of the

knowledge and skills of the discipline

(thinking, experimentation, problem-solving

and research skills), understand how it

works and how it may impact society. They

develop their sense of wonder and curiosity

about life; respect for all living things and the

environment; understanding of biological

systems, concepts, theories and models;

appreciation of how biological knowledge

has developed over time and continues to

develop; a sense of how biological

knowledge influences society.

Students plan and carry out fieldwork,

laboratory and other research investigations;

interpret evidence; use sound, evidence-

based arguments creatively and analytically

when evaluating claims and applying

biological knowledge; and communicate

biological understanding, findings,

arguments and conclusions using

appropriate representations, modes and

genres.

Pathways

A course of study in Biology can establish a


in the fields of medicine, forensics,

veterinary, food and marine sciences,

agriculture, biotechnology, environmental

rehabilitation, biosecurity, quarantine,

conservation and sustainability.

Objectives


students will:

describe and explain scientific concepts,

theories, models and systems and their

limitations

apply understanding of scientific

concepts, theories, models and systems

within their limitations

analyse evidence

interpret evidence

investigate phenomena

evaluate processes, claims and

conclusions

communicate understandings, findings,

arguments and conclusions.

Structure


Cells and multicellular organisms

Cells as the basis of life

Multicellular organisms

Maintaining the internal environment

Homeostasis

Infectious diseases

Biodiversity and the interconnectedness of life

Describing biodiversity

Ecosystem dynamics

Heredity and continuity of life

DNA, genes and the continuity of life

Continuity of life on Earth

56 | P a g e

Assessment






Unit 3 Unit 4


Data test


Research investigation

20%


Student experiment

20%


Examination

57 | P a g e

Chemistry General senior subject General

Chemistry is the study of materials and their

properties and structure.

Students study atomic theory, chemical

bonding, and the structure and properties of

elements and compounds. They explore

intermolecular forces, gases, aqueous

solutions, acidity and rates of reaction. They

study equilibrium processes and redox

reactions. They explore organic chemistry,

synthesis and design to examine the

characteristic chemical properties and

chemical reactions displayed by different

classes of organic compounds.

Students develop their appreciation of

chemistry and its usefulness; understanding

of chemical theories, models and chemical

systems; expertise in conducting scientific

investigations. They critically evaluate and

debate scientific arguments and claims in

order to solve problems and generate

informed, responsible and ethical

conclusions, and communicate chemical

understanding and findings through the use

of appropriate representations, language

and nomenclature.





works and how it may impact society.

Pathways

A course of study in Chemistry can establish


employment in the fields of forensic science,

environmental science, engineering,

medicine, pharmacy and sports science.

Objectives


students will:



limitations




analyse evidence

interpret evidence



conclusions



58 | P a g e

Structure


Chemical fundamentals — structure, properties and reactions

Properties and structure of atoms

Properties and structure of materials

Chemical reactions —reactants, products and energy change

Molecular interactions and reactions

Intermolecular forces and gases

Aqueous solutions and acidity

Rates of chemical reactions

Equilibrium, acids and redox reactions

Chemical equilibrium systems

Oxidation and reduction

Structure, synthesis and design

Properties and structure of organic materials

Chemical synthesis and design

Assessment






Unit 3 Unit 4


Data test



20%


Student experiment

20%


Examination

59 | P a g e

Physics General senior subject General

Physics provides opportunities for students

to engage with classical and modern

understandings of the universe.

Students learn about the fundamental

concepts of thermodynamics, electricity and

nuclear processes; and about the concepts

and theories that predict and describe the

linear motion of objects. Further, they

explore how scientists explain some

phenomena using an understanding of

waves. They engage with the concept of

gravitational and electromagnetic fields, and

the relevant forces associated with them.

They study modern physics theories and

models that, despite being counterintuitive,

are fundamental to our understanding of

many common observable phenomena.

Students develop appreciation of the

contribution physics makes to society:

understanding that diverse natural

phenomena may be explained, analysed

and predicted using concepts, models and

theories that provide a reliable basis for

action; and that natter and energy interact in

physical systems across a range of scales.

They understand how models and theories

are refined, and new ones developed in

physics; investigate phenomena and solve

problems; collect and analyse data; and

interpret evidence. Students use accurate

and precise measurement, valid and reliable

evidence, and scepticism and intellectual

rigour to evaluate claims; and communicate

physics understanding, findings, arguments

and conclusions using appropriate

representations, modes and genres.






Pathways

A course of study in Physics can establish a


in the fields of science, engineering,

medicine and technology.

Objectives


students will:



limitations




analyse evidence

interpret evidence



conclusions



60 | P a g e

Structure


Thermal, nuclear and electrical physics

Heating processes

Ionising radiation and nuclear reactions

Electrical circuits

Linear motion and waves

Linear motion and force

Waves

Gravity and electromagnetism

Gravity and motion

Electromagnetism

Revolutions in modern physics

Special relativity

Quantum theory

The Standard Model

Assessment






Unit 3 Unit 4


Data test



20%


Student experiment

20%


Examination

61 | P a g e

Psychology General senior subject General

Psychology provides opportunities for

students to engage with concepts that

explain behaviours and underlying

cognitions.

Students examine individual development in

the form of the role of the brain, cognitive

development, human consciousness and

sleep. They investigate the concept of

intelligence; the process of diagnosis and

how to classify psychological disorder and

determine an effective treatment; and the

contribution of emotion and motivation on

individual behaviour. They examine

individual thinking and how it is determined

by the brain, including perception, memory,

and learning. They consider the influence of

others by examining theories of social

psychology, interpersonal processes,

attitudes and cross-cultural psychology.


knowledge and skill of the discipline




Pathways

A course of study in Psychology can


employment in the fields of psychology,

sales, human resourcing, training, social

work, health, law, business, marketing and

education.

Objectives


students will:



limitations




analyse evidence

interpret evidence



conclusions

communicates understandings, findings,


62 | P a g e

Structure


Individual development

Psychological science A

The role of the brain

Cognitive development

Human consciousness and sleep

Individual behaviour

Psychological science B

Intelligence

Diagnosis

Psychological disorders and treatments

Emotion and motivation

Individual thinking

Localisation of function in the brain

Visual perception

Memory

Learning

The influence of others

Social psychology

Interpersonal processes

Attitudes

Cross-cultural psychology

Assessment






Unit 3 Unit 4


Data test 10%


Research investigation 20%


Student experiment 20%


Examination

63 | P a g e

Design General senior subject General

Design focuses on the application of design

thinking to envisage creative products,

services and environments in response to

human needs, wants and opportunities.

Designing is a complex and sophisticated

form of problem-solving that uses divergent

and convergent thinking strategies that can

be practised and improved. Designers are

separated from the constraints of production

processes to allow them to appreciate and

exploit new innovative ideas.

Students learn how design has influenced

the economic, social and cultural

environment in which they live. They

understand the agency of humans in

conceiving and imagining possible futures

through design. Collaboration, teamwork

and communication are crucial skills needed

to work in design teams and liaise with

stakeholders. They learn the value of

creativity and build resilience as they

experience iterative design processes,

where the best ideas may be the result of

trial and error and a willingness to take risks

and experiment with alternatives.

Students learn about and experience design

through exploring needs, wants and

opportunities; developing ideas and design

concepts; using drawing and low-fidelity

prototyping skills; and evaluating ideas and

design concepts. They communicate design

proposals to suit different audiences.

Pathways

A course of study in Design can establish a


in the fields of architecture, digital media

design, fashion design, graphic design,

industrial design, interior design and

landscape architecture.

Objectives


students will:

describe design problems and design

criteria

represent ideas, design concepts and

design information using drawing and

low-fidelity prototyping

analyse needs, wants and opportunities

using data

devise ideas in response to design

problems

synthesise ideas and design information

to propose design concepts

evaluate ideas and design concepts to

make refinements

make decisions about and use mode-

appropriate features, language and

conventions for particular purposes and

contexts.

Structure


Design in practice

Experiencing design

Design process

Design styles

Commercial design

Explore — client needs and wants

Develop — collaborative design

Human-centred design

Designing with empathy

Sustainable design

Explore — sustainable design opportunities

Develop — redesign

64 | P a g e

Assessment






Unit 3 Unit 4


Examination — design challenge


Project

25%


Project


Examination — design challenge

25%

65 | P a g e

Digital Solutions General senior subject General

Digital Solutions enables students to learn

about algorithms, computer languages and

user interfaces through generating digital

solutions to problems. Students engage with

data, information and applications to create

digital solutions that filter and present data in

timely and efficient ways while

understanding the need to encrypt and

protect data. They understand computing’s

personal, local and global impact, and the

issues associated with the ethical integration

of technology into our daily lives.

Students use problem-based learning to

write computer programs to create digital

solutions that: use data; require interactions

with users and within systems; and affect

people, the economy and environments.

They develop solutions using combinations

of readily available hardware and software

development environments, code libraries or

specific instructions provided through

programming.

Students create, construct and repurpose

solutions that are relevant in a world where

data and digital realms are transforming

entertainment, education, business,

manufacturing and many other industries.

Pathways

A course of study in Digital Solutions can


employment in the fields of science,

technologies, engineering and mathematics.

Objectives


students will:

recognise and describe elements,

components, principles and processes

symbolise and explain information, ideas

and interrelationships

analyse problems and information

determine solution requirements and

criteria

synthesise information and ideas to

determine possible digital solutions

generate components of the digital

solution

evaluate impacts, components and

solutions against criteria to make

refinements and justified

recommendations

make decisions about and use mode-

appropriate features, language and

conventions for particular purposes and

contexts.

66 | P a g e

Structure


Creating with code

Understanding digital problems

User experiences and interfaces

Algorithms and programming techniques

Programmed solutions

Application and data solutions

Data-driven problems and solution requirements

Data and programming techniques

Prototype data solutions

Digital innovation

Interactions between users, data and digital systems

Real-world problems and solution requirements

Innovative digital solutions

Digital impacts

Digital methods for exchanging data

Complex digital data exchange problems and solution requirements

Prototype digital data exchanges

Assessment






Unit 3 Unit 4


Investigation — technical proposal 20%


Project — folio 25%


Project — digital solution 30%

Summative external assessment (EA):

Examination 25%

67 | P a g e

Engineering Skills Applied senior subject Applied

Engineering Skills focuses on the

underpinning industry practices and

production processes required to create,

maintain and repair predominantly metal

products in the engineering manufacturing

industry.

Students understand industry practices,

interpret specifications, including technical

information and drawings, demonstrate and

apply safe and practical production

processes with hand/power tools and

machinery, communicate using oral, written

and graphical modes, organise, calculate

and plan production processes and evaluate

the products they create using predefined

specifications.

Students develop transferable skills by

engaging in manufacturing tasks that relate

to business and industry, and that promote

adaptable, competent, self-motivated and

safe individuals who can work with

colleagues to solve problems and complete

practical work.

Pathways

A course of study in Engineering Skills can


employment in engineering trades. With

additional training and experience, potential

employment opportunities may be found,

for example, as a sheet metal worker,

metal fabricator, welder, maintenance fitter,

metal machinist, locksmith, air-conditioning

mechanic, refrigeration mechanic or

automotive mechanic.

Objectives


students should:

describe industry practices in

manufacturing tasks

demonstrate fundamental production

skills

interpret drawings and technical

information

analyse manufacturing tasks to organise

materials and resources

select and apply production skills and

procedures in manufacturing tasks

use visual representations and language

conventions and features to communicate

for particular purposes

plan and adapt production processes

create products from specifications

evaluate industry practices, production

processes and products, and make

recommendations.

Structure

The Engineering Skills course is designed around core and elective topics.


Industry practices

Production processes

Fitting and machining

Sheet metal working

Welding and fabrication

68 | P a g e

Assessment

For Engineering Skills, assessment from Units 3 and 4 is used to determine the student’s exit

result, and consists of four instruments, including:

at least two projects

at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination


A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.


A project consists of a product component and at least one of the following components:



multimodal



product: continous class time.

Students demonstrate production skills and procedures in class under teacher supervision.

60–90 minutes


69 | P a g e

Furnishing Skills Applied senior subject Applied

Furnishing Skills focuses on the


production processes required to

manufacture furnishing products with high

aesthetic qualities.

Students understand industry practices;

interpret specifications, including technical

information and drawings; demonstrate and

apply safe practical production processes

with hand/power tools and machinery;

communicate using oral, written and

graphical modes; organise, calculate and

plan production processes; and evaluate the

products they create using predefined

specifications.


engaging in manufacturing tasks that relate

to business and industry, and that promote

adaptable, competent, self-motivated and

safe individuals who can work with

colleagues to solve problems and complete

practical work.

Pathways

A course of study in Furnishing Skills can


employment in the furnishing industry.

With additional training and experience,

potential employment opportunities may be

found in furnishing trades as, for example,

a furniture-maker, wood machinist, cabinet-

maker, polisher, shopfitter, upholsterer,

furniture restorer, picture framer, floor

finisher or glazier.

Objectives


students should:

describe industry practices in

manufacturing tasks

demonstrate fundamental production

skills


information

analyse manufacturing tasks to organise

materials and resources

select and apply production skills and

procedures in manufacturing tasks

use visual representations and language

conventions and features to communicate

for particular purposes

plan and adapt production processes

create products from specifications

evaluate industry practices, production

processes and products, and make

recommendations.

Structure

The Furnishing Skills course is designed around core and elective topics.


Industry practices

Production processes

Cabinet-making

Furniture finishing

Furniture-making

Glazing and framing

Upholstery

70 | P a g e

Assessment

For Furnishing Skills, assessment from Units 3 and 4 is used to determine the student’s exit











multimodal


presentation: 3-6 minutes



60–90 minutes


71 | P a g e

Hospitality Practices Applied senior subject Applied

Hospitality Practices develops knowledge,

understanding and skills about the

hospitality industry and emphasises the food

and beverage sector, which includes food

and beverage production and service.

Students develop an understanding of

hospitality and the structure, scope and

operation of related activities in the food and

beverage sector and examine and evaluate

industry practices from the food and

beverage sector.

Students develop skills in food and beverage

production and service. They work as

individuals and as part of teams to plan and

implement events in a hospitality context.

Events provide opportunities for students to

participate in and produce food and

beverage products and perform service for

customers in real-world hospitality contexts.

Pathways

A course of study in Hospitality Practices


and employment in the hospitality sectors of

food and beverage, catering,

accommodation and entertainment.

Students could pursue further studies in

hospitality, hotel, event and tourism or

business management, which allows for

specialisation.

Objectives

By the conslusion of the course of study,

students should:

explain concepts and ideas from the food

and beverage sector

describe procedures in hospitality

contexts from the food and beverage

sector

examine concepts and ideas and

procedures related to industry practices

from the food and beverage sector

apply concepts and ideas and procedures

when making decisions to produce

products and perform services for

customers


to communicate ideas and information for

specific purposes.

plan, implement and justify decisions for

events in hospitality contexts

critique plans for, and implementation of,

events in hospitality contexts

evaluate industry practices from the food

and beverage sector.

Structure

The Hospitality Practices course is designed around core topics embedded in a minimum of two

elective topics.


Navigating the hospitality industry

Working effectively with others

Hospitality in practice

Kitchen operations

Beverage operations and service

Food and beverage service

72 | P a g e

Assessment

For Hospitality Practices, assessment from Units 3 and 4 is used to determine the student’s exit



at least one investigation or an extended response.






A project consists of a product and performance component and one other component from the following:




product and performance: continuous class time







spoken:

3–4 minutes


60–90 minutes


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Information & Communication Technology Applied senior subject Applied

Information & Communication Technology

(ICT) focuses on the knowledge,

understanding and skills related to

engagement with information and

communication technology through a variety

of elective contexts derived from work, study

and leisure environments of today.

Students are equipped with knowledge of

current and emerging hardware and

software combinations, an understanding of

how to apply them in real-world contexts and

the skills to use them to solve technical

and/or creative problems. They develop

knowledge, understanding and skills across

multiple platforms and operating systems,

and are ethical and responsible users and

advocates of ICT, aware of the social,

environmental and legal impacts of their

actions.

Students apply their knowledge of ICT to

produce solutions to simulated problems

referenced to business, industry,

government, education and leisure contexts.

Pathways

A course of study in Information and

Communication Technology can establish a


in many fields, especially the fields of ICT

operations, help desk, sales support, digital

media support, office administration, records

and data management, and call centres.

Objectives

By the conslusion of the course of study,

students should:

identify and explain hardware and

software requirements related to ICT

problems

identify and explain the use of ICT in

society

analyse ICT problems to identify solutions

communicate ICT information to

audiences using visual representations

and language conventions and features

apply software and hardware concepts,

ideas and skills to complete tasks in ICT

contexts

synthesise ICT concepts and ideas to

plan solutions to given ICT problems

produce solutions that address ICT

problems

evaluate problem-solving processes and

solutions, and make recommendations.

Structure

The Information & Communication Technology course is designed around:

core topics integrated into modules of work

using a problem-solving process

three or more elective contexts.

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Core topics Elective contexts

Hardware

Software

ICT in society

Animation

Application development

Audio and video production

Data management

Digital imaging and modelling

Document production

Network fundamentals

Online communication

Website production

Assessment

For Information & Communication Technology, assessment from Units 3 and 4 is used to

determine the student’s exit result, and consists of four instruments, including:


at least one extended response.

Project Extended response












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Industrial Graphics Skills Applied senior subject Applied

Industrial Graphics Skills focuses on the


production processes required to produce

the technical drawings used in a variety of

industries, including building and

construction, engineering and furnishing.

Students understand industry practices,

interpret technical information and drawings,

demonstrate and apply safe practical

modelling procedures with tools and

materials, communicate using oral and

written modes, organise and produce

technical drawings and evaluate drawings

using specifications.


engaging in drafting and modelling tasks that

relate to business and industry, and that

promote adaptable, competent, self-

motivated and safe individuals who can work

with colleagues to solve problems and

complete tasks.

Pathways

A course of study in Industrial Graphics

Skills can establish a basis for further

education and employment in a range of

roles and trades in the manufacturing

industries. With additional training and

experience, potential employment

opportunities may be found in drafting roles

such as architectural drafter, estimator,

mechanical drafter, electrical drafter,

structural drafter, civil drafter and survey

drafter.

Objectives


students should:

describe industry practices in drafting and

modelling tasks

demonstrate fundamental drawing skills


information

analyse drafting tasks to organise

information

select and apply drawing skills and

procedures in drafting tasks


to communicate for particular purposes

construct models from drawings

create technical drawings from industry

requirements

evaluate industry practices, drafting

processes and drawings, and make

recommendations.

Structure

The Industrial Graphics Skills course is designed around core and elective topics.


Industry practices

Drafting processes

Building and construction drafting

Engineering drafting

Furnishing drafting

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Assessment

For Industrial Graphic Skills, assessment from Units 3 and 4 is used to determine the student’s

exit result, and consists of four instruments, including:







A project consists of a technical drawing (which incldues a model) component and at least one of the following components:



multimodal


presentation: 3-6 minutes



60–90 minutes


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Drama General senior subject General

Drama fosters creative and expressive

communication. It interrogates the human

experience by investigating, communicating

and embodying stories, experiences,

emotions and ideas that reflect the human

experience. It engages students in

imaginative meaning-making processes and

involves them using a range of artistic skills

as they make and respond to dramatic

works.

Students experience, reflect on, understand,

communicate, collaborate and appreciate

different perspectives of themselves, others

and the world in which they live. They learn

about the dramatic languages and how

these contribute to the creation,

interpretation and critique of dramatic action

and meaning for a range of purposes. They

study a range of forms, styles and their

conventions in a variety of inherited

traditions, current practice and emerging

trends, including those from different

cultures and contexts.

Students learn how to engage with dramatic

works as both artists and audience through

the use of critical literacies. The study of

drama develops students’ knowledge, skills

and understanding in the making of and

responding to dramatic works to help them

realise their creative and expressive

potential as individuals. Students learn to

pose and solve problems, and work

independently and collaboratively.

Pathways

A course of study in Drama can establish a


in the field of drama, and to broader areas in

creative industries and cultural institutions,

including arts administration and

management, communication, education,

public relations, research and science and

technology.

Objectives


students will:

demonstrate an understanding

of dramatic languages

apply literacy skills

apply and structure dramatic languages

analyse how dramatic languages are

used to create dramatic action and

meaning

interpret purpose, context and text to

communicate dramatic meaning

manipulate dramatic languages to create

dramatic action and meaning

evaluate and justify the use of dramatic

languages to communicate dramatic

meaning

synthesise and argue a position about

dramatic action and meaning.

Structure


Share

How does drama promote shared understandings of the human experience?

cultural inheritances of storytelling

Reflect

How is drama shaped to reflect lived experience?

Realism, including Magical Realism, Australian Gothic

Challenge

How can we use drama to challenge our understanding of humanity?

Theatre of Social Comment, including Theatre of the

Transform

How can you transform dramatic practice?

Contemporary performance

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oral history and emerging practices

a range of linear and non-linear forms

associated conventions of styles and texts

Absurd and Epic Theatre



inherited texts as stimulus

Assessment






Unit 3 Unit 4


Performance


Project — practice-led project

35%


Project — dramatic concept

20%


Examination — extended response

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Film, Television & New Media General senior subject General

Film, Television & New Media fosters

creative and expressive communication. It

explores the five key concepts of

technologies, representations, audiences,

institutions and languages.

Students learn about film, television and new

media as our primary sources of information

and entertainment. They understand that

film, television and new media are important

channels for educational and cultural

exchange, and are fundamental to our self-

expression and representation as individuals

and as communities.

Students creatively apply film, television and

new media key concepts to individually and

collaboratively make moving-image media

products, and investigate and respond to

moving-image media content and production

contexts. Students develop a respect for

diverse perspectives and a critical

awareness of the expressive, functional and

creative potential of moving-image media in

a diverse range of global contexts. They

develop knowledge and skills in creative

thinking, communication, collaboration,

planning, critical analysis, and digital and

ethical citizenship.

Pathways

A course of study in Film, Television &

New Media can establish a basis for further

education and employment in the fields of

information technologies, creative industries,

cultural institutions, and diverse fields that

use skills inherent in the subject, including

advertising, arts administration and

management, communication, design,

education, film and television, and public

relations.

Objectives


students will:

explain the features of moving-image

media content and practices

symbolise conceptual ideas and stories

construct proposals and construct

moving-image media products


analyse moving-image products

and contexts of production and use

structure visual, audio and text elements

to make moving-image media products

experiment with ideas for moving-image

media products

appraise film, television and new media

products, practices and viewpoints

synthesise visual, audio and text

elements to solve conceptual

and creative problems.

Structure


Foundation

Concept: technologies

How are tools and associated processes used to create meaning?

Concept: institutions

Story forms

Concept: representations

How do representations function in story forms?

Concept: audiences

How does the relationship between story forms and

Participation


How do technologies enable or constrain participation?

Concept: audiences

How do different contexts and purposes

Identity


How do media artists experiment with technological practices?

Concept: representations

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How are institutional practices influenced by social, political and economic factors?

Concept: languages

How do signs and symbols, codes and conventions create meaning?

meaning change in different contexts?

Concept: languages

How are media languages used to construct stories?

impact the participation of individuals and cultural groups?

Concept: institutions

How is participation in institutional practices influenced by social, political and economic factors?

How do media artists portray people, places, events, ideas and emotions?

Concept: languages

How do media artists use signs, symbols, codes and conventions in experimental ways to create meaning?

Assessment






Unit 3 Unit 4


Case study investigation


Stylistic project

35%


Multi-platform project

25%


Examination — extended response

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Music General senior subject General

Music fosters creative and expressive

communication. It allows students to develop

musicianship through making (composition

and performance) and responding

(musicology).

Through composition, performance and

musicology, students use and apply music

elements and concepts. They apply their

knowledge and understanding to convey

meaning and/or emotion to an audience.

Students use essential literacy skills to

engage in a multimodal world. They

demonstrate practical music skills, and

analyse and evaluate music in a variety of

contexts, styles and genres.

Pathways

A course of study in Music can establish a


in the fields of arts administration,

communication, education, creative

industries, public relations and science and

technology.

Objectives


students will:

demonstrate technical skills

explain music elements and concepts

use music elements and concepts

analyse music

apply compositional devices


interpret music elements and concepts

evaluate music to justify the use of music

elements and concepts

realise music ideas

resolve music ideas.

Structure


Designs

Through inquiry learning, the following is explored:

How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?

Identities


How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?

Innovations


How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Narratives


How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?

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Assessment






Unit 3 Unit 4


Performance


Integrated project

35%


Composition

20%


Examination

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Visual Art General senior subject General

Visual Art provides students with

opportunities to understand and appreciate

the role of visual art in past and present

traditions and cultures, as well as the

contributions of contemporary visual artists

and their aesthetic, historical and cultural

influences. Students interact with artists,

artworks, institutions and communities to

enrich their experiences and understandings

of their own and others’ art practices.

Students have opportunities to construct

knowledge and communicate personal

interpretations by working as both artist and

audience. They use their imagination and

creativity to innovatively solve problems and

experiment with visual language and

expression.

Through an inquiry learning model, students

develop critical and creative thinking skills.

They create individualised responses and

meaning by applying diverse materials,

techniques, technologies and art processes.

In responding to artworks, students employ

essential literacy skills to investigate artistic

expression and critically analyse artworks in

diverse contexts. They consider meaning,

purposes and theoretical approaches when

ascribing aesthetic value and challenging

ideas.

Pathways

A course of study in Visual Art can establish


employment in the fields of arts practice,

design, craft, and information technologies;

broader areas in creative industries and

cultural institutions; and diverse fields that

use skills inherent in the subject, including

advertising, arts administration and

management, communication, design,

education, galleries and museums, film and

television, public relations, and science and

technology.

Objectives


students will:

implement ideas and representations


analyse and interpret visual

language, expression and meaning in

artworks and practices

evaluate art practices, traditions, cultures

and theories

justify viewpoints

experiment in response to stimulus

create meaning through the knowledge

and understanding of materials,

techniques, technologies and art

processes

realise responses

to communicate meaning.

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Structure


Art as lens

Through inquiry learning, the following are explored:

Concept: lenses to explore the material world

Contexts: personal and contemporary

Focus: People, place, objects

Media: 2D, 3D, and time-based

Art as code


Concept: art as a coded visual language

Contexts: formal and cultural

Focus: Codes, symbols, signs and art conventions

Media: 2D, 3D, and time-based

Art as knowledge


Concept: constructing knowledge as artist and audience

Contexts: contemporary, personal, cultural and/or formal

Focus: student-directed

Media: student-directed

Art as alternate


Concept: evolving alternate representations and meaning

Contexts: contemporary and personal, cultural and/or formal

Focus: continued exploration of Unit 3 student-directed focus

Media: student-directed

Assessment


In Units 3 and 4, students complete four summative assessments. The results from each of the




Unit 3 Unit 4


Investigation — inquiry phase 1


Project — inquiry phase 3

35%


Project — inquiry phase 2

25%


Examination

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Arts in Practice Applied senior subject Applied

Arts in Practice embraces studies in and

across the visual, performing and media arts

— dance, drama, media arts, music and

visual arts. The interdisciplinary nature of the

arts is becoming a more prevalent

characteristic of contemporary arts practice.

Students engage with two or more art forms

to create an artwork. They explore the core

of arts literacies and arts processes, apply

techniques and processes, analyse and

create artworks, and investigate artists’

purposes and audience interpretations.

Students have the opportunity to engage

with creative industries and arts

professionals as they gain practical skills,

use essential terminology and make choices

to communicate ideas through their art-

making.

Pathways

A course of study in Arts in Practice can


employment by providing students with the

knowledge and skills that will enhance their

employment prospects in the creative arts

and entertainment industries. Employment

opportunities, with additional training and

experience, may be found in areas such as

arts management and promotions, arts

advertising and marketing, theatre and

concert performance, multimedia, video

game and digital entertainment design,

screen and media, and creative

communications and design.

Objectives


students should:

identify and explain concepts and ideas

related to arts literacies and arts

processes

interpret information about arts literacies

and arts processes

demonstrate arts literacies and processes

in arts making

organise and apply arts literacies and arts

processes to achieve goals

analyse artworks and arts processes


to convey information and meaning about

art forms, works and processes

generate arts ideas and plan arts

processes

implement arts processes to create

communications and realise artworks

evaluate artworks and processes.

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Structure

The Arts in Practice course is designed around core and elective topics. Students explore at least

three electives (art forms) across the four-unit course of study with at least two used in the

creation of a product (artwork).

Core Elective

Arts literacies

Arts processes

Dance

Drama

Media Arts

Music

Visual Arts

Assessment

For Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result,

and consists of four instruments, including:

at least one project, arising from community connections

one product (artwork) (involving the integration of at least two art forms) that is separate from

the assessable component of a project.

Project Product (Artwork) Extended response Investigation

A response to a single task, situation and/or scenario that contains two or more components.

A technique that assesses a range of skills in the creation of an original product (artwork) that expresses a personal aesthetic.



The Project in Arts in Practice requires:

a product (artwork) that demonstrates the significant contribution of at least two art forms

at least one other component from the following:

written

spoken

multimodal.

Variable conditions. Presented in one of the following modes:



multimodal






multimodal



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Media Arts in Practice Applied senior subject Applied

Media Arts in Practice focuses on the role

media arts plays in the community in

reflecting and shaping society’s values,

attitudes and beliefs. It provides

opportunities for students to create and

share media artworks that convey meaning

and express insight.

Students learn how to apply media

technologies in real-world contexts to solve

technical and/or creative problems. When

engaging with school and/or local

community activities, they gain an

appreciation of how media communications

connect ideas and purposes with audiences.

They use their knowledge and

understanding of design elements and

principles to develop their own works and to

evaluate and reflect on their own and others’

art-making processes and aesthetic choices.

Students learn to be ethical and responsible

users of and advocates for digital

technologies, and aware of the social,

environmental and legal impacts of their

actions and practices.

Pathways

A course of study in Media Arts in Practice


and employment in a dynamic, creative and

global industry that is constantly adapting to

new technologies.

Objectives


students should:

identify and explain media art-making

processes

interpret information about media arts

concepts and ideas for particular

purposes

demonstrate practical skills, techniques

and technologies required for media arts

organise and apply media art-making

processes, concepts and ideas

analyse problems within media arts

contexts


to communicate ideas and information

about media arts, according to context

and purpose

plan and modify media artworks using

media art-making processes to achieve

purposes

create media arts communications that

convey meaning to audiences

evaluate media art-making processes

and media artwork concepts and ideas.

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Structure

The Media Arts in Practice course is designed around core and elective topics.

Core Electives

Media technologies

Media communications

Media in society

Audio

Curating

Graphic design

Interactive media

Moving images

Still image

Assessment

For Media Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit


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

at least one product, separate to an assessable component of a project.

Project Product Extended response Investigation


A technique that assesses the application of skills in the production of media artwork/s.






multimodal



product: variable conditions.

variable conditions Presented in one of the following modes:



multimodal






multimodal



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Music in Practice Applied senior subject Applied

Music in Practice gives students

opportunities to engage with music and

music productions, and, where possible,

interact with practising artists.

Students are exposed to authentic music

practices in which they learn to view the

world from different perspectives, and

experiment with different ways of sharing

ideas and feelings. They gain confidence

and self-esteem, and contribute to the social

and cultural lives of their school and local

community. They gain practical, technical

and listening skills to communicate in and

through their music.

Students explore and engage with the core

of music principles and practices as they

create, perform, produce and respond to

their own and others’ music works in class,

school and community settings. They learn

about workplace health and safety (WHS)

issues relevant to the music industry and

effective work practices that lead to the

acquisition of industry skills needed by a

practising musician.

Pathways

A course of study in Music in Practice can


employment in areas such as performance,

critical listening, music management and

music promotions.

Objectives


students should:

identify and explain music principles and

practices

interpret music principles and practices

demonstrate music principles and

practices

apply technical and expressive skills to

performance and production of music

works

analyse the use of music principles and

practices in their own and others’ music

works


to communicate ideas and information

about music, according to context and

purpose

plan and modify music works using music

principles and practices to achieve

purposes

create music works to communicate

music ideas to audiences

evaluate the application of music

principles and practices to music works

and music activities.

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Structure

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

Core Electives

Music principles

Music practices

Community music

Contemporary music

Live production and performance

Music for film, TV and video games

Music in advertising

The music industry

Music technology and production

Performance craft

Practical music skills

Songwriting

World music

Assessment

For Music in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists

of four instruments, including:

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

at least one performance, separate to an assessable component of a project

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

Project Performance Product (Composition)

Extended response Investigation


A technique that assesses the physical demonstration of identified skills.

A technique that assesses the application of skills to create music.






multimodal



performance: variable conditions

product: variable conditions.

music performance: minimum of two minutes total performance time

production performance: variable conditions

manipulating existing sounds: minimum of two minutes

arranging and creating: minimum of 32 bars or 60 seconds




multimodal






multimodal



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Australian Qualifications Framework (AQF)

Woodcrest State College offers VET certificates within the Australian Qualifications Framework, Australia's system of

nationally accredited vocational education and training. Certificates offered by Woodcrest are at the Certificate II or III

level.

Woodcrest State College is a Registered Training Organisation for the following certificates:

On Campus Woodcrest Certificates and Fees

Students are able to study a number of other certificate courses on site using other Registered Training Organisations

(RTOs) as the course providers:

Certificate Registered Training

Organisation

Anticipated fee for service

Certificate II in Hospitality Training Direct Australia

Nil (if student is eligible for VETis

funding)

$780 (if not eligible)

Certificate III in Early Childhood Hills International Institute of

Education

$950

Certificate III in Aviation Specialised Career Solutions $200 (if student is eligible for VETis

funding)

$3200 (if not eligible)

Certificate III in Information, Digital

Media and Technology

Prestige Service Training

$600

Certificate III in Business Binnacle $210

Certificate III in Fitness Binnacle $330

Students may also elect to enrol in a Certificate course through the Schools Programs offered at various TAFE

campuses. The Schools Programs provide students with access to courses which Woodcrest does not have the facility

or human resources to provide. Students enrol directly through TAFE, usually around late August/early September

2020 for 2020/21 programs. Students usually attend TAFE one day per week. For full details, refer to “Schools Programs

through various TAFES for 2021” on the school website. These courses are also fee for service; course costs are listed

in the Schools Programs booklet. Some of these courses are VETiS funded (shown above) or otherwise are fee for

service.

93 | P a g e

Vocational Education at Woodcrest

What is an RTO? RTO’s aim to enhance the attainment and transition outcomes of all students. As such, they prioritise an operational focus in industry areas where they can identify opportunities to enhance transition outcomes for students in viable earning or learning post school pathways.

Benefits of Vocational Education and Training National qualifications recognised by industry Insight into career pathways and further education pathways Interaction with people in industry Credit for or articulation of qualifications to reduce time in further study or an apprenticeship Possible credit to tertiary education Completed Certificates contribute points towards the Queensland Certificate of Education VET results recorded on Senior Certificate where applicable and an industry specific vocational Certificate or

Statement of Attainment Competency Based Training and Assessment Recognition for relevant skills and knowledge achieved before studying your VET course (RPL)

Units of Competency A VET qualification is made up of a specified number of units of competency. These are simply units of work which are

structured to train a student in a particular set of skills and knowledge required by industry. Competency is achieved

when a student can appropriately perform and apply a combination of skills and knowledge to the standard required in

a range of work-related situations. Competency standards have set outcomes, conditions of performance and

benchmarks for measuring performance. The successful completion of each unit of competency contributes towards

the overall qualification. If a student does not achieve competency in their first attempt at an assessment task, they must

be given the opportunity to revisit units of competency to obtain competency.

Competency Based Assessment Competency based assessment is a system for assessing a person's knowledge and skills. Assessment is based on

the actual skills and knowledge a person can demonstrate in the workplace or in other relevant contexts. This is different

from some other assessment systems which only measure knowledge and not the application of that knowledge.

Another difference is that an individual must demonstrate competency in all of the required tasks in order to be

recognised as competent overall.

Rights and Responsibilities A quality focus usually includes a Recognition of Prior Learning Policy, a fair and equitable Refund Policy, a Grievance

and Appeal Policy, an Access and Equity policy and student welfare and guidance services. Every effort will be made

to ensure that this information is disseminated, understood and valued by staff, students and parents.

Recognition for Prior Learning (RPL) Competency based assessment is also a system for providing portable qualifications and statements of attainment

against nationally recognised competency standards. In a competency based assessment system, it is recognised that

learning can come from a variety of sources, both on the job and off the job, formal and informal. RPL is also available

for skills and knowledge which can already be demonstrated. The process can start by a person assessing themselves

against the competency standard. At this stage the individual may compile a portfolio of evidence containing notes about

things they can do to demonstrate competence.

For example, a Training and Assessment course portfolio may contain evidence of training and assessing already

conducted such as items designed by the individual including assessment instruments, learning and assessment plans,

profiles, and resources. Evidence might also include professional development attended, references, certificates and

third party reports.

Credit Transfer Procedures Credit transfer issues occur when students move from one learning provider to another part-way through their senior

schooling, having started studies which can be credited into their learning account. If you are transferring from another

provider your will need a Statement of Attainment to indicate your competency completions.

94 | P a g e

Awards Once a student has successfully completed a VET course, they will be issued with a Certificate by the RTO, together

with a statement of results. In instances where a student does not complete the qualification, they may still be eligible

for a Statement of Attainment for the units of competency they have completed.

Complaints

1. Complaints and Appeals Policy Statement Woodcrest State College will ensure that the principles of natural justice and procedural fairness are adopted at every

stage of the complaints and appeals process. All formal complaints and appeals will be heard and decided on within

60 calendar days of receiving the written complaint or appeal. If the school considers more than 60 calendar days are

required to process and finalise the complaint or appeal, the complainant or appellant will be informed of the reasons

in writing and will be regularly updated on the progress of the matter. If the processes fail to resolve the complaint or

appeal, a review by an independent party will be provided if requested. The designated person will maintain a secure

Complaints and Appeals Register, which documents all formal complaints, appeals and their outcomes. Any

substantiated complaints, as well as the complaints and appeals policy, will be reviewed as part of the continuous

improvement processes and appropriate corrective action taken to eliminate or mitigate the likelihood of reoccurrence.

The Principal (as the chief executive officer) of the school is ultimately responsible for ensuring that the school RTO

complies with the VQF. This includes the complaints and appeals policy and procedures.

2. Complaints Procedure All formal complaints must be in writing and addressed to the Principal, as CEO of the RTO.

On receipt of a written complaint: - a written acknowledgement is sent to the complainant from the Principal (via

admin support) - the complaint is forwarded to the RTO Manager.

If the complaint is not finalised within 60 calendar days, the complainant is informed of the reasons in writing and

regularly updated on the progress of the matter.

The Principal and/or the RTO Manager will either deal with the complaint or convene an independent panel to hear

the complaint; this shall be the complaints and appeals committee.

The complaints committee shall not have had previous involvement with the complaint and will include

representatives of: - the Principal - the teaching staff (Individual vet trainer and assessor) - an independent person.

The complainant shall be given an opportunity to present their case and may be accompanied by other people as

support or as representation.

The relevant staff member, third party or student (as applicable) shall be given an opportunity to present their case

and may be accompanied by other people as support or as representation.

The outcome/decision will be communicated to all parties in writing within 60 days.

If the processes fail to resolve the complaint, the individual making the complaint will have the outcome reviewed (on

request) by an appropriate party independent of the RTO.

If the complainant is still not satisfied, the Principal will refer them to the QCAA website for further information about

making complaints (www.qcaa.qld.edu.au/3141.html).

The root cause of any complaint will be included in the systematic monitoring and evaluation processes of the RTO

so that appropriate corrective action can be instigated to eliminate or mitigate the likelihood of reoccurrence.

3. Informal Complaints Procedure

Student makes an informal complaint to the teacher

Teacher makes a decision, communicates the decision to the student and records the outcome

Student dissatisfied

Student makes complaint to the Head of Department (HOD) HOD makes a decision, communicates the decision to

the student and records outcome.

Student dissatisfied

Student makes a formal complaint

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4. Formal Complaints Formal complaints can only be proceeded after the informal procedure has been investigated by the student and their

parents. Formal complaint forms are available from the HOD for Senior Schooling. All formal complaints will be heard

and decided with 15 working days of receipt of the written complaint. An independent complaint committee shall hear

the complaint. The committee will be representatives of the Formal Complaints Procedure. The complainant/appellant

will be notified in writing including the reasons why if more than 60 days are required to resolve the complaint. The

complainant will be regularly updated in regard to their complaint.

5. Formal Complaints Procedure Student makes complaint to the Head of Department (HOD)

Head of Department arranges and convenes a meeting of the Complaints Committee, the student (and a witness

should the student or teacher wish)

Complaint Committee makes a decision, communicates the decision to the student and records outcome

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CERTIFICATE III IN

BUSINESS BSB30115

ATAR Eligible QCE Points VET Additional Costs

Prior Study

Yes

8 Yes $210

Nil

RTO code:31319

COURSE OVERVIEW

This qualification, studied in Years 11 and 12, is aimed at students who have an interest in business and administration services

and what it takes to become a business professional. Students achieve skills in leadership, innovation, customer service,

personal management and financial literacy. Money management skills are developed through completion of Be Money Smart

through a career in small business. Students also gain fundamental knowledge of the Australian economy and the Australian

Stock Exchange. Micro business opportunities are also explored.

COURSE STRUCTURE

This course is offered through Binnacle (RTO 31319) which has a responsibility for training, compliance, reporting and recording

student results, and delivered by qualified teachers at the school Training will be delivered in the classroom with learning materials

being electronic. Students are also encouraged to study self-paced outside scheduled classes.

National Code Unit of Competency Title Core (1) /Elective (12)

BSBWHS302 Apply knowledge of WHS legislation in the workplace Core

BSBFLM312 Contribute to team effectiveness Elective (L1)

BSBWOR301 Organise personal work priorities and development Elective(L2)

BSBITU314 Design and produce spreadsheets Elective(L3)

BSBITU312 Create electronic presentations Elective (L4)

BSBPRO301 Recommend products and services Elective(L5)

BSBCUS301 Deliver and monitor a service to customers Elective (L6)

BSBWRT301 Write simple documents Elective (L7)

BSBITU306 Design and produce business documents Elective (L8)

BSBLED301 Undertake e-learning Elective

FNSFLT205 Develop knowledge of the Australian financial systems and markets Elective

FNSFLT401 Be Money Smart through a career in small business Elective

Note: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current

industry practices is at its optimum and adequate resources provided by School (as Third Party). Binnacle Training’s

Program Disclosure Statement (PDS) accessed at http://www.binnacletraining.com.au/rto.php and select RTO Files sets out

services and training products provided by Binnacle and WSC

CREDIT FOR QUEENSLAND CERTIFICATE OF EDUCATION

Satisfactory completion of all 12 units is required to be awarded a Certificate or Statement of Attainment for partial completion of the qualification which is based on the percentage of competencies attained (25%, 50%, 75%). This qualification contributes 8 credit points towards a QCE. Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR (for further information refer to http://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar.

STUDENT ELIGIBILITY / PREREQUISITES:

Suitable students need to have an interest in working in business or administration related roles. Good quality written and spoken

communication skills and enthusiasm to participate in a range of projects is recommended. The course is provided online so a

computer and access to the internet, including up to date software such as Microsoft Office, Adobe Acrobat Reader And Flash

Player.is required.

COST

This course is offered through an external RTO and is therefore a fee paying course. Binnacle Training Fees are $210. This fee is for all electronic learning material on an online learning platform, resources and reporting. All texts and reprographics are provided by the school. PATHWAYS

This entry level business course opens up a world of opportunities and the practical skills to succeed in a wide variety of roles in the business services industry. Career outcomes may include administration officer, accounts payable/general clerk, customer services adviser/manager or business owner/manager. Successful completion of this qualification can lead into the other business and accounting related qualifications (Certificate IV or Diploma) which can lead directly into further tertiary pathways such as Bachelor studies at University.

http://www.binnacletraining.com.au/rto.php

http://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar


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CERTIFICATE III IN

EARLY CHILDHOOD

EDUCATION AND CARE

CHC30113

ATAR Eligible QCE Points VET Additional

Costs

Prior Study

Yes

Vocational

Certificate

8 Yes $950

Nil

Hills International Institute

of Education

RTO number:30590

COURSE OVERVIEW

This qualification, studied in Years 11 and 12, is aimed at students who would like to seek a career in the childcare industry. It allows

students to develop the skills and knowledge to provide care for groups of children and to plan activities facilitating their leisure and

play, wellbeing and learning development and enabling them to achieve their developmental outcomes.

COURSE STRUCTURE

This course is delivered through Hills International Institute of Education (RTO-30590) which has a responsibility for training, compliance,

reporting and recording student results. Training will be delivered in the classroom with learning materials being electronic and delivered in

cluster form. Students are also encouraged to study self-paced outside scheduled classes. A volunteer blue card and 120 hours of practical

placement at an Early Learning Centre over the two years course of study is mandatory for course completion.

National Code Unit of Competency Title Core (16) /Elective (3)

HLTWHS001 Participate in Work Health and Safety Core

CHCECE002 Ensure the Health and Safety of Children Core

CHCECE004 Promote and Provide Healthy Food and Drinks Core

CHCECE016 Establish and Maintain a Safe and Healthy Environment for Children Elective

HLTAID004 Provide an Emergence First Aid Response in an Education and Care Setting Core

CHCLEG001 Work Legally and Ethically Core

CHCECE009 Use an Approved Learning Framework to Guide Practice Core

CHCPRT001 Identify and Respond to Children and Young People at Risk Core

CHCECE007 Develop a Positive and Respectful Relationship with Children Core

CHCECE006 Support Behaviours of Children and Young People Elective

CHCECE010 Support the Holistic Development of Children in Early Childhood Core

CHCECE011 Provide Experiences to Support Children’s Play and Learning Core

CHCECE013 Use Information About Children to Inform Practice Core

CHCECE003 Provide Care for Children Core

CHCECE005 Provide Care for Babies and Toddlers Core

CHCECE001 Develop Cultural Competency Core

CHCDIV001 Work with Diverse People Elective

CHCDIV002 Promote Aboriginal and / or Torres Strait Islander Cultural Safety Core

VCP120 Vocational Placement Core

CREDIT FOR QUEENSLAND CERTIFICATE OF EDUCATION This qualification contains 16 core units and 3 elective units. Satisfactory completion of all units is required to be awarded a Certificate or Statement of Attainment for partial completion of the qualification which is based on the percentage of competencies attained (25%, 50%, 75%). Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR (for further information refer to https://www.qcaa.qld.edu.au/downloads/publications/snr_new_assess_te_vet.pdf )

STUDENT ELIGIBILITY / PREREQUISITES: Suitable students need to have an interest in working with children and planning age appropriate activities with a future direction in Early

Childhood Education. Students need to be self-motivated to manage their workload. The course is provided online so a computer and access

to the internet is required.

COST The cost to enrol and complete the Certificate III in Early Childhood Education and Care is $950. There is a non-refundable enrolment fee and the remainder $850 can be applied to a payment plan set up directly with HIIE. This fee is for all electronic learning material, access to industry experienced trainers as well as additional zoom and holiday sessions to assist students towards successful course completion.

PATHWAYS Educators may work under direct supervision or autonomously such as assistant educators, family day care educators, recreational officers or nannies in a range of childcare facilities such as day care centres, crèches, and early learning centres. Successful completion of this qualification can lead into the Diploma of Early Childhood Education and Care which can lead directly into Bachelor studies at University.

https://www.qcaa.qld.edu.au/downloads/publications/snr_new_assess_te_vet.pdf

http://www.hiie.edu.au/

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CERTIFICATE III in AVIATION - REMOTE PILOT

CASA Remote Pilot Licence (RePL)

AVI30419


Costs

Prior Study

yes

6 Yes $200 RTO fee

Nil

RTO number:32292

COURSE OVERVIEW

This qualification delivered by NSTA Pty Ltd trading as Specialised Career Solutions (RTO- 32292) along with CASA approved Training Organisation, UAV Training Australia (ReOC.0872) This qualification prepares students for a role as a licenced drone pilot and the skills, knowledge and licences to operate commercially. This could be for their own business, working for a company or one of the many government departments utilizing drones. The course is also an excellent entry point into the aviation industry as students will be learning the same subjects that pilots of manned aircraft in airlines and the military. The course is a mix of theory and practical flying to ensure students have the skills and knowledge to be employed as a drone pilot in a full-time or part-time role. Students in Years 11 and 12 may enrol in this course. COURSE STRUCTURE/LEARNING

This qualification delivered by Specialised Career Solutions (RTO – 32292). The CASA Licence Training and Assessment will be conducted by UAV Training Australia. Training will be delivered face to face at the school where the student will attend classes with qualified SCS trainers and assessors, including practice and assessment of remote pilot skills using a hands on approach. An online learning management system also supports students during their course of study.

National Code Unit of Competency Title Core/Elective

AVIF0021 Manage human factors in remote pilot aircraft systems operations Core

AVIH0006 Navigate remote pilot aircraft systems Core

AVIW0028 Operate and manage remote pilot aircraft systems Core

AVIW0004 Perform operational inspections on remote operated systems Core

AVIY0052 Control remote pilot aircraft systems on the ground Core

AVIY0023 Launch, control and recover a remotely piloted aircraft Core

AVIY0053 Manage remote pilot aircraft systems energy source requirements Core

AVIY0031 Apply the principles of air law to remote pilot aircraft systems operations Core

AVIZ0005 Apply situational awareness in remote pilot aircraft systems operations Core

AVIG0003 Work effectively in the aviation industry Elective

AVIZ0004 Maintain security awareness and vigilance in an aviation workplace Elective

AVIY0027 Operate multi-rotor remote pilot aircraft systems Elective

AVIH0008 Operate remote pilot aircraft systems extended visual line of sight (EVLOS) Elective

AVIW0008 Conduct aerial search using remote pilot aircraft systems Elective


This qualification contains 9 core and 5 elective units of competency. Satisfactory completion of all units is required in order to be

awarded a completion Certificate and earn 6 QCE credits. Upon completion, students will be eligible to receive the CASA Remote

Pilot Licence for multirotor aircraft up to 7 kgs. Partial completion of the Certificate III will be based on the percentage of competencies

attained (25%, 50%, and 75%).

COST

The cost to enrol and complete the Certificate III in Aviation is $200. This fee is for the CASA licences (RePL, AROC, and English

Language Assessment) and needs to be paid in Term 1. VETIS eligible students pay no additional training costs as the training is

funded by the Queensland Government. For students who are ineligible for VETIS Funding or have used their allocation the additional

training cost is $3000.

PATHWAYS

There are a number of career pathways lending on from this qualification including photography/cinematography, public safety and emergency services, aerial surveying, aviation, mining and resources sectors, Federal, State and Local Government agencies, and specialist civil and military roles. If you are considering a role as a pilot of manned aircraft, this is an excellent way to kick off your training and allow you to complete commercial pilot subjects while at school.


Suitable students need to have a good work ethic and a desire to work in the Aviation or Drone Industry in the future. Students will need to be self disciplined and able to follow instructions. The course is provided on an online learning management system so a computer and access to the internet is required.

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CERTIFICATE II IN

HOSPITALITY

SIT20316

(VHT)


Costs

Prior Study

No

4 Yes VETis funded

Nil

Training Direct Australia

RTO number:32355

COURSE OVERVIEW

Hospitality is aimed at students who would like to seek a career in the Hospitality Industry. It is designed to develop practical

skills that will be useful in a broad range of occupations within the Hospitality Industry. The Certificate II studied in Years 11

and 12 gives students a hands-on experience. The school offers a fully functional coffee shop, The Nest, which is run by the

students who take part in the course. Many of these skills are also transferable to occupations outside the Hospitality Industry.

Working in The Nest is a compulsory element of the course.

COURSE STRUCTURE

This course is being delivered through Training Direct Australia which has a responsibility for training, compliance, reporting and

recording student results. This course will be delivered as a stand-alone VET qualification and will be delivered by qualified

teachers with access to industry experienced trainers. Elective units are selected from food and beverage package and are relevant

to the work environment. This qualification provides students with a range of hospitality industry skills including food and beverage

service, customer service,communication, Responsible Service of Alcohol and coffee making skills (barista).

National Code Unit of Competency Title Core (6)/Elective (6)

BSBWOR203 Work effectively with others Core

SITHIND002 Source and use information on the hospitality industry Core

SITHIND003 Use hospitality skills effectively Core

SITXCCS003 Interact with customers Core

SITXCOM002 Show social and cultural sensitivity Core

SITXWHS001 Participate in safe work practices Core

SITXFSA001 Use hygienic practices for food safety Elective

SITXFSA002 Participate in safe food handling practices Elective

SITHCCC03 Prepare and present sandwiches Elective

SITHFAB002 Provide responsible service of alcohol Elective

SITHFAB004 Prepare and serve non-alcoholic beverages Elective

SITHFAB005 Prepare and serve espresso coffee Elective

NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current

industry practices is at its optimum


Assessment in VET subjects is continuous. Students complete set modules of tasks, in a timely manner, and delivered through a range of teaching and learning strategies such as oral questioning, skills observations, quizzes, assignments. Students will be judged to be either Competent or Not Yet Competent in each module. The qualification contains 12 units of competency. Students will receive a Certificate if all units are satisfactorily completed or a Statement of Attainment for partial completion of the qualification. Partial completion of the Certificate II will be based on the percentage of competencies attained (25%, 50%, and 75%).


Suitable students need to have a good work ethic, a real desire to work in the Hospitality Industry and be available to work in The

Nest before school and during some lunch times. Within the unit SITHIND003 Use hospitality skills effectively the student is required

to get sufficient work experience consisting of 12 Service Periods at a minimum of THREE (3) hours each. Service periods will be

completed outside of school hours and during service at The Nest.

COST

Nil (if student is eligible for VETiS funding). The fee for service is $780 (if not eligible for VETiS funding) PATHWAYS

This qualification provides a pathway to work in various hospitality settings such as restaurants, hotels, motels, catering operations, pubs, cafes and coffee shops. Post-school options include pathways into the Certificate III, diploma and then further links to Bachelor qualifications at university.

100 | P a g e

CERTIFICATE III IN

FITNESS

SIS30315

(VFN)


Costs

Prior Study

Yes

8 Yes $330 RTO fee

Nil

RT0 31319

COURSE OVERVIEW

The SIS30315 Certificate III in Fitness qualification is offered to students in the senior phase of learning who have an interest in the fitness industry. This qualification provides the skills and knowledge for an individual to be competent in a range of activities and functions requiring autonomous work within a defined range of exercise instruction situations and activities. Work may be undertaken in locations such as gyms, fitness facilities, pools, community facilities and in outdoor environments. Students in Years 10, 11 and 12 may enrol in this course. The delivery and assessment may be in a simulated work or industry environment with a high degree of supervision. The units are suitable for Woodcrest State College to contextualise to local community activities.

COURSE STRUCTURE

This course is being delivered through Binnacle Training which has responsibility for training, assessment, compliance, reporting and recording student results. This course will be delivered as a stand-alone VET certificate course delivered by qualified teachers at the school. It will be delivered through class-based tasks that will simulate a specific industry environment. Students will deliver fitness programs within their school community such as group fitness sessions, personal training adults, and strength and conditioning for athletes and teams. Students also achieve their First Aid qualification and CPR Certificate. In addition, students will be involved in work experience over the two years. A range of teaching and learning strategies will be used to deliver the competencies including practical tasks, group work and activities in simulated work environments.

National Code Unit of Competency Title Core/Elective

HLTWHS001 Participate in workplace health and safety E (Gym)

BSBRSK401 Identify risk and apply risk management processes E (Gym)

SISXEMR001 Respond to emergency situations E

SISXCCS001 Provide quality service Core

SISXIND001 Work effectively in sport, fitness and recreation environments Core

SISXIND002 Maintain sport, fitness and recreation industry knowledge E

HLTAID003 Provide first aid E (Gym)

SISXFAC001 Maintain equipment for activities Core

SISFFIT011 Instruct approved community fitness programs E (General)

SISFFIT001 Provide health screening and fitness orientation Core

SISFFIT003 Instruct fitness programs Core

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming Core

SISFFIT006 Conduct fitness appraisals E (Gym)

SISFFIT002 Recognise and apply exercise considerations for specific populations Core

SISFFIT005 Provide healthy eating information Core

SISFFIT014 Instruct exercise to older clients Core

NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current

industry practices is at its optimum. Binnacle Training's Program Disclosure Statement (PDS) sets out the services and

training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training

and assessment services). To access visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.


The qualification contains 15 units of competency and completion of all 15 units will earn a student 8 credit points towards their QCE. Partial

completion of the Certificate III will be based on the percentage of competencies attained (25%, 50%, and 75%). Students eligible for an

Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR. For further

information please visit https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar.

COST

The cost to enrol and complete the Certificate III Fitness is $330.

STUDENT ELIGIBILITY/PREREQUISITES

Interest in health and the fitness industry and good quality literacy, numeracy and communication skills are prerequisites for success in this

course. Students also require a computer and internet access to access Binnacle Lounge learning management system for students.

PATHWAYS

Employment outcomes may include gym or fitness instructors/managers designing programs in health and fitness for individuals or small groups. This qualification provides articulation to studies in Certificate IV and Diploma of Fitness qualifications which can then lead into Bachelor qualifications at university.

http://www.binnacletraining.com.au/rto.php

https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar

101 | P a g e

CERTIFICATE III in

INFORMATION, DIGITAL

MEDIA and

TECHNOLOGY

ICT30118


Costs

Prior Study

Yes

8 Yes $600 over two

years

Nil

RTO31981

COURSE OVERVIEW

This nationally recognised qualification, studied in Years 11-12, provides the skills and knowledge for an individual to be competent

in a wide range of general information and communications technology (ICT) technical functions and to achieve a degree of self-

sufficiency as advanced ICT users. Students working at this level will support information technology activities in the workplace across

a wide range of ICT areas including technical support and web technologies

COURSE STRUCTURE

This course is offered through Prestige Service Training (RTO 31981) which has a responsibility for training, compliance, reporting

and recording student results, and delivered by qualified teachers at the school. Delivery is face to face with online assessment. Extra

tutorial assistance is provided if required. Students learn a broad range of practical skills in creating user documentation, general

programing, web technologies, installing and optimising operating system software and running diagnostic tests

National Code Unit of Competency Title Core (6) /Electives (11)

BSBWHS304 Participate effectively in WHS communication and consultation processes Core

BSBSUS401 Implement and monitor environmentally sustainable work practices Core

ICTICT202 Work and communicate effectively in an ICT environment Core

ICTICT301 Create user documentation Core

ICTICT302 Install and optimise operating system software Core

ICTSAS308 Run standard diagnostic tests Core

Group C Support

ICTICT303 Connect internal hardware components Elective

ICTISAS303 Care for computer hardware Elective

ICTSAS304 Provide basic system administration Elective

ICTSAS305 Provide ICT advice to clients Elective

ICTSAS306 Maintain equipment and software Elective

Group D Web Technologies

BSBEBU401 Review and maintain a website Elective

ICTWEB201 Use social media tools for collaboration and engagement Elective

ICTWEB302 Build simple websites using commercial programs Elective

ICTWEB303 Produce digital images for the web Elective

General Electives

ICUADIG304 Operate application software packages Elective

Imported Elective

BSBITU312 Create electronic presentations Elective

Information is accurate at time of print, but Elective units are subject to change prior to the commencement of the program to

ensure alignment to current industry practices is at its optimum and adequate resources provided by school (as Third Party)


Satisfactory completion of all 17 units is required to be awarded a Certificate, or Statement of Attainment for partial completion of the

qualification which is based on the percentage of competencies attained (25%, 50%, 75). Students eligible for an Australian Tertiary

Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR (for further information

refer to http://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar)

STUDENT ELIGIBILITY/PREREQUISITES

Students should have an interest in information technology and digital media. Access to a laptop and the internet is also required

COST

The course is offered through an external RTO and is therefore a fee paying course. Prestige training fees are $600 per student

delivered over two years, paid directly to Prestige Service Training. Payment Plans are available. This fee is for all electronic material

on an online learning platform, resources and reporting. Texts and reprographics are provided by the school.

PATHWAYS

This qualification Increases a student’s employability for a successful career in IT, digital media & technology. Career outcomes

may include network administrator or support technician, ICT security specialist, network analyst, help desk officer, ICT technician.

Successful completion of this qualification may lead into other ICT related diplomas which can lead into further tertiary pathways

such as Bachelor studies at university.


102 | P a g e

CERTIFICATE II IN

SKILLS FOR WORK

AND VOCATIONAL

PATHWAYS

FSK20113

(VSK)


Costs

Prior Study

No

4 Yes Nil

Nil

COURSE OVERVIEW

This qualification is designed for individuals who require further foundation skills development to prepare for workforce entry or

vocational training pathways.

It is suitable for individuals who require:

a pathway to employment or vocational training

reading, writing, numeracy, oral communication and learning skills at Australian Core Skills Framework (ACSF) Level 3

entry level digital literacy and employability skills

a vocational training and employment plan

Foundation Skills Training Package qualifications may not be listed as an entry requirement for vocational qualifications.

Licensing/Regulatory Information

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

Learning Outcomes / Competencies:

National Code Unit of Competency Title Type

FSKDIG03 Use digital technology for routine workplace tasks Core Unit

FSKLRG09 Use strategies to respond to routine workplace problems Core Unit

FSKLRG11 Use routine strategies for work-related learning Core Unit

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

Core Unit

FSKNUM15 Estimate, measure and calculate routine metric measurements for work Core Unit

FSKOCM07 Interact effectively with others at work Core Unit

FSKRDG10 Read and respond to routine workplace information Core Unit

FSKWTG09 Write routine workplace texts Core Unit

BSBCMM201 Communicate in the Workplace Imported Elective

BSBIND201 Work Effectively in a business environment Imported Elective

BSBWHS201 Contribute to health and safety of self and others Imported Elective

FSKRDG09 Read and respond to routine standard operating procedures Listed Elective

FSKLRG10 Use Routine Strategies for career planning Listed Elective

FSKOCM06 Use oral communication skills to participate in workplace teams Listed Elective

COURSE CONTENT/OUTLINE: Yr10 SEMESTER 1 Yr10 SEMESTER 2 Yr11 SEMESTER 1 Yr11 SEMESTER 2

Cluster/ Unit 1

Goal Setting

Cluster/ Unit 2

Induction

Cluster/ Unit 3

Work Effectively

Cluster/ Unit 4

Communication

ASSESSMENT: Four Cluster booklets comprising of written response,

observations, roleplays.

COST: Nil

senior subject guide v1 - woodcrest state college

Documents