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Senior Handbook

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Page 1: St Clare's College senior courses 2016

Senior Handbook

Page 2: St Clare's College senior courses 2016

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St Clare’s CollegeA Spirited Learning Community

St Clare’s College – A Spirited Learning Community.

St Clare’s College is a Catholic school which provides an excellent environment for students to grow academically, socially, spiritually and personally. The College will welcome and support your daughter to develop into a confident, capable young person equipped with the skills and knowledge to shape her future successfully.

Education at St Clare’s takes place within the context of a faith community providing a learning environment designed to offer a breadth of experiences to challenge and grow the mind, body and spirit of every girl.

St Clare’s College offers a broad curriculum and a wealth of co-curricular and extra-curricular activities within a positive and supportive environment, which invites and encourages students to realise their potential. There are academic support and extension programs to cater for the learning needs of all students.

Consistent academic results attest to the expertise of the staff. A large proportion of the graduating class consistently receive university entrance offers or successfully transition to further study at CIT or into the workforce. Student interest in complementary academic pursuits including ANU College, debating, eisteddfod, Chorale, ensemble and combined band opportunities, drama, the arts and Australian School Based Apprenticeships and training programs attest to the superb approach to learning and the supportive and challenging learning environment. Academic life at the College is full and rewarding.

The co-curricular sports program offers a wide range of opportunities to participate in traditional sport options as well as diverse sports including Dragon Boating, Snow sports and outdoor pursuits such as Duke of Edinburgh and World Challenge.

Effective pastoral care underpins all the College offers and a program especially tailored to the needs of senior students assists the transition from high school to College life. The House based pastoral care system provides opportunities for many students to become involved in leadership and facilitates the development of community, terrific school spirit and outreach programs. The College is justifiably proud of its strong support for charities and causes in the wider community.

St Clare’s has a proud tradition of educating young women in Canberra who proclaim with pride, “I was a St Clare’s girl”. From its inception in 1965, generations of students and their families have been associated with this dynamic learning community and have made a commitment to providing the best facilities and resources. Almost every area of the College has been refurbished in the last six years ensuring excellent facilities for learning and teaching. Future plans will see the development of an even more contemporary learning environment benefitting all students.

We look forward to working with you and your daughter.

Paul CarrollPrincipal

PRINCIPAL’S MESSAGE

Page 3: St Clare's College senior courses 2016

1

Seek Wisdom

St Clare’s CollegeA Spirited Learning Community

St Clare’s College – A Spirited Learning Community.

St Clare’s College is a Catholic school which provides an excellent environment for students to grow academically, socially, spiritually and personally. The College will welcome and support your daughter to develop into a confident, capable young person equipped with the skills and knowledge to shape her future successfully.

Education at St Clare’s takes place within the context of a faith community providing a learning environment designed to offer a breadth of experiences to challenge and grow the mind, body and spirit of every girl.

St Clare’s College offers a broad curriculum and a wealth of co-curricular and extra-curricular activities within a positive and supportive environment, which invites and encourages students to realise their potential. There are academic support and extension programs to cater for the learning needs of all students.

Consistent academic results attest to the expertise of the staff. A large proportion of the graduating class consistently receive university entrance offers or successfully transition to further study at CIT or into the workforce. Student interest in complementary academic pursuits including ANU College, debating, eisteddfod, Chorale, ensemble and combined band opportunities, drama, the arts and Australian School Based Apprenticeships and training programs attest to the superb approach to learning and the supportive and challenging learning environment. Academic life at the College is full and rewarding.

The co-curricular sports program offers a wide range of opportunities to participate in traditional sport options as well as diverse sports including Dragon Boating, Snow sports and outdoor pursuits such as Duke of Edinburgh and World Challenge.

Effective pastoral care underpins all the College offers and a program especially tailored to the needs of senior students assists the transition from high school to College life. The House based pastoral care system provides opportunities for many students to become involved in leadership and facilitates the development of community, terrific school spirit and outreach programs. The College is justifiably proud of its strong support for charities and causes in the wider community.

St Clare’s has a proud tradition of educating young women in Canberra who proclaim with pride, “I was a St Clare’s girl”. From its inception in 1965, generations of students and their families have been associated with this dynamic learning community and have made a commitment to providing the best facilities and resources. Almost every area of the College has been refurbished in the last six years ensuring excellent facilities for learning and teaching. Future plans will see the development of an even more contemporary learning environment benefitting all students.

We look forward to working with you and your daughter.

Paul CarrollPrincipal

PRINCIPAL’S MESSAGE

Page 4: St Clare's College senior courses 2016

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St Clare’s CollegeA Spirited Learning Community

MISSION STATEMENTWe are a Spirited Learning Community

ST CLARE’S COLLEGE IS SPIRITED:• based on the Gospel

• enlivened by the Spirit

• open to life, change and challenge

• valuing consultative, cooperative processes

• preparing students to take an active role in the community

• enthusiastic, hopeful, empowering

• committed to justice.

ST CLARE’S COLLEGE IS A CATHOLIC COMMUNITY:• of students, parents, staff and teachers

• which affirms, nurtures, and empowers all members

• committed to love, peace, joy and hope

• building the Kingdom of God

• developing young women to reach their potential

• open to those who are disadvantaged.

THE LEARNING PROGRAM AT ST CLARE’S COLLEGE:• is holistic

• offers diversity

• promotes high achievement

• is open to new educational developments

• values the uniqueness of each individual

• strives for the spiritual, physical, emotional, intellectual and aesthetic development of all students.

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St Clare’s CollegeA Spirited Learning Community

AIMSEducational Aims of St Clare’s CollegeSt Clare’s College is a Catholic school committed to providing a holistic education for young women. It aims to provide a supportive and just environment in which young women can develop spiritually, academically, socially and physically into confident and capable members of the broader community.

St Clare’s College is a Catholic school committed to providing a holistic education for young women. It aims to provide a supportive and just environment in which young women can develop spiritually, academically, socially and physically into confident and capable members of the broader community.

Upon completion of her studies at St Clare’s College each student will have had the opportunity to:

Grow in love and understanding of God, self and neighbour through:

• Participation in the prayer life of the College as well as in formal Religious Education courses

• Learning about and modelling Christ’s teachings

• Developing empathy with the needs and experiences of people within and beyond her own community, especially those who are in need or disadvantaged, through experiential learning and participation in activities with a social justice focus

• Developing an understanding, appreciation of and respect for diverse cultures and traditions, including religious traditions

• Developing a reverence for life, and an understanding and appreciation of our stewardship of the natural physical environment

• Active participation in all areas of learning and seeking to achieve success through personal challenges.

Develop her knowledge and skills and acquire an appreciation of learning through:

• The experience of a rich and varied curriculum

• Gaining sound academic and study skills appropriate to her level of study

• Being in an environment that promotes a positive approach to and love of learning

• Being encouraged to become an independent and self-motivated learner

• Participating actively in the learning process and working collaboratively with others as well as independently

• Experiencing how learning can occur in many different environments and through the use of technologies

• Being given opportunities to develop a range of skills including aesthetic, sporting, creative, emotional, and analytical as well as literacy and numeracy skills which form the basis for many other life skills.

Page 5: St Clare's College senior courses 2016

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Seek Wisdom

St Clare’s CollegeA Spirited Learning Community

MISSION STATEMENTWe are a Spirited Learning Community

ST CLARE’S COLLEGE IS SPIRITED:• based on the Gospel

• enlivened by the Spirit

• open to life, change and challenge

• valuing consultative, cooperative processes

• preparing students to take an active role in the community

• enthusiastic, hopeful, empowering

• committed to justice.

ST CLARE’S COLLEGE IS A CATHOLIC COMMUNITY:• of students, parents, staff and teachers

• which affirms, nurtures, and empowers all members

• committed to love, peace, joy and hope

• building the Kingdom of God

• developing young women to reach their potential

• open to those who are disadvantaged.

THE LEARNING PROGRAM AT ST CLARE’S COLLEGE:• is holistic

• offers diversity

• promotes high achievement

• is open to new educational developments

• values the uniqueness of each individual

• strives for the spiritual, physical, emotional, intellectual and aesthetic development of all students.

3

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St Clare’s CollegeA Spirited Learning Community

AIMSEducational Aims of St Clare’s CollegeSt Clare’s College is a Catholic school committed to providing a holistic education for young women. It aims to provide a supportive and just environment in which young women can develop spiritually, academically, socially and physically into confident and capable members of the broader community.

St Clare’s College is a Catholic school committed to providing a holistic education for young women. It aims to provide a supportive and just environment in which young women can develop spiritually, academically, socially and physically into confident and capable members of the broader community.

Upon completion of her studies at St Clare’s College each student will have had the opportunity to:

Grow in love and understanding of God, self and neighbour through:

• Participation in the prayer life of the College as well as in formal Religious Education courses

• Learning about and modelling Christ’s teachings

• Developing empathy with the needs and experiences of people within and beyond her own community, especially those who are in need or disadvantaged, through experiential learning and participation in activities with a social justice focus

• Developing an understanding, appreciation of and respect for diverse cultures and traditions, including religious traditions

• Developing a reverence for life, and an understanding and appreciation of our stewardship of the natural physical environment

• Active participation in all areas of learning and seeking to achieve success through personal challenges.

Develop her knowledge and skills and acquire an appreciation of learning through:

• The experience of a rich and varied curriculum

• Gaining sound academic and study skills appropriate to her level of study

• Being in an environment that promotes a positive approach to and love of learning

• Being encouraged to become an independent and self-motivated learner

• Participating actively in the learning process and working collaboratively with others as well as independently

• Experiencing how learning can occur in many different environments and through the use of technologies

• Being given opportunities to develop a range of skills including aesthetic, sporting, creative, emotional, and analytical as well as literacy and numeracy skills which form the basis for many other life skills.

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St Clare’s CollegeA Spirited Learning Community

Reach intellectual potential through:

• Using her gifts and talents to the best of her ability

• Being able to communicate her ideas both orally and in writing

• Develop research and investigative skills

• Using current technologies to advance her learning

• Taking responsibility for her learning and the organisation of her studies

• Utilizing fully the human and material resources available to her

• Selecting courses that challenge her appropriately and meet her future needs and current interests

Develop a strong sense of community and personal awareness through:

• Showing respect and courtesy to others and supporting others in times of personal need

• Employing effective interpersonal skills and an understanding, appreciation and tolerance of difference

• Utilising appropriate conflict resolution and stress management skills

• Participating in and being supportive of College and community activities

• Gaining essential knowledge about herself and her environment and the interaction between people and the environment

• Developing an awareness of the importance of an active and healthy lifestyle on her spiritual, emotional and physical development and well-being.

Demonstrate taking responsibility for her own actions and decisions through:

• Behaving in a manner that brings credit to herself and the College at all times

• Respecting the property of the College and others in the community

• Avoiding dangerous and unsafe practices

• Showing the ability to solve problems and deal with change effectively

• Understanding her personal potential for contributing to the community

• Being honest and fair in her dealings with others.

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St Clare’s CollegeA Spirited Learning Community

SPIRITED C

OM

MUN

ITY

LEARNING

and interests are reflected in our curriculum.

beyond the classroom.

Being dynamic and responsive to change.

teaching and learning.

learn

ing en

viron

men

ts.

richn

ess o

f our

teac

hing a

nd le

arnin

g

com

mun

ity.

HA

NDS

H E A D

HEAR

T

TEACHING AND LEARNINGPRINCIPLES

St Clare’s College is a spirited learning community committed to engaging the ‘head, heart and hands’ of all students.

“ ... what a child can do today with assistance, she will be able to do by herself tomorrow.”

Lev Vygotsky, Interaction Between Learning and Develo

“Teaching has an extraordinary moral depth and is one of humankind’s most excellent and creative activities, for the teacher does not write on inanimate material but on the very spirit of human beings.”

The Catholic School on the Threshold of the Third Millennium, paragraph 19

Page 7: St Clare's College senior courses 2016

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Seek Wisdom

St Clare’s CollegeA Spirited Learning Community

SPIRITED C

OM

MUN

ITY

LEARNING

and interests are reflected in our curriculum.

beyond the classroom.

Being dynamic and responsive to change.

teaching and learning.

learn

ing en

viron

men

ts.

richn

ess o

f our

teac

hing a

nd le

arnin

g

com

mun

ity.

HA

NDS

H E A D

HEAR

T

TEACHING AND LEARNINGPRINCIPLES

St Clare’s College is a spirited learning community committed to engaging the ‘head, heart and hands’ of all students.

“ ... what a child can do today with assistance, she will be able to do by herself tomorrow.”

Lev Vygotsky, Interaction Between Learning and Develo

“Teaching has an extraordinary moral depth and is one of humankind’s most excellent and creative activities, for the teacher does not write on inanimate material but on the very spirit of human beings.”

The Catholic School on the Threshold of the Third Millennium, paragraph 19

Page 8: St Clare's College senior courses 2016

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St Clare’s CollegeA Spirited Learning Community

Page 9: St Clare's College senior courses 2016

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St Clare’s CollegeA Spirited Learning Community

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St Clare’s CollegeA Spirited Learning Community

TABLE CONTENTSPRINCIPAL’S MESSAGE 1

MISSION STATEMENT 2

AIMS 3

TEACHING AND LEARNING PRINCIPLES 5

THE ACT COLLEGE SYSTEM 9

COURSES AVAILABLE AT ST CLAIRE’S 13

COURSE PACKAGES 14

ENGLISH 17English (T) 17

Literature (T) 17

Essential English (A) 18

LANGUAGE 19Continuing French (T) 19

Continuing Advanced Japanese (T) 20

Continuing Italian (T) (A) and Advanced Italian (T) 20

MATHEMATICS 22Specialist Mathematics (T) 23

Advanced Mathematical Methods (T) 24

Mathematical Methods (T) 24

Mathematical Applications (T) 25

MatheMatics (a) courses 25

Essential Mathematics (A) 26

Contemporary Mathematics (A) 26

General Methods of Assessment 26

PHYSICAL EDUCATION 27Exercise Science (T) 27

Physical Education (A) 28

Sports Development (A) 30

RELIGIOUS STUDIES 31Religious Studies (T) and (A) 31

CHC10212: Certificate I in Active Volunteering 33

CHC20212: Certificate II in Active Volunteering 33

SCIENCE 34Physics (T) 34

Chemistry (T) 35

Biology (T) and (A) 36

Earth & Environmental Science (T) and (A) 38

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STUDIES OF SOCIETY AND ENVIRONMENT 40Business (T) and (A) 40

Business Administration (A/V) 41

BSB20112: Certificate II in Business BSB30112: Certificate III in BusinessGeography (T) and (A) 42

Modern History (T) and (A) 43

Ancient History (T) and (A) 44

Legal Studies (T) and (A) 45

Early Childhood Education and Care (A/V) CHC30113: Certificate III in Early 46

Childhood Education and Care

Psychology (T) and (A) 48

Sociology (T) and (A) 49

Behavioural Science Course (T) and (A) 50

TECHNOLOGY 52Fashion Design and Textiles (T, VT, A, VA,) 52

Hospitality (T, TV, A, AV,) 54

Food Science and Management (T) 57

Design and Technology (T) and (A) 59

Design and Graphics (T) and (A) 60

Information Technology (T/A/V) ICA20111: Certificate II in Information, 62Digital Media and TechnologyCertificate II in Creative Industries (Media) 62

THE ARTS 65Dance (T) and (A) 65

Drama (T) and (A) 68

Media (T) and (A) 71

Music (T) and (A) 73

Visual Arts (T) and (A) 76Photography (T) and (A) 78

ATTENDANCE POLICY FOR YEARS 11 AND 12 80Longer Term Leave: Years 11 - 12 80

Senior Leave Requests 80

ASSESSMENT AND REPORTING 82

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St Clare’s CollegeA Spirited Learning Community

THE ACT COLLEGE SYSTEMIntroductionAfter choosing to enrol in Years 11 and 12 at St Clare’s College, a student must then choose a package of courses to follow over the next two years. This booklet provides an overview of the proposed Senior Courses for 2016.

The package chosen may be either a Tertiary Package leading to the award of an ACT Senior Secondary Certificate and an Australian Tertiary Admission Rank (ATAR) or an Accredited Package leading to the award of an ACT Senior Secondary Certificate. Within both packages students may also obtain Vocational Certificates.

General TerminologyThe ACT Board of Senior Secondary Studies (BSSS)

The ACT BSSS, also known as the Board, is responsible for the certification of all senior college studies. For further information regarding the BSSS please refer to their website: www.bsss.act.edu.au

ACT Senior Secondary CertificateThe ACT Senior Secondary Certificate (SSS) is awarded following a program of full-time study completed over Years 11 and 12. It certifies that students have demonstrated achievement that prepares them for the workforce or further study. This certificate is issued at the end of Year 12 to all students who have completed an approved program of studies in Years 11 and 12. The certificate records all units and achievement grades.

Course Pattern A Standard Package for a Senior Secondary Certificate will be awarded on completion of an educational program approved by the college as having a logical pattern of study and which includes the equivalent of at least 17 standard units.

This package must contain a minimum of four (4) A, T, M, H, C or E courses (see below for further information regarding the meaning for each course) from at least three (3) different course areas. This must include at least two A, T or M courses.

A Tertiary Package is a package of courses which allows a student to meet the requirements for entrance into tertiary institutions. Students must complete the equivalent of 20 standard units, 18 of which must be T, A, H, M, C or E.

The accredited units must be arranged into courses to form at least the following patterns: • Five(5) majors; or • Four (4) majors and one (1) minor; or • Three (3) majors and three (3) minors and• Completion of the ACT Scaling Test (AST) in Year 12• Studies would normally be completed in no fewer than four semesters.

Course FrameworksCourse Frameworks provide the basis for the development and accreditation of courses and a common basis for assessment, moderation and reporting and for accommodating national changes in general and vocational education in curriculum and assessment.

Each Course Framework includes the Rationale and Goals of the Course, Guide to the selection of Content, Pedagogy, Assessment Criteria, Achievement Standards, Moderation Procedures and Bibliography.

Page 11: St Clare's College senior courses 2016

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St Clare’s CollegeA Spirited Learning Community

THE ACT COLLEGE SYSTEMIntroductionAfter choosing to enrol in Years 11 and 12 at St Clare’s College, a student must then choose a package of courses to follow over the next two years. This booklet provides an overview of the proposed Senior Courses for 2016.

The package chosen may be either a Tertiary Package leading to the award of an ACT Senior Secondary Certificate and an Australian Tertiary Admission Rank (ATAR) or an Accredited Package leading to the award of an ACT Senior Secondary Certificate. Within both packages students may also obtain Vocational Certificates.

General TerminologyThe ACT Board of Senior Secondary Studies (BSSS)

The ACT BSSS, also known as the Board, is responsible for the certification of all senior college studies. For further information regarding the BSSS please refer to their website: www.bsss.act.edu.au

ACT Senior Secondary CertificateThe ACT Senior Secondary Certificate (SSS) is awarded following a program of full-time study completed over Years 11 and 12. It certifies that students have demonstrated achievement that prepares them for the workforce or further study. This certificate is issued at the end of Year 12 to all students who have completed an approved program of studies in Years 11 and 12. The certificate records all units and achievement grades.

Course Pattern A Standard Package for a Senior Secondary Certificate will be awarded on completion of an educational program approved by the college as having a logical pattern of study and which includes the equivalent of at least 17 standard units.

This package must contain a minimum of four (4) A, T, M, H, C or E courses (see below for further information regarding the meaning for each course) from at least three (3) different course areas. This must include at least two A, T or M courses.

A Tertiary Package is a package of courses which allows a student to meet the requirements for entrance into tertiary institutions. Students must complete the equivalent of 20 standard units, 18 of which must be T, A, H, M, C or E.

The accredited units must be arranged into courses to form at least the following patterns: • Five(5) majors; or • Four (4) majors and one (1) minor; or • Three (3) majors and three (3) minors and• Completion of the ACT Scaling Test (AST) in Year 12• Studies would normally be completed in no fewer than four semesters.

Course FrameworksCourse Frameworks provide the basis for the development and accreditation of courses and a common basis for assessment, moderation and reporting and for accommodating national changes in general and vocational education in curriculum and assessment.

Each Course Framework includes the Rationale and Goals of the Course, Guide to the selection of Content, Pedagogy, Assessment Criteria, Achievement Standards, Moderation Procedures and Bibliography.

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CourseA course is made up of a combination of units; for example, the Physics course consists of four semester-length units. Courses have the following classifications:

A (Accredited) Course• A course which has been accepted by the ACT Board of Senior Secondary Studies as being educationally sound

and appropriate for students in Years 11 and 12.

T (Tertiary) Course• A course which has been accepted by the ACT Board of Senior Secondary Studies as one which prepares students for higher education.

M (Modified) Course• An A course which has been modified to provide appropriate educational outcomes for students who satisfy

specific disability criteria.

H Course• An H classification is given to a Year 11 and 12 course, which is designed and accredited by an Australian higher

education provider and where successful completion of the course will be recognised towards an undergraduate degree with that provider. H courses may contribute to a student’s ATAR calculation and the units may contribute to the college course.

C Course• C classification is given to a Board accredited vocational education and training program appropriate for

students in Year 11 and 12, which is delivered and assessed by Registered Training Organisations (RTOs) approved by the BSSS and registered by the ACT Accreditation and Registration Council under the Australian Quality Training Framework.

V (Vocational) Course• A vocational program leads to a vocational Certificate or Statement of Attainment as defined by the Australian

Qualifications Framework (AQF). The content of the vocational program is based on the competencies defined in the relevant Training Package and follows the Australian Quality Training Framework (AQTF). Vocational programs accredited by the Board may be classified as A, T, M, or C. Structured Workplace Learning (SWL), where students spend time in the workplace, may be part of a Vocational Education Course and are classified as W units.

R (Registered) Unit or Course• An R unit or course has gained College Board and BSSS approval. R courses and R units are usually designed

to further the student’s social, cultural, sporting and/or personal development or it may be a modified level of an Accredited Course. R units may be registered with values which are multiples of 0.1 (i.e., 5.5 hours) of a standard unit.

E Course• E classification is given to a Board registered course, which leads to a nationally recognised vocational

qualification and is delivered by an external Registered Training Organisation.

Major and Minor Courses• Courses are studied either as ‘majors’ or ‘minors’. A major is obtained by completing four standard units of a

course, that is, studying it for all of Years 11 and 12. A minor is obtained by completing two standard units of a course, that is, studying it for only one year. This could be in Year 11 or Year 12.

Major/Minor and Double Major Courses• In some courses it is possible to do more than four standard units. A student completing six units gains a ‘major/

minor’ in the subject. Eight (8) units provide a ‘double major’. 11

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Standard UnitA semester unit has a value of ‘one standard unit’. If a unit is delivered over a term it has a value of 0.5 units.

Unit Grades:Student achievement in A, T and M courses is reported on the ACT SSC on a 5 point A to E scale based on the A - E grade standards described in the Course Frameworks.

Generally across all Course Frameworks, as well as representing the Course Framework specific unit grade descriptions, the letters A, B, C, D and E may be understood to indicate:

A: awarded to students who have demonstrated a very high level of knowledge and understanding of the full range of concepts and principles of the unit. They have shown evidence of a very high level of cognitive and practical skill in a wide range of assessment situations

B: awarded to students who have demonstrated a high level of knowledge and understanding of the concepts and principles of the unit. They have shown evidence of a high level of cognitive and practical skill in a range of assessment situations

C: awarded to students who have demonstrated a sound level of knowledge and understanding of the basic concepts and principles of the unit. They have shown evidence of a sound level of cognitive and practical skill in most assessment situations

D: awarded to students who have demonstrated a limited knowledge and understanding of the basic concepts and principles of the unit. They have shown evidence of a limited level of cognitive and practical skill in assessment situations

E: awarded to students who have demonstrated a very limited knowledge and understanding of the basic concepts and principles of the unit. They have shown evidence of a very limited level of cognitive and practical skill in assessment situations

Other possible grades on an ACT SSC are Pass, Participated, Status and Recognition.

A Pass grade is awarded in R, E and C units when a student has satisfactorily completed the unit and achieved at least some of the competencies (C, E units).

A Participated grade is awarded in C units when a student has met the attendance and assessment requirements but achieved none of the competencies.

A Status grade is awarded when a student has been unable to complete the unit through illness or misadventure and the college does not have enough evidence to award a grade (12).

A Recognition grade is awarded when a student has completed some year 11/12 studies in other jurisdictions.

Unit grades for H units will be awarded by the university, using the descriptors from that university. These grades include High Distinction, Distinction, Credit, Pass, Ungraded Pass and Conceded Pass.

Unit ScoreThe standardised score awarded at the end of a semester in each Unit studied. Scores are standardised to historical parameters. Unit Scores contribute to a Course Score at the end of Year 12. Scores and Rank Order in each unit are posted on the noticeboard outside the Assistant Principal’s (Curriculum and Assessment) office at the end of each semester.

Course ScoreThe score awarded at the completion of a T-course. Each unit is assessed as it is undertaken. The best 80% of unit scores combine to give the course score. The score indicates ranking in the course in relation to other students in the course. Course scores in each course are scaled using the college’s AST results.

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Standard UnitA semester unit has a value of ‘one standard unit’. If a unit is delivered over a term it has a value of 0.5 units.

Unit Grades:Student achievement in A, T and M courses is reported on the ACT SSC on a 5 point A to E scale based on the A - E grade standards described in the Course Frameworks.

Generally across all Course Frameworks, as well as representing the Course Framework specific unit grade descriptions, the letters A, B, C, D and E may be understood to indicate:

A: awarded to students who have demonstrated a very high level of knowledge and understanding of the full range of concepts and principles of the unit. They have shown evidence of a very high level of cognitive and practical skill in a wide range of assessment situations

B: awarded to students who have demonstrated a high level of knowledge and understanding of the concepts and principles of the unit. They have shown evidence of a high level of cognitive and practical skill in a range of assessment situations

C: awarded to students who have demonstrated a sound level of knowledge and understanding of the basic concepts and principles of the unit. They have shown evidence of a sound level of cognitive and practical skill in most assessment situations

D: awarded to students who have demonstrated a limited knowledge and understanding of the basic concepts and principles of the unit. They have shown evidence of a limited level of cognitive and practical skill in assessment situations

E: awarded to students who have demonstrated a very limited knowledge and understanding of the basic concepts and principles of the unit. They have shown evidence of a very limited level of cognitive and practical skill in assessment situations

Other possible grades on an ACT SSC are Pass, Participated, Status and Recognition.

A Pass grade is awarded in R, E and C units when a student has satisfactorily completed the unit and achieved at least some of the competencies (C, E units).

A Participated grade is awarded in C units when a student has met the attendance and assessment requirements but achieved none of the competencies.

A Status grade is awarded when a student has been unable to complete the unit through illness or misadventure and the college does not have enough evidence to award a grade (12).

A Recognition grade is awarded when a student has completed some year 11/12 studies in other jurisdictions.

Unit grades for H units will be awarded by the university, using the descriptors from that university. These grades include High Distinction, Distinction, Credit, Pass, Ungraded Pass and Conceded Pass.

Unit ScoreThe standardised score awarded at the end of a semester in each Unit studied. Scores are standardised to historical parameters. Unit Scores contribute to a Course Score at the end of Year 12. Scores and Rank Order in each unit are posted on the noticeboard outside the Assistant Principal’s (Curriculum and Assessment) office at the end of each semester.

Course ScoreThe score awarded at the completion of a T-course. Each unit is assessed as it is undertaken. The best 80% of unit scores combine to give the course score. The score indicates ranking in the course in relation to other students in the course. Course scores in each course are scaled using the college’s AST results.

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Tertiary Entrance Statement (TES)Students who complete a Tertiary Package are awarded a Tertiary Entrance Statement (TES) which reports the student’s Australian Tertiary Admission Rank (ATAR) and information on the T courses the student studied.

Aggregate ScoreThis is the score which will be used to determine the ATAR. An aggregate score is provided only if the student has completed a tertiary package. It is calculated by adding the best 3.6 scaled course scores. That is, the best three major scaled course scores and 0.6 of the fourth. The fourth may be a minor course. An Australian Tertiary Admission Rank is calculated from the student’s aggregate score.

Australian Tertiary Admission Rank (ATAR)The Australian Tertiary Admission Rank places all ACT students in rank order. The ATAR is used by universities to determine admission to university and to faculties. It is a percentile ranking which indicates how a student has performed compared to other Year 12 students.

ACT Scaling Test (AST)Towards the end of Year 12, in September, all students in the ACT who wish to undertake Tertiary studies at some time in the future or are likely to want an ATAR, must sit the AST.

The AST is a test of general scholastic ability which aims to measure a student’s capacity for tertiary study. Students sitting the AST are required to perform three distinct tasks:

• Multiple Choice Component. This test comprises 80 questions in 2 ¼ hours. The multiple choice questions are based on a variety of material drawn from the Humanities, Social Sciences, Sciences and Mathematics and measure a student’s ability to reason, comprehend, interpret and make inferences from a variety of verbal and quantitative material.

• Essay Writing Component. The essay writing component requires a student, in a 2 ½ hours testing session, to produce an extended piece of prose writing.

• Short Answer Response Component. This is a test of thinking and reasoning, and students will be asked for interpretation, explanation and justification of a point of view. The stimulus material may be a prose passage, a quotation, a graph, a table containing words or numbers, a poem, a picture or a map or any combination of these. The major elements in the test will cover the following: Comprehending and Interpreting, Dealing with Information, Thinking Critically, Drawing Conclusions, Solving Problems, and Evaluating and Responding. There will be several questions and the material will be drawn from a wide variety of subject areas, but is not aimed at subject specialists and should be accessible to all senior secondary students. Responses will vary in length from a few words to a paragraph.

Useful BSSS Publications• Available on the ACT Board of Senior Secondary Studies website are: (www.bsss.act.edu.au)

• What Certificates Could You Obtain?

• What’s the AST?

• What’s the ATAR?

• What’s Plagiarism? How you can avoid it.

• Your Rights to Appeal.

The Australian CurriculumThe Australian Curriculum, Assessment and Reporting Authority (ACARA) have developed Senior Secondary Australian Curriculum for English, Geography, History, Mathematics and Science. The ACT Board of Senior Secondary Studies (BSSS) has now accredited the courses for delivery in colleges. St Clare’s College began implementing the BSSS approved Senior Secondary Australian Curriculum in 2015 in English and History. In 2016 Geography, Mathematics and Science course will be implemented.

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COURSES AVAILABLE AT ST CLARE’S COLLEGEIT IS RECOMMENDED THAT STUDENTS STUDY A MINIMUM SELECTION OF FIVE COURSESPLUS RELIGIOUS STUDIES

RELIGIOUS STUDIESReligious Studies TReligious Studies AActive Volunteering C

MATHEMATICSSpecialist Mathematics TAdvanced Mathematical Methods TMathematical Methods TMathematical Applications (AC: General Mathematics)

T

Essential Mathematics AContemporary Mathematics A

THE ARTSDance T, ADrama T, AMedia T, AMusic T, APhotography T, AVisual Arts T, A

STUDIES OF SOCIETY & ENVIRONMENT (SOSE)Business TBusiness Administration A, VEarly Childhood Education and Care A, VGeography T, AAncient History T, AModern History T, ALegal Studies T, APsychology T, A

Sociology T, ABehavioural Science T, A

ENGLISHEnglish TLiterature TEssential English A

PHYSICAL EDUCATION & HEALTHExercise Science TPhysical Education ASports Development A

SCIENCEPhysics TChemistry TBiology T, AEarth and Environmental Science T, A

LANGUAGESContinuing French TContinuing Italian T, AAdvanced Italian TContinuing & Advanced Japanese T

TECHNOLOGYDesign & Technology T, AGraphic Design T, AFashion T, A, VHospitality T, A, VInformation Technology T, A, V

T = Tertiary study level V = Vocational study levelA = Accredited study level C = Accredited Vocational study level

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COURSES AVAILABLE AT ST CLARE’S COLLEGEIT IS RECOMMENDED THAT STUDENTS STUDY A MINIMUM SELECTION OF FIVE COURSESPLUS RELIGIOUS STUDIES

RELIGIOUS STUDIESReligious Studies TReligious Studies AActive Volunteering C

MATHEMATICSSpecialist Mathematics TAdvanced Mathematical Methods TMathematical Methods TMathematical Applications (AC: General Mathematics)

T

Essential Mathematics AContemporary Mathematics A

THE ARTSDance T, ADrama T, AMedia T, AMusic T, APhotography T, AVisual Arts T, A

STUDIES OF SOCIETY & ENVIRONMENT (SOSE)Business TBusiness Administration A, VEarly Childhood Education and Care A, VGeography T, AAncient History T, AModern History T, ALegal Studies T, APsychology T, A

Sociology T, ABehavioural Science T, A

ENGLISHEnglish TLiterature TEssential English A

PHYSICAL EDUCATION & HEALTHExercise Science TPhysical Education ASports Development A

SCIENCEPhysics TChemistry TBiology T, AEarth and Environmental Science T, A

LANGUAGESContinuing French TContinuing Italian T, AAdvanced Italian TContinuing & Advanced Japanese T

TECHNOLOGYDesign & Technology T, AGraphic Design T, AFashion T, A, VHospitality T, A, VInformation Technology T, A, V

T = Tertiary study level V = Vocational study levelA = Accredited study level C = Accredited Vocational study level

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COURSE PACKAGESChoosing CoursesIn planning a program of senior study, students are encouraged to consider not only their post-secondary objectives but to choose courses that relate to their interests and abilities. Students usually achieve better at the subjects they are interested in rather than those they ‘need’.

Entrance to most universities requires a satisfactory ATAR as well as meeting the entry requirements of different faculties. The ACT system is designed to be flexible in that the score in any of the T courses can be used towards the Australian Tertiary Admission Rank. All subjects have equal standing. Mathematics Courses, however, are studied at different levels and results are moderated between courses.

Students should avoid over-specialisation. The best preparation for a place in the work force or further study is a broad general education. Students who do well at university are people who are able to think critically, who can write and speak with coherence and intelligence and who have an understanding of the world and their place in it. Advancement in the workforce is available to those who can speak, read and write with ease and confidence and who have a useful general knowledge of their world.

Students should also consider placement in a TAFE institution at the completion of Year 12. TAFE Courses are valuable qualifications in their own right and Associate Diploma Courses can provide credit towards a degree at a university. The Canberra Institute of Technology (CIT) is a valuable alternative for post-college education and unless there is a reasonable expectation of succeeding in four Tertiary courses, students are best advised to opt for a non-tertiary package.

The College provides counselling and advisory services to assist students in career and course choices; however, it remains the student’s responsibility to ensure that courses and units selected are appropriate to their further needs. Students are to:

• Ascertain vocational requisites and relevant prerequisites before establishing a course pattern

• Check that their package meets the requirements of this College and of the Senior Secondary Certificate

• Ensure that additional requirements for entry into tertiary institutions are met where a student intends to proceed to further study

• Ensure that the Dean of Students and/or Assistant Principal (Curriculum and Assessment) is consulted before any change in course, even when that change is to a different level within a course

• Ensure that changes are only made after consultation between students, parents, teachers, Dean of Students and the Assistant Principal (Curriculum and Assessment).

Course Requirements at St Clare’s CollegeAll students are expected to undertake courses in Religious Studies and English in the two years of senior secondary education at St Clare’s College. Religious Studies may be taken as a major or minor. The Religious Studies minor must be studied across both Year 11 and Year 12.

Students are to be enrolled in a minimum of six courses in Year 11 and a minimum of five courses in Year 12. Students who elect the Religious Studies minor will study a minimum of 5.5 courses across both Year 11 and Year 12. Students completing an ASBA (Australian School Based Apprenticeship) will study fewer courses than those indicated.

A Tertiary Package student could include one or possibly two Accredited (A) courses in their package.

Students should attempt courses that provide them with the greatest opportunities and with the optimum learning experiences (i.e. at the highest level at which they can be successful). Each student at St Clare’s College is expected to show a commitment to the study program she selects. Each student should attempt courses appropriate to her needs, abilities and interests. Students must seek approval from the Dean of Students and/or Assistant Principal (Curriculum and Assessment) to join or leave a unit.

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Vocational Education at St Clare’s CollegeSt Clare’s College is a Registered Training Organisation (RTO) accredited to deliver nationally recognised Vocational Education Courses. The following Vocational Education (or V) Courses are offered:

• Certificate I in Active Volunteering CHC10212• Certificate II in Active Volunteering CHC20212• Certificate II in Applied Fashion Design and Technology LMT21707• Certificate II in Business BSB20112• Certificate III in Business (Statement of Attainment) BSB30112• Certificate III in Early Childhood Education and Care (Statement of Attainment) CH30113• Certificate I in Hospitality SIT10213 • Certificate II in Hospitality SIT20213• Certificate III in Hospitality SIT 30713• Certificate II in Information, Digital Media and Technology ICA20111• Certificate II in Kitchen Operations SIT20312

From their study of these courses, students can achieve a nationally recognised Certificate. Alternatively, if they do not satisfy all the requirements for a Certificate, they will receive a Statement of Attainment outlining the competencies achieved. For further information on these courses, please consult the relevant subject sections of this course guide and the VET handbook.

Australian School Based Apprenticeship (ASBA)Students at St Clare’s College are able to undertake an Australian School Based Apprenticeship (ASBA) as part of their senior studies. This usually involves completing components of on-the-job training combined with off-the-job training. Opportunities are available in a wide variety of fields including Business Administration, Hairdressing, General Construction, Animal Services and Retail.Further information in relation to ASBAs can be obtained by contacting the VET Coordinator.

Recognition of Prior Learning (RPL) at St Clare’s CollegeThe Recognition of Prior Learning (RPL) process enables students to seek acknowledgment of experience and skills they possess that are required in a particular Vocational Education Course.

Students applying for RPL supply evidence to support their application and will generally be required to attend an interview where they will discuss their skills with an experienced teacher and relate them to the Course.

Students who believe they may be eligible for RPL should discuss this in the first instance with their teacher. They can then apply for the RPL through the VET Coordinator. Students are encouraged to seek any help needed for their application from their teacher, the relevant Faculty Coordinator, the VET Coordinator or the Assistant Principal (Curriculum and Assessment).

If the application is successful, the student will be credited with the relevant competencies. If the application is unsuccessful, the student has the right to appeal against the decision.

Registered UnitsRegistered units or courses that are taken as part of a student’s mainstream package are described under the subject concerned.

In addition to these, different faculties offer a range of Registered Units, which allow students the opportunity to further their personal, sporting and cultural development. Any Registered Unit completed will appear on the student’s Senior Secondary Certificate.

Units exist to recognise student involvement in the many aspects of the College’s co-curricular activities. Students are encouraged to consult the relevant Faculty Coordinator or the Assistant Principal Curriculum for detailed information on units.

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Vocational Education at St Clare’s CollegeSt Clare’s College is a Registered Training Organisation (RTO) accredited to deliver nationally recognised Vocational Education Courses. The following Vocational Education (or V) Courses are offered:

• Certificate I in Active Volunteering CHC10212• Certificate II in Active Volunteering CHC20212• Certificate II in Applied Fashion Design and Technology LMT21707• Certificate II in Business BSB20112• Certificate III in Business (Statement of Attainment) BSB30112• Certificate III in Early Childhood Education and Care (Statement of Attainment) CH30113• Certificate I in Hospitality SIT10213 • Certificate II in Hospitality SIT20213• Certificate III in Hospitality SIT 30713• Certificate II in Information, Digital Media and Technology ICA20111• Certificate II in Kitchen Operations SIT20312

From their study of these courses, students can achieve a nationally recognised Certificate. Alternatively, if they do not satisfy all the requirements for a Certificate, they will receive a Statement of Attainment outlining the competencies achieved. For further information on these courses, please consult the relevant subject sections of this course guide and the VET handbook.

Australian School Based Apprenticeship (ASBA)Students at St Clare’s College are able to undertake an Australian School Based Apprenticeship (ASBA) as part of their senior studies. This usually involves completing components of on-the-job training combined with off-the-job training. Opportunities are available in a wide variety of fields including Business Administration, Hairdressing, General Construction, Animal Services and Retail.Further information in relation to ASBAs can be obtained by contacting the VET Coordinator.

Recognition of Prior Learning (RPL) at St Clare’s CollegeThe Recognition of Prior Learning (RPL) process enables students to seek acknowledgment of experience and skills they possess that are required in a particular Vocational Education Course.

Students applying for RPL supply evidence to support their application and will generally be required to attend an interview where they will discuss their skills with an experienced teacher and relate them to the Course.

Students who believe they may be eligible for RPL should discuss this in the first instance with their teacher. They can then apply for the RPL through the VET Coordinator. Students are encouraged to seek any help needed for their application from their teacher, the relevant Faculty Coordinator, the VET Coordinator or the Assistant Principal (Curriculum and Assessment).

If the application is successful, the student will be credited with the relevant competencies. If the application is unsuccessful, the student has the right to appeal against the decision.

Registered UnitsRegistered units or courses that are taken as part of a student’s mainstream package are described under the subject concerned.

In addition to these, different faculties offer a range of Registered Units, which allow students the opportunity to further their personal, sporting and cultural development. Any Registered Unit completed will appear on the student’s Senior Secondary Certificate.

Units exist to recognise student involvement in the many aspects of the College’s co-curricular activities. Students are encouraged to consult the relevant Faculty Coordinator or the Assistant Principal Curriculum for detailed information on units.

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The following outlines areas in which students may qualify for an R unit:

College CommunityPastoral Care, St Vincent de Paul Conference, College Leadership, Employment Skills, Religious Retreat, Cross-Age Tutoring Program

EnglishDebating, Shakespeare Festival, ‘The Seeker’ Magazine

Performing ArtsThe Chorale, the Chamber Ensemble, the combined bands, the College Musical, the Rock Eisteddfod and the production of College videos

Physical EducationCoaching, sport involvement

Recognition of Outside LearningThe BSSS recognises that students participate in learning that takes place outside of the formal structured learning program that exists within the College. These units could be under the direction of someone who is not a member of St Clare’s College teaching staff. Students seeking Recognition of Outside Learning must provide documentation by the agreed date in Semester 2 of Year 12

ScienceCSIRO Student Research Scheme, Questacon

Studies of Society and EnvironmentFirst Aid Certificate (Children’s Services)

Textiles and Food TechnologyCIT Bar Course

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ENGLISHIn 2016 students in Year 11 and 12 will study units developed from the Senior Secondary Australian Curriculum. The courses offered are: English (T), Literature (T) and Essential English (A). All courses should enable students to develop:

• Skills in listening, speaking, reading, viewing and writing

• Their capabilities to create texts for a range of purposes, audiences and contexts

• Their understanding and appreciation of different uses of language

• Their ability to communicate appropriately using Standard Australian English in a range of contexts

• Their critical and analytical skills

• Their ability to respond personally, critically and imaginatively to a range of texts drawn from Australian and other historical, contemporary and cultural contexts and traditions

English (T) Course DescriptionEnglish focuses on developing students’ analytical, creative and critical thinking and communication skills in all language modes. It encourages students to engage with texts from their contemporary world, with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it.

• Unit 1: Communication of Meaning

• Unit 2: Representation Through Text

• Unit 3: Comparative Texts

• Unit 4: Perspectives

Literature (T)Course DescriptionLiterature focuses on the study of literary texts, developing students as independent, innovative and creative learners and thinkers, who appreciate the aesthetic use of language, evaluate perspectives and evidence, and challenge ideas and interpretations. Literature explores how literary texts shape perceptions of the world and enable us to enter other worlds of the imagination. In this subject, students actively participate in the dialogue and detail of literary analysis and the creation of imaginative and analytical texts in a range of modes, mediums and forms.• Unit 1: Ways of Reading and Creating• Unit 2: Intertextuality• Unit 3: Power of Literature

• Unit 4: Literary Perspectives

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Essential English (A)Course DescriptionEssential English focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in many contemporary contexts including every day, community, social, further education, training and workplace contexts. Essential English is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways.

• Unit 1: Comprehending and Responding

• Unit 2: Making Connections

• Unit 3: Understanding Perspectives

• Unit 4: Local and Global

General Methods of AssessmentTeachers will develop assessment tasks from each of the following task types: analytical, creative and oral. Teachers will use the following criteria from the current English Framework to assess student achievement:

• An ability to respond critically to texts and logically justify viewpoint

• Effective and competent use of language for a range of purposes and audiences

• Imagination and originality

• Ability to locate, synthesise and reference material from various sources

• Control of appropriate medium.

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LANGUAGESContinuing French (T)Course DescriptionThis is a course for students who have successfully completed Year 10 French or equivalent, and who now wish to consolidate and increase their knowledge of, and fluency in, the language. It may also suit students from a limited native speaking background whose language may be non- standard.

The course has been developed by French teachers in Canberra and is in use in most schools in the ACT. It has been written to comply with the Languages Course Framework. Therefore it is an activities-based course, designed to foster both verbal and written communication in French.

Enrolment AdviceYear 10 French or equivalent. Students who have met the BSSS languages eligibility guidelines have the opportunity to undertake the Advanced French Course.

Unit DescriptionThe course is flexibly structured to cater for students in a composite class of Years 11 and 12. It is arranged in units with each unit focusing on a different topic representing a broad spectrum of interests and language. For example, ‘The Individual’s Experience’, ‘The World Around Us’, ‘Lifestyle and Traditions’, etc.

Each unit contains specific communication goals and attention is given to developing lexical skills and accurate use of grammar. Socio-cultural awareness and understanding is an integral part of the course and issues are discussed in French as much as possible.

General Methods of Assessment:At the start of each semester students are given the assessment procedures together with a description of content for the unit. Continuous assessment will occur, with specific activities which will assess the student’s performance in the following areas:

• Speaking• Responding (reading and listening)• Writing

Students will be expected to perform a number of activities under test conditions and tests may include several different types of activities. Students will be graded according to the criteria of the course.

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LANGUAGESContinuing French (T)Course DescriptionThis is a course for students who have successfully completed Year 10 French or equivalent, and who now wish to consolidate and increase their knowledge of, and fluency in, the language. It may also suit students from a limited native speaking background whose language may be non- standard.

The course has been developed by French teachers in Canberra and is in use in most schools in the ACT. It has been written to comply with the Languages Course Framework. Therefore it is an activities-based course, designed to foster both verbal and written communication in French.

Enrolment AdviceYear 10 French or equivalent. Students who have met the BSSS languages eligibility guidelines have the opportunity to undertake the Advanced French Course.

Unit DescriptionThe course is flexibly structured to cater for students in a composite class of Years 11 and 12. It is arranged in units with each unit focusing on a different topic representing a broad spectrum of interests and language. For example, ‘The Individual’s Experience’, ‘The World Around Us’, ‘Lifestyle and Traditions’, etc.

Each unit contains specific communication goals and attention is given to developing lexical skills and accurate use of grammar. Socio-cultural awareness and understanding is an integral part of the course and issues are discussed in French as much as possible.

General Methods of Assessment:At the start of each semester students are given the assessment procedures together with a description of content for the unit. Continuous assessment will occur, with specific activities which will assess the student’s performance in the following areas:

• Speaking• Responding (reading and listening)• Writing

Students will be expected to perform a number of activities under test conditions and tests may include several different types of activities. Students will be graded according to the criteria of the course.

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Continuing and Advanced Japanese (T)Course DescriptionThis is a course for students who have successfully completed Year 10 Japanese or equivalent, and who now wish to consolidate and increase their knowledge of, and fluency in, the language.

The course has been developed by Japanese teachers in Canberra and is in use in most schools in the ACT. It has been written to comply with the Languages Course Framework. Therefore it is an activities-based course, with activities designed to foster communication, both verbal and written, in Japanese.

Enrolment AdviceYear 10 Japanese or equivalent. Students who have met the BSSS languages eligibility guidelines have the opportunity to undertake the Advanced Japanese Course.

Unit DescriptionThe course is structured to cater for students in a composite class of Years 11 and 12. It is arranged in units, each unit focusing on a different topic representing a broad spectrum of interests and language. For example, ‘Society and Community, ‘Lifestyle and Traditions’, ‘The World Around Us’, etc.

Each unit contains specific communication goals and attention is given to developing lexical skills and accurate use of grammar. Learners will continue the study of kanji. Socio-cultural awareness and understanding is an integral part of the course and issues are discussed in Japanese as much as possible.

General Methods of AssessmentAt the start of each semester students are given the assessment procedures together with a description of content for the unit. Continuous assessment will occur, with specific activities which will assess the student’s performance in the following areas:

• Speaking• Responding (reading and listening)• Writing

Students will be expected to perform a number of activities under test conditions and tests may include several different types of activities. Students will be graded according to the criteria of the course.

Continuing Italian (T) (A) and Advanced Italian (T)Course DescriptionThis is a course for students who have successfully completed Year 10 Italian or equivalent, and who now wish to consolidate and increase their knowledge of, and fluency in, the language. It may also suit students from a limited native speaking background whose language may not be standard.

The course has been developed by Italian teachers in Canberra and is in use in most schools in the ACT. It has been written to comply with the Languages Course Framework. Therefore it is an activities-based course, with activities designed to foster communication in Italian.

Enrolment AdviceYear 10 Italian or equivalent. Students who have met the BSSS languages eligibility guidelines have the opportunity to undertake the Advanced Italian Course.

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Unit DescriptionThe course is flexibly structured to cater for students in a composite class of Years 11 and 12. It is arranged in units, each unit focusing on a different topic representing a broad spectrum of interests and language. For example ‘The Individual’s Experience’, ‘Society and Community’, ‘Lifestyle and Traditions’, etc.

Each unit contains specific communication goals and attention is given to developing lexical skills and accurate use of grammar. Socio-cultural awareness and understanding is an integral part of the course and issues are discussed in Italian as much as possible.

General Methods of AssessmentAt the start of each semester students are given the assessment procedures together with a description of content for the unit. Continuous assessment will occur, with specific activities which will assess the student’s performance in the following areas:

• Speaking• Responding (reading and listening)• Writing

Students will be expected to perform a number of activities under test conditions and tests may include several different types of activities. Students will be graded according to the criteria of the course.

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Continuing and Advanced Japanese (T)Course DescriptionThis is a course for students who have successfully completed Year 10 Japanese or equivalent, and who now wish to consolidate and increase their knowledge of, and fluency in, the language.

The course has been developed by Japanese teachers in Canberra and is in use in most schools in the ACT. It has been written to comply with the Languages Course Framework. Therefore it is an activities-based course, with activities designed to foster communication, both verbal and written, in Japanese.

Enrolment AdviceYear 10 Japanese or equivalent. Students who have met the BSSS languages eligibility guidelines have the opportunity to undertake the Advanced Japanese Course.

Unit DescriptionThe course is structured to cater for students in a composite class of Years 11 and 12. It is arranged in units, each unit focusing on a different topic representing a broad spectrum of interests and language. For example, ‘Society and Community, ‘Lifestyle and Traditions’, ‘The World Around Us’, etc.

Each unit contains specific communication goals and attention is given to developing lexical skills and accurate use of grammar. Learners will continue the study of kanji. Socio-cultural awareness and understanding is an integral part of the course and issues are discussed in Japanese as much as possible.

General Methods of AssessmentAt the start of each semester students are given the assessment procedures together with a description of content for the unit. Continuous assessment will occur, with specific activities which will assess the student’s performance in the following areas:

• Speaking• Responding (reading and listening)• Writing

Students will be expected to perform a number of activities under test conditions and tests may include several different types of activities. Students will be graded according to the criteria of the course.

Continuing Italian (T) (A) and Advanced Italian (T)Course DescriptionThis is a course for students who have successfully completed Year 10 Italian or equivalent, and who now wish to consolidate and increase their knowledge of, and fluency in, the language. It may also suit students from a limited native speaking background whose language may not be standard.

The course has been developed by Italian teachers in Canberra and is in use in most schools in the ACT. It has been written to comply with the Languages Course Framework. Therefore it is an activities-based course, with activities designed to foster communication in Italian.

Enrolment AdviceYear 10 Italian or equivalent. Students who have met the BSSS languages eligibility guidelines have the opportunity to undertake the Advanced Italian Course.

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Unit DescriptionThe course is flexibly structured to cater for students in a composite class of Years 11 and 12. It is arranged in units, each unit focusing on a different topic representing a broad spectrum of interests and language. For example ‘The Individual’s Experience’, ‘Society and Community’, ‘Lifestyle and Traditions’, etc.

Each unit contains specific communication goals and attention is given to developing lexical skills and accurate use of grammar. Socio-cultural awareness and understanding is an integral part of the course and issues are discussed in Italian as much as possible.

General Methods of AssessmentAt the start of each semester students are given the assessment procedures together with a description of content for the unit. Continuous assessment will occur, with specific activities which will assess the student’s performance in the following areas:

• Speaking• Responding (reading and listening)• Writing

Students will be expected to perform a number of activities under test conditions and tests may include several different types of activities. Students will be graded according to the criteria of the course.

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MATHEMATICSA senior secondary education in Mathematics aims to provide students with the skills and information needed to deal successfully with mathematical aspects of their future study at tertiary institutions and day-to-day life experience.

The prerequisites stated in the following sections provide students with a strong recommendation that will enable a pathway for mathematical success.

A realistic view of a student’s level of achievement in Mathematics now, as well as the level of need for this subject in post-secondary studies, should be taken into account when selecting the appropriate level for the student concerned. Should a student’s situation find her departing from the stated prerequisite, a written application addressed to the Mathematics Coordinator stating the reasons for exemption and consideration for enrolment should reach the Mathematics Coordinator at the College no later than the beginning of Semester 1, in the year in which the student is to begin her studies in Year 11.

St Clare’s College will be implementing the Australian Curriculum Senior Mathematics courses from 2016. At the time of printing, the names for all of the courses have not been finalised by the BSSS. The names listed below are the names currently available.

• Specialist Mathematics (T)• Advanced Mathematical Methods (T)• Mathematical Methods (T)• Mathematical Applications (T) (Incorporating the Australian Curriculum General Mathematics course)• Essential Mathematics (A)• Contemporary Mathematics (A)

While Mathematics is not compulsory at the senior secondary level it is strongly recommended that students completing a Tertiary (T) package of study with a view to earning an Australian Tertiary Admissions Rank (ATAR), complete at least a minor in Mathematics. It is further recommended that any student wishing to move from Mathematical Methods in Year 11 should enrol in Mathematical Applications in Year 12, while those students moving from Mathematical Applications in Year 11 should enrol in Essential Mathematics in Year 12.

The recommendation to study at least a minor is to help the student keep in touch with mathematical ideas and processes which may in turn assist her in her execution of the AST examination. This examination has a quantitative component in its multiple choice section. The AST is used to moderate students’ scores across the ACT and is compulsory for any student wishing to earn an ATAR.

The first four courses listed above have Tertiary (T) accreditation, while the remaining two courses have Accredited (A) status only. Members of the Mathematics Faculty recommend the appropriate course for their students entering Year 11. This information is available for use at the enrolment interview, if the student has not already discussed the matter with her teacher.

All courses except Specialist Mathematics (T) may be studied as a major or a minor course. Specialist Mathematics (T) may be studied as a major-minor or double major course. In order to study a major-minor or double major course in Specialist Mathematics, both Advanced Mathematical Methods and Specialist Mathematics need to be studied, a

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major in each producing a double major at Specialist Mathematics and a major in Advanced Mathematical Methods with a minor in Specialist Mathematics producing a major-minor course in Specialist Mathematics. A major at the highest level is earned through studying a major in Advanced Mathematical Methods. For more details on content covered in these courses, please refer to the Mathematics Faculty Handbook which is available from the Mathematics Coordinator or from the Enrolments Officer. It may also be viewed on the St Clare’s College website.

All Mathematics Courses operate under the ACT Board of Senior Secondary Studies Mathematics Course Framework. The following extract has been taken from the ACT BSSS Mathematics Course Framework. It describes the intended student outcomes for mathematics courses: “All courses based on this Course Framework should enable students to develop:

• Understanding of concepts and techniques drawn from mathematics and statistics• Ability to solve applied problems using concepts and techniques drawn from mathematics and

statistics• Capacity to choose and use technology appropriately• Reasoning and inquiry in mathematical and statistical contexts• Interpretation of mathematical and statistical information• Capacity to communicate in a concise and systematic manner using appropriate Mathematical and

statistical language.” [ACT BSSS Mathematics Framework Board Endorsed, 2013, p3]

Mathematics (T) CoursesStandardised Mathematics ScoresUnit scores from each of the Tertiary (T) Courses in Mathematics (Specialist Mathematics, Advanced Mathematical Methods, Mathematical Methods and Mathematical Applications) are combined together onto the one scale.

Meshing procedures are held in Semester 1 of Year 11. A meshing test or common assessment questions between courses or a combination of both are used to facilitate placing the unit scores from each of the T Maths courses on the one scale. Historical parameters are also used as a basis on which to standardise all scores before combining them. The standardised scores are used to calculate a Mathematics course score, which may contribute to the student’s Australian Tertiary Admissions Rank (ATAR).

Specialist Mathematics (T)Course DescriptionThis T course is designed for students who intend subsequent tertiary study in quantitative disciplines requiring a strong, deep understanding of mathematics, such as mathematical studies, actuarial studies, physical sciences, engineering, computer sciences or economics. For accurate information about tertiary courses, prerequisites and assumed knowledge, students should consult current publications from the institutions or providers.

The Specialist Mathematics Course emphasises the development of a sophisticated understanding of abstract concepts and the ability to deal rigorously with extended logical arguments. Mathematical relationships and techniques are taught in ways that provide students with the opportunity to reason inductively and deductively, to make inferences and generalisations and communicate their mathematical understandings confidently. Students are provided with opportunities to analyse complex problems arising in both theoretical and practical situations.

Enrolment AdviceAustralian Curriculum: Mathematics 10A or equivalent with an A or B grade.

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major in each producing a double major at Specialist Mathematics and a major in Advanced Mathematical Methods with a minor in Specialist Mathematics producing a major-minor course in Specialist Mathematics. A major at the highest level is earned through studying a major in Advanced Mathematical Methods. For more details on content covered in these courses, please refer to the Mathematics Faculty Handbook which is available from the Mathematics Coordinator or from the Enrolments Officer. It may also be viewed on the St Clare’s College website.

All Mathematics Courses operate under the ACT Board of Senior Secondary Studies Mathematics Course Framework. The following extract has been taken from the ACT BSSS Mathematics Course Framework. It describes the intended student outcomes for mathematics courses: “All courses based on this Course Framework should enable students to develop:

• Understanding of concepts and techniques drawn from mathematics and statistics• Ability to solve applied problems using concepts and techniques drawn from mathematics and

statistics• Capacity to choose and use technology appropriately• Reasoning and inquiry in mathematical and statistical contexts• Interpretation of mathematical and statistical information• Capacity to communicate in a concise and systematic manner using appropriate Mathematical and

statistical language.” [ACT BSSS Mathematics Framework Board Endorsed, 2013, p3]

Mathematics (T) CoursesStandardised Mathematics ScoresUnit scores from each of the Tertiary (T) Courses in Mathematics (Specialist Mathematics, Advanced Mathematical Methods, Mathematical Methods and Mathematical Applications) are combined together onto the one scale.

Meshing procedures are held in Semester 1 of Year 11. A meshing test or common assessment questions between courses or a combination of both are used to facilitate placing the unit scores from each of the T Maths courses on the one scale. Historical parameters are also used as a basis on which to standardise all scores before combining them. The standardised scores are used to calculate a Mathematics course score, which may contribute to the student’s Australian Tertiary Admissions Rank (ATAR).

Specialist Mathematics (T)Course DescriptionThis T course is designed for students who intend subsequent tertiary study in quantitative disciplines requiring a strong, deep understanding of mathematics, such as mathematical studies, actuarial studies, physical sciences, engineering, computer sciences or economics. For accurate information about tertiary courses, prerequisites and assumed knowledge, students should consult current publications from the institutions or providers.

The Specialist Mathematics Course emphasises the development of a sophisticated understanding of abstract concepts and the ability to deal rigorously with extended logical arguments. Mathematical relationships and techniques are taught in ways that provide students with the opportunity to reason inductively and deductively, to make inferences and generalisations and communicate their mathematical understandings confidently. Students are provided with opportunities to analyse complex problems arising in both theoretical and practical situations.

Enrolment AdviceAustralian Curriculum: Mathematics 10A or equivalent with an A or B grade.

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Unit DescriptionTopics include: combinatorics, vectors in two- and three-dimensions, geometry, trigonometry, matrices, real and complex numbers, functions and sketching graphs, integration and applications of integration, rates of change and differential equations and statistical inference.

The broader courses of major-minor and double-major offer a correspondingly wider opportunity for the student to cover more material. For more detail please refer to the Mathematics Faculty Handbook.

Advanced Mathematical Methods (T)This T course is designed for those students who wish to study at the highest level of secondary Mathematics but do not wish to commit to a major-minor or double major. Advanced Mathematical Methods is a major or a minor course only. Because of the time limitation it will not offer the scope of the major-minor or double major course but it will, like the Specialist Mathematics course described above, teach students relationships and techniques which will provide them with the opportunity to reason inductively and deductively, to make inferences and generalisations and communicate their mathematical understandings confidently. Students are provided with opportunities to analyse complex problems arising in both theoretical and practical situations.

In those topics which are common to both the Advanced Mathematical Methods and Mathematical Methods courses, it is intended that there be a greater depth and breadth of treatment in the Advanced Mathematical Methods course. This is provided by more emphasis on structure and proof, by incorporating harder, more abstract questions and more challenging assessment items.

Students studying a major in Specialist Mathematics over Years 11 and 12 will cover the content of Advanced Mathematical Methods which is at a greater depth and breadth of treatment than in the Mathematical Methods course. Extension occurs through covering additional areas, more challenging questions are posed and assessment is more demanding. The units in the major course are sequential.

Enrolment AdviceAustralian Curriculum: Mathematics 10A or equivalent with an A or B grade.

Unit DescriptionBroadly, the content includes functions and graphs, Arithmetic and Geometric sequences and series, trigonometric, exponential and logarithmic functions, differential and integral calculus, counting and probability, discrete and continuous random variables and applications of these topics. The units are offered sequentially. For more detail please refer to the Mathematics Faculty Handbook.

Mathematical Methods (T)Course DescriptionThis T course is designed for students who intend subsequent tertiary study in disciplines in which a sound and broad knowledge of Mathematics is required, such as the behavioural sciences, the social sciences, applied sciences, teacher training or business.It emphasises the acquisition and understanding of abstract mathematical concepts, relationships and techniques, incorporating practical explorations and meaningful applications. Students are provided with opportunities to analyse and solve real world problems, and to communicate their reasoning through logical arguments.

Enrolment AdviceAustralian Curriculum: Mathematics 10A or equivalent with a B or C grade.

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Unit DescriptionThe content includes functions and graphs, Arithmetic and Geometric sequences and series, trigonometric, exponential and logarithmic functions, differential and integral calculus, counting and probability, discrete and continuous random variables and applications of these topics. The units are offered sequentially. For more detail please refer to the Mathematics Faculty Handbook.

Mathematical Applications (T)(incorporating the Australian Curriculum General Mathematics course)

Course DescriptionThis T course is designed as a suitable preparation for general tertiary entry or for students intending tertiary study in areas where mathematical content is not emphasised. The course is intended to present Mathematics as an organised body of useful knowledge and provides students with the skills and confidence necessary to apply this knowledge to practical situations. The content, therefore, need not be prescriptive but does need to develop the students’ ability to think logically and communicate succinctly.

Enrolment AdviceAustralian Curriculum: Mathematics 10 or equivalent with an A or B grade.

Unit DescriptionThis is a course in discrete Mathematics. It covers a range of areas, including consumer arithmetic, algebra and matrices, shape and measurement, univariate and bivariate data analysis, applications of trigonometry, linear equations and their graphs, growth and decay in sequences, graphs and networks, time series analysis, loans, investments and annuities, networks and decision mathematics and applications of these topics. The units are offered sequentially. For more detail please refer to the Mathematics Faculty Handbook.

Mathematics (A) CoursesThe Mathematics (A) courses are designed to provide students with opportunities for continuing mathematical growth. The purpose of the courses is to provide an appropriate mathematical background for students who either wish to enter occupations or continue training in areas that require the use of basic mathematical and statistical techniques. The courses focus on mathematical skills and techniques that have direct application to everyday activity and the treatment of topics contrasts with the more abstract approach taken in the Mathematics (T) courses.

While the two courses may contain similar core topics, these will be treated and assessed more rigorously in the Essential Mathematics course than in the Contemporary Mathematics course.

Students enrolling in these courses could bring a wide variety of mathematical experiences from previous studies.

These courses are for students who are not studying a T package or who are enrolled in a T package but do not wish to study Mathematics at the academic level required for the T-accredited courses, because they do not have the necessary prerequisites.

Students enrolled in Mathematics (A) courses include those students who may wish to enter the workforce on attaining the required number of points in their senior studies, students enrolled in Australian School Based Apprenticeships (ASBAs) who need to spend part of their time on a work site and the rest on campus and T students in other disciplines who wish to keep in touch with Mathematics, for example, to assist their preparation for the AST examination.

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Unit DescriptionThe content includes functions and graphs, Arithmetic and Geometric sequences and series, trigonometric, exponential and logarithmic functions, differential and integral calculus, counting and probability, discrete and continuous random variables and applications of these topics. The units are offered sequentially. For more detail please refer to the Mathematics Faculty Handbook.

Mathematical Applications (T)(incorporating the Australian Curriculum General Mathematics course)

Course DescriptionThis T course is designed as a suitable preparation for general tertiary entry or for students intending tertiary study in areas where mathematical content is not emphasised. The course is intended to present Mathematics as an organised body of useful knowledge and provides students with the skills and confidence necessary to apply this knowledge to practical situations. The content, therefore, need not be prescriptive but does need to develop the students’ ability to think logically and communicate succinctly.

Enrolment AdviceAustralian Curriculum: Mathematics 10 or equivalent with an A or B grade.

Unit DescriptionThis is a course in discrete Mathematics. It covers a range of areas, including consumer arithmetic, algebra and matrices, shape and measurement, univariate and bivariate data analysis, applications of trigonometry, linear equations and their graphs, growth and decay in sequences, graphs and networks, time series analysis, loans, investments and annuities, networks and decision mathematics and applications of these topics. The units are offered sequentially. For more detail please refer to the Mathematics Faculty Handbook.

Mathematics (A) CoursesThe Mathematics (A) courses are designed to provide students with opportunities for continuing mathematical growth. The purpose of the courses is to provide an appropriate mathematical background for students who either wish to enter occupations or continue training in areas that require the use of basic mathematical and statistical techniques. The courses focus on mathematical skills and techniques that have direct application to everyday activity and the treatment of topics contrasts with the more abstract approach taken in the Mathematics (T) courses.

While the two courses may contain similar core topics, these will be treated and assessed more rigorously in the Essential Mathematics course than in the Contemporary Mathematics course.

Students enrolling in these courses could bring a wide variety of mathematical experiences from previous studies.

These courses are for students who are not studying a T package or who are enrolled in a T package but do not wish to study Mathematics at the academic level required for the T-accredited courses, because they do not have the necessary prerequisites.

Students enrolled in Mathematics (A) courses include those students who may wish to enter the workforce on attaining the required number of points in their senior studies, students enrolled in Australian School Based Apprenticeships (ASBAs) who need to spend part of their time on a work site and the rest on campus and T students in other disciplines who wish to keep in touch with Mathematics, for example, to assist their preparation for the AST examination.

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Essential Mathematics (A)Course DescriptionIn the Essential Mathematics (A) course, students are provided with opportunities to interpret information, make informed decisions and to experience success in their learning of Mathematics. Students have the opportunity to present structured solutions to problems using the standard techniques of problem solving and modelling.

Enrolment AdviceAustralian Curriculum: Mathematics 10 or equivalent with an C or D grade.

Unit DescriptionThe content includes percentages, ratio, rates, measurement, algebra, graphs, collecting, representing and comparing data, time and motion, scales, plans and models, probability and relative frequencies, earth geometry, time zones, loans and compound interest and applications of these topics.

Contemporary Mathematics (A)Course DescriptionThis course is intended to allow a sector of the student population to continue their study of Mathematics. This sector includes those students who have experienced difficulty in their study of Mathematics in Years 9 and 10. Contemporary Mathematics (A) provides students with opportunities to interpret information in written, numerical, tabular or graphical form, make informed decisions based on their interpretations and to experience success in their learning in Mathematics.

Unit DescriptionThe content for this course is presented using a thematic approach. The topics taught form a large selection from the following: mathematics in hospital, practical statistics, health and exercise, consumer arithmetic including the purchase of a car, a mobile phone and the use of a credit card, travel, poverty and literacy, gambling, investments, starting a business, organising a special event, planning to leave home, renting and/or purchasing a property, costs associated with maintaining a place of residence, building a home and renovating property.

Enrolment AdviceAustralian Curriculum: Mathematics 10 or equivalent with a D or E grade.

This course is not intended for students who in Year 10, have achieved “at standard” for the Australian Curriculum: Mathematics or for students in Years 11 or 12, moving out of a T minor in Mathematics.

General Methods of Assessment (T and A courses)At the start of each semester, students are given an Assessment Outline showing the content and assessment tasks with their weightings. The grade descriptions for each Mathematics course are provided in this Outline, together with conditions for completion of assessment and other relevant information.

The assessment items may consist of tasks of a supervised or unsupervised nature, i.e. of a test or non-test type. The tests may consist of multiple choice items, questions requiring a short answer or an extended answer. The non-test tasks may include modelling, investigations, problem solving, journals, portfolios, presentations or practical activities, of a group or individual nature.

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PHYSICAL EDUCATION AND HEALTHExercise Science (T)Course DescriptionThe Exercise Science course is designed to enable students to gain an understanding of how the human body functions and to apply the principles which govern the human body in motion. The course aims to guide students through an understanding of the need for physical activity and the benefits associated with a physically active life.

Exercise Science is a course with a specific sport focus throughout all of its theoretical components. It assists students in managing their own athletic pursuits with major insights into sports preparation, training, analysis of technique, the physical properties related to performance as well as injury prevention and management. The course consists of a logically progressive study of scientific aspects pertaining to “the moving person” and a functioning competitive athlete.

NB. This course does not include recreational participation in sporting and other physical activities. At times, students will be required to wear suitable attire for participation in physical activities.

Enrolment AdviceThere are no formal prerequisites for this course, though a sound knowledge and awareness of current sporting issues and practices is an advantage.

Unit Description - Year 11Anatomy and PhysiologyThis unit sets the foundation for knowledge relating to the human body’s structure and function. It will enable students to describe and understand the basic organisation of the human body as well as the structure and function of the circulatory, muscular, skeletal, articular, nervous and respiratory systems and how these body systems relate to human performance. The unit also focuses on developing an understanding of the specific terms associated with human motion and movement analysis.

Human Fitness and Sports NutritionThis unit has four main focus areas: the importance of physical fitness and its role in improving the well-being of our society, method and application of training principles to training programs, the structure and function of the digestive system and its major components as well as the identification of specific dietary requirements for a variety of athletic performances and community groups.

Unit Description - Year 12Exercise Physiology and BiomechanicsThis unit should enable students to understand the three energy systems and their interdependence during physical

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PHYSICAL EDUCATION AND HEALTHExercise Science (T)Course DescriptionThe Exercise Science course is designed to enable students to gain an understanding of how the human body functions and to apply the principles which govern the human body in motion. The course aims to guide students through an understanding of the need for physical activity and the benefits associated with a physically active life.

Exercise Science is a course with a specific sport focus throughout all of its theoretical components. It assists students in managing their own athletic pursuits with major insights into sports preparation, training, analysis of technique, the physical properties related to performance as well as injury prevention and management. The course consists of a logically progressive study of scientific aspects pertaining to “the moving person” and a functioning competitive athlete.

NB. This course does not include recreational participation in sporting and other physical activities. At times, students will be required to wear suitable attire for participation in physical activities.

Enrolment AdviceThere are no formal prerequisites for this course, though a sound knowledge and awareness of current sporting issues and practices is an advantage.

Unit Description - Year 11Anatomy and PhysiologyThis unit sets the foundation for knowledge relating to the human body’s structure and function. It will enable students to describe and understand the basic organisation of the human body as well as the structure and function of the circulatory, muscular, skeletal, articular, nervous and respiratory systems and how these body systems relate to human performance. The unit also focuses on developing an understanding of the specific terms associated with human motion and movement analysis.

Human Fitness and Sports NutritionThis unit has four main focus areas: the importance of physical fitness and its role in improving the well-being of our society, method and application of training principles to training programs, the structure and function of the digestive system and its major components as well as the identification of specific dietary requirements for a variety of athletic performances and community groups.

Unit Description - Year 12Exercise Physiology and BiomechanicsThis unit should enable students to understand the three energy systems and their interdependence during physical

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activity as well as describing physiological adjustments to exercise and their training effects. The Biomechanics section focuses on analysing basic motor activities by incorporating knowledge of mechanical principles that underpin them. Relevant applications include the reasons a cricket ball swings, reducing drag for swimmers, advantages of specific types of sporting equipment and top spin versus back spin.

Sports Medicine and Sports PsychologyThis unit enables students to gain knowledge of the structure of the areas of the body most susceptible to sporting injuries and the most common sporting injuries. Specific mention is made of the appropriate management of injuries, factors that influence prevention of sporting injuries, a range of rehabilitation procedures and the promotion of safety in sport. The Psychology section emphasises different types of motivation as well as showing how different arousal states may be achieved in sports performance through positive or negative means. Time is also spent analysing aggression theories in specific sporting situations.

General Methods of AssessmentMethods of assessment include written tests, research assignments/reports, laboratory practical tasks, oral presentations, fieldwork and survey reports.

Students will be assessed on the degree to which they demonstrate:• Knowledge, understanding and application• Critical analysis• Inquiry skills• Effective communication.

Physical Education (A)Course DescriptionAn essential aim of this course is to provide students with access to and support for a regular program of physical activity which will aid the maintenance of their personal fitness and their continued participation in sport and recreation. The course is designed for a wide range of students who have an interest in physical activity, personal fitness, sport and recreation.

The course consists of a large number of term based modules which, when combined, facilitate an all-encompassing course based on active participation and skill acquisition. Students will be exposed to numerous sports and recreational activities in individual, small group or team situations.

Enrolment AdviceStudents must have demonstrated a genuine interest in Physical Education during their high school years. Excelling at Physical Education is not a prerequisite.

Unit DescriptionPlease be reminded that units are derived from a combination of two modules below.

Fitness Activities 1Students will participate in a variety of aerobic and anaerobic fitness activities, and administer a series of physical fitness tests.

Fitness Activities 2Students will identify performance components of various sports and work through the principles involved in developing specific training sessions.

Football CodesStudents will have the opportunity to practice individual and team skills in a number of football codes whilst acquiring an appreciation of the rules of these codes. Emphasis will be placed on identifying and applying tactical and positional skills. 29

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Individual SportsThis module enables students to participate in and analyse individual performance whilst developing their skills. Instruction and practice of skills in a number of individual sports will be emphasised.

Leisure and RecreationIn this module students will develop an understanding of the meaning of the terms leisure and recreation through exposure to a wide variety of leisure and recreational activities.

Modified SportsThis module gives students the ability to create, organise and participate in modified games with simple rules. Emphasis is placed on the appreciation of how people with disabilities participate in many traditional sports with modified rules.

Racquet SportsIn this module students will receive instruction in and practice the skills of a variety of racquet sports. Familiarisation with and application of the rules and scoring methods, through structured competition in a variety of sports will be emphasised.

Sports CoachingThis module enables students to develop an understanding of basic coaching principles and to develop practical coaching abilities to Level O and Level 1 Coaching Awards standard.

Sports CompetitionsThis module gives students the opportunity to demonstrate an ability to take on an administrative role under the Sport Education in Physical Education Program (SEPEP) model as well as to carry out specific organisational tasks such as construction of a competition draw, compilation of results and preparation of a budget.

Sports Skills ThrowingThis module enables students to learn the skills and techniques required to pass, throw and catch a ball using a range of game situations to practice and refine eye/hand coordination.

Sports Skills StrikingThis module enables students to learn the skills and technique required to strike a ball with an implement using a range of game situations to practice and refine hand/eye coordination.

Team SportsStudents will undertake skill practices to promote increased mastery of individual skills relating to a number of team sports. Emphasis will be placed on positional play, strategy and rules of these sports.

Women in SportThis module will aid in assisting with developing an understanding of the components of various female orientated sports and issues faced by women in sport. Semester (1.0 point) units that have been offered most recently include:• Leisure, Recreation and Team Sports• Fitness Activities and Individual Sports.

Almost all units involve participating in activities off campus. Most excursions will be covered by the College levy; however, some units would involve extra cost to students.

General Methods of AssessmentThe variety of activities included in this course requires a considerable number of different assessment techniques:• Practical Work: student demonstration of skills such as fitness testing procedures, warm-ups etc., skills tests,

peer assessment, self-evaluation, peer coaching and participation.• Assignments: field work reports, essay assignments, research projects, worksheets and logbooks.• Tests: oral tests, short answer, essay type or open book tests, skills tests, and pre and post fitness tests.

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Individual SportsThis module enables students to participate in and analyse individual performance whilst developing their skills. Instruction and practice of skills in a number of individual sports will be emphasised.

Leisure and RecreationIn this module students will develop an understanding of the meaning of the terms leisure and recreation through exposure to a wide variety of leisure and recreational activities.

Modified SportsThis module gives students the ability to create, organise and participate in modified games with simple rules. Emphasis is placed on the appreciation of how people with disabilities participate in many traditional sports with modified rules.

Racquet SportsIn this module students will receive instruction in and practice the skills of a variety of racquet sports. Familiarisation with and application of the rules and scoring methods, through structured competition in a variety of sports will be emphasised.

Sports CoachingThis module enables students to develop an understanding of basic coaching principles and to develop practical coaching abilities to Level O and Level 1 Coaching Awards standard.

Sports CompetitionsThis module gives students the opportunity to demonstrate an ability to take on an administrative role under the Sport Education in Physical Education Program (SEPEP) model as well as to carry out specific organisational tasks such as construction of a competition draw, compilation of results and preparation of a budget.

Sports Skills ThrowingThis module enables students to learn the skills and techniques required to pass, throw and catch a ball using a range of game situations to practice and refine eye/hand coordination.

Sports Skills StrikingThis module enables students to learn the skills and technique required to strike a ball with an implement using a range of game situations to practice and refine hand/eye coordination.

Team SportsStudents will undertake skill practices to promote increased mastery of individual skills relating to a number of team sports. Emphasis will be placed on positional play, strategy and rules of these sports.

Women in SportThis module will aid in assisting with developing an understanding of the components of various female orientated sports and issues faced by women in sport. Semester (1.0 point) units that have been offered most recently include:• Leisure, Recreation and Team Sports• Fitness Activities and Individual Sports.

Almost all units involve participating in activities off campus. Most excursions will be covered by the College levy; however, some units would involve extra cost to students.

General Methods of AssessmentThe variety of activities included in this course requires a considerable number of different assessment techniques:• Practical Work: student demonstration of skills such as fitness testing procedures, warm-ups etc., skills tests,

peer assessment, self-evaluation, peer coaching and participation.• Assignments: field work reports, essay assignments, research projects, worksheets and logbooks.• Tests: oral tests, short answer, essay type or open book tests, skills tests, and pre and post fitness tests.

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Sports Development (A)This course is designed to provide Year 11 and 12 students with an identified talent in sport the opportunity of pursuing the rigors of their training program coupled with a full academic program.

Studying Sports Development will:• Provide understanding of the social, environmental, cultural, biological, psychological and physiological factors

that influence participation in physical activity• Provide a basis for examining performance enhancement in terms of training programming and recovery,

biomechanics, sports psychology, risk management and ethics• Enable students to understand the role and importance of sports participation, sports performance,

administration and the science of coaching• Promote the evolution of sports as a result of social, political, environmental and cultural influences,

globalisation and the changing nature of the sporting environment.

Entry into this course will be by selection. Students will be interviewed for acceptance into the course and applicants will be considered on merit. Academic as well as sporting considerations will apply.

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RELIGIOUS STUDIESReligious Studies (T) and (A)

Course DescriptionAt St Clare’s College in Year’s 11 and 12 the Religious Studies course is designed to enable students to understand and respond to the theology, traditions and teachings of the Catholic Church within the context of contemporary society. Religious Studies is compulsory at St Clare’s College and is offered as either a Tertiary (T) course or an Accredited (A) course. Students at St Clare’s must undertake Religious Studies in both Year 11 and Year 12; hence, the minimum requirement would be a minor course undertaken as one semester unit in both senior years.

All courses of study comprise units chosen from a selection available for Year 11 and Year 12. Students are free to select the units they are most interested in and combine them to make up either a minor, major, major/minor or double major package. Units of work are developed from the ACT Board of Senior Secondary Studies (BSSS), Religious Studies A and T Course, Type 2.

Course Package OptionsStudents studying a T course may choose to do so as:

• A minor (two units of work over two semesters) or• A major (four units of work over four semesters) or• A major/minor (six units of work over four semesters, one of which may be an independent study) or• A double major (eight units of work over four semesters, two of which may be independent study).

Students studying an A course may choose to do so as:• A minor (two units of work over two semesters) or• A major (four units of work over four semesters)

Unit Descriptions for Year 11World ReligionsThis unit is intended to offer a study of the religions of the world in a manner that is comparative, factual, and fair-minded, whilst at the same time recognising the profound, perhaps mystical nature of the practices and experiences of the believer. It is a study about religion which invites the students to reflect on their own experiences, and examine questions raised by the presence of the other in contemporary society.

Youth Spirituality and Christian MinistryIn this unit on youth spirituality and Christian ministry students will explore a contemporary vision for spirituality and ministry focused on the young believer; the relationship between faith and mission and growth in spirituality.

Social JusticeThe students will explore the following topics: the foundation, principles, origins and teachings of social justice and human rights in various religious tradition; the applications of social justice to human needs such as human rights,

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RELIGIOUS STUDIESReligious Studies (T) and (A)

Course DescriptionAt St Clare’s College in Year’s 11 and 12 the Religious Studies course is designed to enable students to understand and respond to the theology, traditions and teachings of the Catholic Church within the context of contemporary society. Religious Studies is compulsory at St Clare’s College and is offered as either a Tertiary (T) course or an Accredited (A) course. Students at St Clare’s must undertake Religious Studies in both Year 11 and Year 12; hence, the minimum requirement would be a minor course undertaken as one semester unit in both senior years.

All courses of study comprise units chosen from a selection available for Year 11 and Year 12. Students are free to select the units they are most interested in and combine them to make up either a minor, major, major/minor or double major package. Units of work are developed from the ACT Board of Senior Secondary Studies (BSSS), Religious Studies A and T Course, Type 2.

Course Package OptionsStudents studying a T course may choose to do so as:

• A minor (two units of work over two semesters) or• A major (four units of work over four semesters) or• A major/minor (six units of work over four semesters, one of which may be an independent study) or• A double major (eight units of work over four semesters, two of which may be independent study).

Students studying an A course may choose to do so as:• A minor (two units of work over two semesters) or• A major (four units of work over four semesters)

Unit Descriptions for Year 11World ReligionsThis unit is intended to offer a study of the religions of the world in a manner that is comparative, factual, and fair-minded, whilst at the same time recognising the profound, perhaps mystical nature of the practices and experiences of the believer. It is a study about religion which invites the students to reflect on their own experiences, and examine questions raised by the presence of the other in contemporary society.

Youth Spirituality and Christian MinistryIn this unit on youth spirituality and Christian ministry students will explore a contemporary vision for spirituality and ministry focused on the young believer; the relationship between faith and mission and growth in spirituality.

Social JusticeThe students will explore the following topics: the foundation, principles, origins and teachings of social justice and human rights in various religious tradition; the applications of social justice to human needs such as human rights,

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poverty , hunger, sexism, work related issues, globalisation, fair trade, slavery, discrimination and the environment; the role of religious communities, governments, private organisations, individuals in dealing with social justice issues; justice issues specific to Australian society and an examination of at least two (one national and one international) current situations and the range of social justice issues that are inherent.

Introductory PhilosophyThis introductory unit approaches philosophy in terms of three basic issues: being, knowing and acting. Philosophy continually asks questions about these issues. Different philosophers will provide differing answers to these issues. The unit will also enable students to survey and analyse the changes philosophy has undergone in response to the larger changes in human history.

Religion through the Arts This unit provides an overview of how religious and spiritual concepts have been expressed through various artistic media and imagery with reference to their historical and cultural contexts. The overview could be centred in the Christian tradition, supported by appropriate art forms in a variety of genres and contexts. Students will examine both sacred and secular artworks in order to understand and appraise the religious ideas evoked by the art.

Unit Descriptions for Year 12Encountering Ethical IssuesIn completing this unit students will cover an introduction to the ethical thinking of Western philosophers, the resulting views of the nature of the human person as taught by these philosophers, the Judeo/Christian ethical sources and teachings and modern concepts of being human. A range of contemporary ethical issues will also be studied as part of the unit.

Search for MeaningIn this unit, students explore the nature of religion and religious experience and investigate the expression of religion and spirituality in contemporary Australia. They are encouraged to examine a range of responses to ultimate or fundamental life questions which may give meaning to human existence. In examining the religious response to these questions, students are encouraged to explore the expression of indigenous spiritualties and at least one major world religion.

Religion and the MediaThis unit is a study of the way religions are represented and constructed in contemporary media. It will provide students with the opportunity to critically evaluate the way religion, religious themes and religious figures are presented in the news and current affairs, film, music, websites and advertising.

Christian ServiceThis unit will help students understand the origins and role of Christian Service from scripture, church teachings, and the inspirational foundation figures of agencies of Christian Service. It is also anticipated that their understanding will be further developed by the application of the ‘Service Learning’ model. Furthermore, for those students who elect to do the Certificate I or II in Active Volunteering there is an alignment between requirements of the certificate and the learning and assessment covered in the Christian Service unit. (See below for details of the Cert. I and II in Active Volunteering).

Independent StudyThis unit is designed for students who have demonstrated perception and reflective understanding of the concepts they have studied in the senior Religious Studies course to date and who can work independently with confidence and initiative at a high level. Students will need to apply for permission to attempt this unit. The Independent Study Unit is a self-directed study program decided upon by the student in consultation with the supervising teacher.

General Methods of AssessmentEach unit in the senior Religious Studies course normally has three assessment tasks which are, in their type, the same or very close to those in all the other units offered in the same semester. These three task types are usually:

• A research essay (35%)• A creative, oral presentation or seminar task (35%)• An examination (30%). 33

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In each of the three assessment tasks students will be assessed on the degree to which they demonstrate:• Understanding and applying knowledge• Creative Thinking• Critical Thinking• Inquiry Skills• Communication Skills

CHC10212: Certificate I in Active VolunteeringFive (5) units of competency are required for award of this qualification:

• Three (3) core units• Two (2) elective unit• Plus 20 hours of volunteer work• Students must demonstrate competence over the 2 standard units

through the collection of a portfolio of evidence. A student guide is published on the BSSS website.

Assessment of competence must be comprehensive with evidence collected over time in a range of volunteering tasks and/or settings. Appropriate assessments include volunteering projects; observations; case studies; interviews and third party on the job assessment reports

Enrolment AdviceThis course is designed for students interested in active volunteering within the ACT community. It focuses on the fundamental skills and underpinning knowledge to work with people in a range of volunteering contexts including sport, environment/conservation, human rights, seniors, arts, service.

Unit DescriptionThis program has been designed in consultation with Volunteering ACT. This organisation is able to support colleges in implementing this program. They can run a volunteering induction program that includes interviewing students and assisting them with referrals to organisations. They also run volunteering management programs; these will be useful for teacher/assessors in implementing this C course.

CHC20212: Certificate II in Active VolunteeringNine (9) units of competency are required for the award of this qualification:

• Five (5) core units• Four (4) elective • Plus 40 hours of volunteer work.

Assessment of competence must be comprehensive with evidence collected over time in a range of volunteering tasks and/or settings. Appropriate assessments include volunteering projects; observations; case studies; interviews and third party on the job assessment reports.

Enrolment AdviceThis course is designed for students interested in active volunteering within the ACT community. It focuses on the fundamental skills and underpinning knowledge to work with people in a range of volunteering contexts including sport, environment/conservation, human rights, seniors, arts, service.

Unit DescriptionThis program has been designed in consultation with Volunteering ACT. This organisation is able to support colleges in implementing this program. They can run a volunteering induction program that includes interviewing students and assisting them with referrals to organisations. They also run volunteering management programs; these will be useful for teacher/assessors in implementing this C course.

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In each of the three assessment tasks students will be assessed on the degree to which they demonstrate:• Understanding and applying knowledge• Creative Thinking• Critical Thinking• Inquiry Skills• Communication Skills

CHC10212: Certificate I in Active VolunteeringFive (5) units of competency are required for award of this qualification:

• Three (3) core units• Two (2) elective unit• Plus 20 hours of volunteer work• Students must demonstrate competence over the 2 standard units

through the collection of a portfolio of evidence. A student guide is published on the BSSS website.

Assessment of competence must be comprehensive with evidence collected over time in a range of volunteering tasks and/or settings. Appropriate assessments include volunteering projects; observations; case studies; interviews and third party on the job assessment reports

Enrolment AdviceThis course is designed for students interested in active volunteering within the ACT community. It focuses on the fundamental skills and underpinning knowledge to work with people in a range of volunteering contexts including sport, environment/conservation, human rights, seniors, arts, service.

Unit DescriptionThis program has been designed in consultation with Volunteering ACT. This organisation is able to support colleges in implementing this program. They can run a volunteering induction program that includes interviewing students and assisting them with referrals to organisations. They also run volunteering management programs; these will be useful for teacher/assessors in implementing this C course.

CHC20212: Certificate II in Active VolunteeringNine (9) units of competency are required for the award of this qualification:

• Five (5) core units• Four (4) elective • Plus 40 hours of volunteer work.

Assessment of competence must be comprehensive with evidence collected over time in a range of volunteering tasks and/or settings. Appropriate assessments include volunteering projects; observations; case studies; interviews and third party on the job assessment reports.

Enrolment AdviceThis course is designed for students interested in active volunteering within the ACT community. It focuses on the fundamental skills and underpinning knowledge to work with people in a range of volunteering contexts including sport, environment/conservation, human rights, seniors, arts, service.

Unit DescriptionThis program has been designed in consultation with Volunteering ACT. This organisation is able to support colleges in implementing this program. They can run a volunteering induction program that includes interviewing students and assisting them with referrals to organisations. They also run volunteering management programs; these will be useful for teacher/assessors in implementing this C course.

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SCIENCEPhysics (T) Course DescriptionThis course provides knowledge of basic concepts in Physics which will lead to an appreciation of the place of physics in the wider world and its interaction with science and society. It also provides practical experiences and develops analytical, research and mathematical skills. It provides the necessary background at Tertiary level for courses in which Physics is assumed or recommended background knowledge. These disciplines can be as diverse as Entomology, Architecture, Physiotherapy, Engineering, Applied Science and Medicine.

Physics aims to develop students’:• Appreciation of the wonder of physics and the significant contribution physics has made to contemporary

society• Understanding that diverse natural phenomena may be explained, analysed and predicted using concepts,

models and theories that provide a reliable basis for action• Understanding of the ways in which matter and energy interact in physical systems across a range of scales• Understanding of the ways in which models and theories are refined and new models and theories are

developed in physics; and how physics knowledge is used in a wide range of contexts and informs personal, local and global issues

• Investigative skills, including the design and conduct of investigations to explore phenomena and solve problems, the collection and analysis of qualitative and quantitative data, and the interpretation of evidence

• Ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims

• Ability to communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Enrolment AdviceA good background in Mathematics and Science at Year 10 level is expected. Students should also be competent in English language skills. Students choosing Physics would normally be expected to be studying Specialist Mathematics or Mathematical Methods in Year 11.

Unit Description In Physics, students develop their understanding of the core concepts, models and theories that describe, explain and predict physical phenomena. There are four units:

• Unit 1: Linear motion and waves • Unit 2: Thermal, nuclear and electrical physics• Unit 3: Gravity and electromagnetism• Unit 4: Revolutions in modern physics.

In Units 1 and 2, students investigate energy, motion and forces, building on the ideas introduced in the F–10 Australian Curriculum: Science. 35

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In Unit 1, students describe, explain and predict linear motion, and investigate the application of wave models to light and sound phenomena.

In Unit 2, students investigate energy production by considering heating processes, radioactivity and nuclear reactions, and investigate energy transfer and transformation in electrical circuits.

In Units 3 and 4, students are introduced to more complex models that enable them to describe, explain and predict a wider range of phenomena, including, in Unit 4, very high speed motion and very small scale objects.

In Unit 3, students investigate models of motion in gravitational, electric and magnetic fields to explain how forces act at a distance, and use the theory of electromagnetism to explain the production and propagation of electromagnetic waves.

In Unit 4, students investigate how shortcomings in existing theories led to the development of the Special Theory of Relativity, the quantum theory of light and matter, and the Standard Model of particle physics.

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Knowledge and understanding• Critical thinking• Investigative skills• Communication skills• Effective work practices.

Assessment task types can include: log book, practical report, scientific poster, research assignment, seminar/oral/electronic presentation, project, essay, models, unit tests, quizzes, and practical skills test.

Chemistry (T) Course DescriptionThis course has been designed to meet the needs of a variety of students. It provides the necessary background for courses, at a tertiary level, in which chemistry is assumed or recommended as background knowledge. These courses can be as diverse as Engineering, Veterinary Science, Physiotherapy, Medicine, Dietetics, Nursing and Pharmacy and may be of interest to those wishing to include a science in their tertiary package. While fostering an interest in and enjoyment of the subject, this course encourages students to improve the awareness of the place and role of chemistry and its relationship to themselves, the environment and society.

Chemistry aims to develop students’:• Interest in and appreciation of chemistry and its usefulness in helping to explain phenomena and solve

problems encountered in their ever-changing world• Understanding of the theories and models used to describe, explain and make predictions about

chemical systems, structures and properties • Understanding of the factors that affect chemical systems, and how chemical systems can be controlled

to produce desired products • Appreciation of chemistry as an experimental science that has developed through independent and

collaborative research, and that has significant impacts on society and implications for decision making • Expertise in conducting a range of scientific investigations, including the collection and analysis of

qualitative and quantitative data and the interpretation of evidence• Ability to critically evaluate and debate scientific arguments and claims in order to solve problems and

generate informed, responsible and ethical conclusions• Ability to communicate chemical understanding and findings to a range of audiences, including through

the use of appropriate representations, language and nomenclature.

Enrolment adviceA good background in Mathematics and Science at Year 10 level is expected. The study of Chemistry assumes competency in communicating in English.

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In Unit 1, students describe, explain and predict linear motion, and investigate the application of wave models to light and sound phenomena.

In Unit 2, students investigate energy production by considering heating processes, radioactivity and nuclear reactions, and investigate energy transfer and transformation in electrical circuits.

In Units 3 and 4, students are introduced to more complex models that enable them to describe, explain and predict a wider range of phenomena, including, in Unit 4, very high speed motion and very small scale objects.

In Unit 3, students investigate models of motion in gravitational, electric and magnetic fields to explain how forces act at a distance, and use the theory of electromagnetism to explain the production and propagation of electromagnetic waves.

In Unit 4, students investigate how shortcomings in existing theories led to the development of the Special Theory of Relativity, the quantum theory of light and matter, and the Standard Model of particle physics.

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Knowledge and understanding• Critical thinking• Investigative skills• Communication skills• Effective work practices.

Assessment task types can include: log book, practical report, scientific poster, research assignment, seminar/oral/electronic presentation, project, essay, models, unit tests, quizzes, and practical skills test.

Chemistry (T) Course DescriptionThis course has been designed to meet the needs of a variety of students. It provides the necessary background for courses, at a tertiary level, in which chemistry is assumed or recommended as background knowledge. These courses can be as diverse as Engineering, Veterinary Science, Physiotherapy, Medicine, Dietetics, Nursing and Pharmacy and may be of interest to those wishing to include a science in their tertiary package. While fostering an interest in and enjoyment of the subject, this course encourages students to improve the awareness of the place and role of chemistry and its relationship to themselves, the environment and society.

Chemistry aims to develop students’:• Interest in and appreciation of chemistry and its usefulness in helping to explain phenomena and solve

problems encountered in their ever-changing world• Understanding of the theories and models used to describe, explain and make predictions about

chemical systems, structures and properties • Understanding of the factors that affect chemical systems, and how chemical systems can be controlled

to produce desired products • Appreciation of chemistry as an experimental science that has developed through independent and

collaborative research, and that has significant impacts on society and implications for decision making • Expertise in conducting a range of scientific investigations, including the collection and analysis of

qualitative and quantitative data and the interpretation of evidence• Ability to critically evaluate and debate scientific arguments and claims in order to solve problems and

generate informed, responsible and ethical conclusions• Ability to communicate chemical understanding and findings to a range of audiences, including through

the use of appropriate representations, language and nomenclature.

Enrolment adviceA good background in Mathematics and Science at Year 10 level is expected. The study of Chemistry assumes competency in communicating in English.

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Unit DescriptionIn Chemistry, students develop their understanding of chemical systems, and how models of matter and energy transfers and transformations can be used to describe, explain and predict chemical structures, properties and reactions. There are four units:

• Unit 1: Chemical Fundamentals • Unit 2: Molecular Interactions and Reactions • Unit 3: Equilibrium, Acids and Redox Reactions• Unit 4: Structure, Synthesis and Design.

In Unit 1, students use models of atomic structure and bonding to explain the macroscopic properties of materials and to predict the products and explain the energy changes associated with chemical reactions.

In Unit 2, they continue to develop their understanding of bonding models and the relationship between structure, properties and reactions, including consideration of the factors that affect the rate of chemical reactions.

In Units 3 and 4, students further develop their knowledge of chemical processes introduced in Units 1 and 2, including considering energy transfers and transformations, calculations of chemical quantities, rates of reaction and chemical systems.

In Unit 3, students investigate models of equilibrium in chemical systems; apply these models in the context of acids and bases and redox reactions, including electrochemical cells; and explain and predict how a range of factors affect these systems.

In Unit 4, students use models of molecular structure, chemical reactions and energy changes to explain and apply synthesis processes, particularly with consideration of organic synthesis; and they consider current and future applications of chemical design principles.

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Knowledge and understanding• Critical thinking• Investigative skills• Communication skills• Effective work practices.

Assessment task types can include: log book, practical report, scientific poster, research assignment, seminar/oral/electronic presentation, project, essay, models, unit tests, quizzes, and practical skills test.

Biology (T) and (A) Course DescriptionBiology is the scientific study of living organisms and the environment in which they live. It is a multi-disciplinary science, which draws on concepts from Physics, Mathematics, Chemistry and the Earth Sciences. Biology has many levels of organisation from the biochemistry of the cell to the dynamics of the biosphere.

The study of Biology enhances understanding of the natural world and the place of people and other organisms within it. This includes knowledge and curiosity about human life and health, how humans interact with the natural world and the need to sustain the complex interactions that make possible the diversity of life on Earth.

Developments in technology, including biochemistry and biotechnology, have presented society with the need to make decisions about a range of public issues such as conservation, management of resources, genetic engineering, reproductive technology and medical research. The study of Biology should assist students to make informed decisions in such controversial areas and help them to contribute to informed debate.

This course would be an excellent basis for further studies in areas such as conservation, environmental science and engineering, sports science, forestry, veterinary science, physiotherapy, genetics, nursing, teaching or medicine.

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Biology aims to develop students’:• Sense of wonder and curiosity about life and respect for all living things and the environment• Understanding of how biological systems interact and are interrelated; the flow of matter and energy

through and between these systems; and the processes by which they persist and change • Understanding of major biological concepts, theories and models related to biological systems at all scales,

from subcellular processes to ecosystem dynamics• Appreciation of how biological knowledge has developed over time and continues to develop; how

scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts

• Ability to plan and carry out fieldwork, laboratory and other research investigations including the collection and analysis of qualitative and quantitative data and the interpretation of evidence

• Ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge

• Ability to communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Enrolment AdviceA good background in Mathematics and Science at Year 10 level is expected. Students should be competent in English language skills.

Unit DescriptionIn Biology, students develop their understanding of biological systems, the components of these systems and their interactions, how matter flows and energy is transferred and transformed in these systems, and the ways in which these systems are affected by change at different spatial and temporal scales. There are four units:

• Unit 1: Cells and Multicellular organisms • Unit 2: Biodiversity and Interconnectedness• Unit 3: Heredity & Continuity of Life• Unit 4: Maintaining the Internal Environment.

Units 1 and 2, students build on prior learning to develop their understanding of relationships between structure and function in a range of biological systems, from ecosystems to single cells and multicellular organisms.

In Unit 1, students investigate the interdependent components of the cell system and the multiple interacting systems in multicellular organisms. In Unit 2, students analyse abiotic and biotic ecosystem components and their interactions, using classification systems for data collection, comparison and evaluation.

In Units 3 and 4, students examine the continuity of biological systems and how they change over time in response to external factors. They examine and connect system interactions at the molecular level to system change at the organism and population levels.

In Unit 3, students investigate mechanisms of heredity and the ways in which inheritance patterns can be explained, modelled and predicted; they connect these patterns to population dynamics and apply the theory of evolution by natural selection in order to examine changes in populations.

In Unit 4, students investigate system change and continuity in response to changing external conditions and pathogens; they investigate homeostasis and the transmission and impact of infectious disease at cellular and organism levels; and they consider the factors that encourage or reduce the spread of infectious disease at the population level.

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Knowledge and understanding• Critical thinking

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Biology aims to develop students’:• Sense of wonder and curiosity about life and respect for all living things and the environment• Understanding of how biological systems interact and are interrelated; the flow of matter and energy

through and between these systems; and the processes by which they persist and change • Understanding of major biological concepts, theories and models related to biological systems at all scales,

from subcellular processes to ecosystem dynamics• Appreciation of how biological knowledge has developed over time and continues to develop; how

scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts

• Ability to plan and carry out fieldwork, laboratory and other research investigations including the collection and analysis of qualitative and quantitative data and the interpretation of evidence

• Ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge

• Ability to communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Enrolment AdviceA good background in Mathematics and Science at Year 10 level is expected. Students should be competent in English language skills.

Unit DescriptionIn Biology, students develop their understanding of biological systems, the components of these systems and their interactions, how matter flows and energy is transferred and transformed in these systems, and the ways in which these systems are affected by change at different spatial and temporal scales. There are four units:

• Unit 1: Cells and Multicellular organisms • Unit 2: Biodiversity and Interconnectedness• Unit 3: Heredity & Continuity of Life• Unit 4: Maintaining the Internal Environment.

Units 1 and 2, students build on prior learning to develop their understanding of relationships between structure and function in a range of biological systems, from ecosystems to single cells and multicellular organisms.

In Unit 1, students investigate the interdependent components of the cell system and the multiple interacting systems in multicellular organisms. In Unit 2, students analyse abiotic and biotic ecosystem components and their interactions, using classification systems for data collection, comparison and evaluation.

In Units 3 and 4, students examine the continuity of biological systems and how they change over time in response to external factors. They examine and connect system interactions at the molecular level to system change at the organism and population levels.

In Unit 3, students investigate mechanisms of heredity and the ways in which inheritance patterns can be explained, modelled and predicted; they connect these patterns to population dynamics and apply the theory of evolution by natural selection in order to examine changes in populations.

In Unit 4, students investigate system change and continuity in response to changing external conditions and pathogens; they investigate homeostasis and the transmission and impact of infectious disease at cellular and organism levels; and they consider the factors that encourage or reduce the spread of infectious disease at the population level.

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Knowledge and understanding• Critical thinking

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• Investigative skills• Communication skills• Effective work practices.

Assessment task types can include: log book, practical report, scientific poster, research assignment, seminar/oral/electronic presentation, project, essay, models, unit tests, quizzes, and practical skills test.

Earth & Environmental Science (T) and (A) Course DescriptionEarth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these four components. Earth and environmental scientists consider how these interrelationships produce environmental change at a variety of timescales. To do this, they integrate knowledge, concepts, models and methods drawn from geology, biology, physics and chemistry in the study of Earth’s ancient and modern environments. Earth and environmental scientists strive to understand past and present processes so that reliable and scientifically-defensible predictions can be made about the future.

Earth and Environmental Science aims to develop students’:• Interest in Earth and environmental science and their appreciation of how this multidisciplinary knowledge

can be used to understand contemporary issues• Understanding of Earth as a dynamic planet consisting of four interacting systems: the geosphere,

atmosphere, hydrosphere and lithosphere• Appreciation of the complex interactions, involving multiple parallel processes, that continually change Earth

systems over a range of timescales• Understanding that Earth and environmental science knowledge has developed over time; is used in a variety

of contexts; and influences, and is influenced by, social, economic, cultural and ethical considerations• Ability to conduct a variety of field, research and laboratory investigations involving collection and analysis of

qualitative and quantitative data, and interpretation of evidence• Ability to critically evaluate Earth and environmental science concepts, interpretations, claims and

conclusions with reference to evidence• Ability to communicate Earth and environmental understanding, findings, arguments and conclusions using

appropriate representations, modes and genres.

Enrolment AdviceA good background in mathematics and science at Year 10 level is expected. Students should be competent in English language skills.

Unit DescriptionIn Earth and Environmental Science, students develop their understanding of the ways in which interactions between Earth systems influence Earth processes, environments and resources. There are four units:

• Unit 1: Introduction to Earth Systems• Unit 2: Earth processes• Unit 3: Living on Earth• Unit 4: The Changing Earth.

In Units 1 and 2, students are introduced to the Earth system model and to the ways in which the Earth spheres interact and are related by transfers and transformations of energy.

In Unit 1, students examine the evidence underpinning theories of the development of the Earth systems, their interactions and their components.

In Unit 2, students investigate how Earth processes involve interactions of Earth systems and are inter-related through transfers and transformations of energy. 39

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In Units 3 and 4, students use the Earth system model and an understanding of Earth processes, to examine Earth resources and environments, as well as the factors that impact the Earth system at a range of spatial and temporal scales.

In Unit 3, students examine renewable and non-renewable resources, the implications of extracting, using and consuming these resources, and associated management approaches.

In Unit 4, students consider how Earth processes and human activity can contribute to Earth hazards, and the ways in which these hazards can be predicted, managed and mitigated to reduce their impact on Earth environments

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Knowledge and understanding• Critical thinking• Investigative skills• Communication skills• Effective work practices.

Assessment task types can include: log book, practical report, scientific poster, research assignment, seminar/oral/electronic presentation, project, essay, models, unit tests, quizzes, and practical skills test.

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• Investigative skills• Communication skills• Effective work practices.

Assessment task types can include: log book, practical report, scientific poster, research assignment, seminar/oral/electronic presentation, project, essay, models, unit tests, quizzes, and practical skills test.

Earth & Environmental Science (T) and (A) Course DescriptionEarth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these four components. Earth and environmental scientists consider how these interrelationships produce environmental change at a variety of timescales. To do this, they integrate knowledge, concepts, models and methods drawn from geology, biology, physics and chemistry in the study of Earth’s ancient and modern environments. Earth and environmental scientists strive to understand past and present processes so that reliable and scientifically-defensible predictions can be made about the future.

Earth and Environmental Science aims to develop students’:• Interest in Earth and environmental science and their appreciation of how this multidisciplinary knowledge

can be used to understand contemporary issues• Understanding of Earth as a dynamic planet consisting of four interacting systems: the geosphere,

atmosphere, hydrosphere and lithosphere• Appreciation of the complex interactions, involving multiple parallel processes, that continually change Earth

systems over a range of timescales• Understanding that Earth and environmental science knowledge has developed over time; is used in a variety

of contexts; and influences, and is influenced by, social, economic, cultural and ethical considerations• Ability to conduct a variety of field, research and laboratory investigations involving collection and analysis of

qualitative and quantitative data, and interpretation of evidence• Ability to critically evaluate Earth and environmental science concepts, interpretations, claims and

conclusions with reference to evidence• Ability to communicate Earth and environmental understanding, findings, arguments and conclusions using

appropriate representations, modes and genres.

Enrolment AdviceA good background in mathematics and science at Year 10 level is expected. Students should be competent in English language skills.

Unit DescriptionIn Earth and Environmental Science, students develop their understanding of the ways in which interactions between Earth systems influence Earth processes, environments and resources. There are four units:

• Unit 1: Introduction to Earth Systems• Unit 2: Earth processes• Unit 3: Living on Earth• Unit 4: The Changing Earth.

In Units 1 and 2, students are introduced to the Earth system model and to the ways in which the Earth spheres interact and are related by transfers and transformations of energy.

In Unit 1, students examine the evidence underpinning theories of the development of the Earth systems, their interactions and their components.

In Unit 2, students investigate how Earth processes involve interactions of Earth systems and are inter-related through transfers and transformations of energy. 39

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In Units 3 and 4, students use the Earth system model and an understanding of Earth processes, to examine Earth resources and environments, as well as the factors that impact the Earth system at a range of spatial and temporal scales.

In Unit 3, students examine renewable and non-renewable resources, the implications of extracting, using and consuming these resources, and associated management approaches.

In Unit 4, students consider how Earth processes and human activity can contribute to Earth hazards, and the ways in which these hazards can be predicted, managed and mitigated to reduce their impact on Earth environments

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Knowledge and understanding• Critical thinking• Investigative skills• Communication skills• Effective work practices.

Assessment task types can include: log book, practical report, scientific poster, research assignment, seminar/oral/electronic presentation, project, essay, models, unit tests, quizzes, and practical skills test.

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STUDIES OF SOCIETY AND ENVIRONMENTBusiness (T) and (A)Course DescriptionBusiness is an exciting course which equips students with the practical and theoretical skills needed to perform in the world of business. It also challenges students to think critically, become independent learners and develop problem-solving skills. It is envisaged that the skills and insights gained in studying Business will prepare students for a variety of entry points for future study in fields such as Law, Human Relations, Accountancy, Commerce as well as employee and employer roles.

Courses within Business are designed to develop knowledge and skills associated with the ever-changing business world, both local and global, focussing on the essential planning requirements of a small business to the broader roles of management, finance, employment relations, marketing, e-business, and the impact of the global business environment. Students will gain an appreciation of the influences of economic, legal, social and institutional frameworks of the society in which business operates. By studying relevant business disciplines, and through contact with a variety of successful businessmen and women, students will further enrich their understanding of how businesses operate, the challenges and responsibilities of business and the broad ethical and social consequences of business decisions.

Enrolment AdviceThere are no formal prerequisites for this course.

Units Small Business and Human ResourcesThis unit is designed to introduce students to the opportunities, conditions and demands of Small Business. It will focus on the operation of small business and the development of business acumen. It will also consider the nature of employer/employee relations, the principles, challenges and potential of positive employer/employee relationships.

Marketing and Market ResearchStudents will study the key elements of marketing and marketing research as undertaken within the business environment. The course will enable students to gain an understanding of the marketing planning process, the marketing mix, marketing segmentation, methodologies underpinning market research and the formulation of marketing strategies.

Globalisation, Media and CommunicationOperating a business is becoming more and more a global concern. This unit considers the nature and trends relating to globalisation, the influences upon global businesses and how and why business expand internationally. Students will also develop an understanding of the changing nature of communications and media especially in relation to e-business and the adoption of social media and networking within the business environment.

Business Management and Future BusinessThis unit will combine the knowledge of previous units and explore Change Management processes and strategies, integral for success. By evaluating management strategies in response to change, students will gain insight into the

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inter-relationship between internal and external factors, making connections between business planning, operation and opportunities for future development.

General Methods of AssessmentMethods of assessment include written tests, research assignments/reports, oral presentations and business simulations.

Students will be assessed on the degree to which they demonstrate• Knowledge, understanding and application• Critical analysis• Inquiry skills• Effective communication.

Business Administration (A/V)BSB20112: Certificate II in Business BSB30112: Certificate III in Business (Statement of Attainment) Course DescriptionThese courses offer nationally recognised qualifications which provide skills in Business services, including management, administration, marketing and advertising, record keeping, processing accounts and financial documents and customer service.

Throughout this course, students will be encouraged to become creative and critical thinkers, enterprising problem-solvers and informed, ethical decision-makers. Interpersonal skills will be developed to facilitate appropriate, empathetic communication, an awareness of environmental and cultural concerns as well as equip students to be collaborative members of a team. The ability to become confident, capable users of technologies, as well as independent, self-managed learners will also be nurtured.

Enrolment AdviceStudents who wish to enrol in Business Administration must have ongoing and extensive access over the program to a business workplace through an ASBA, part-time or casual work, or industry partnership between an employer and/or other Registered Training Organisation or College.

UnitsWorking in a Business Administration 1 (Certificate II)This unit should enable students to: develop keyboard skills in speed and accuracy; participate in OHS processes; work effectively in a business environment; produce simple word processed documents; participate in environmentally sustainable work practices.

Working in a Business Administration 2 (Certificate II)This unit should enable students to: develop keyboard skills in speed and accuracy; process and maintain workplace information; organise and complete daily work activities; use business technology; handle mail; communicate electronically; create electronic presentations ( Imported Certificate III competency).

Working in a Business Administration 3 (Certificate III SoA)This unit should enable students to: develop keyboarding and accuracy; produce desktop published documents; organise workplace information; write simple documents. Structured Workplace Learning is highly recommended.

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inter-relationship between internal and external factors, making connections between business planning, operation and opportunities for future development.

General Methods of AssessmentMethods of assessment include written tests, research assignments/reports, oral presentations and business simulations.

Students will be assessed on the degree to which they demonstrate• Knowledge, understanding and application• Critical analysis• Inquiry skills• Effective communication.

Business Administration (A/V)BSB20112: Certificate II in Business BSB30112: Certificate III in Business (Statement of Attainment) Course DescriptionThese courses offer nationally recognised qualifications which provide skills in Business services, including management, administration, marketing and advertising, record keeping, processing accounts and financial documents and customer service.

Throughout this course, students will be encouraged to become creative and critical thinkers, enterprising problem-solvers and informed, ethical decision-makers. Interpersonal skills will be developed to facilitate appropriate, empathetic communication, an awareness of environmental and cultural concerns as well as equip students to be collaborative members of a team. The ability to become confident, capable users of technologies, as well as independent, self-managed learners will also be nurtured.

Enrolment AdviceStudents who wish to enrol in Business Administration must have ongoing and extensive access over the program to a business workplace through an ASBA, part-time or casual work, or industry partnership between an employer and/or other Registered Training Organisation or College.

UnitsWorking in a Business Administration 1 (Certificate II)This unit should enable students to: develop keyboard skills in speed and accuracy; participate in OHS processes; work effectively in a business environment; produce simple word processed documents; participate in environmentally sustainable work practices.

Working in a Business Administration 2 (Certificate II)This unit should enable students to: develop keyboard skills in speed and accuracy; process and maintain workplace information; organise and complete daily work activities; use business technology; handle mail; communicate electronically; create electronic presentations ( Imported Certificate III competency).

Working in a Business Administration 3 (Certificate III SoA)This unit should enable students to: develop keyboarding and accuracy; produce desktop published documents; organise workplace information; write simple documents. Structured Workplace Learning is highly recommended.

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Working in a Business Administration 4 (Certificate III SoA)This unit should enable students to: organise personal work priorities and development; develop keyboarding speed and accuracy; recommend products and services.

General Methods of AssessmentIn order to complete the requirements for Certificates II and III in Business, students will be required to demonstrate their competencies by completing four different task types:

• Work Performance – observation of the student conducting a range of work or practical activities in a workplace or appropriate simulated environment

• Work Project – a verbal, written or visual report on an aspect of work operations• Portfolio – completing, collecting or compiling a range of evidence to indicate competence with the unit• Practical Activity – a ‘design and make’ task involving the demonstration of a practical activity relevant to

the workplace.

Students will be assessed on the degree to which they demonstrate:• Knowledge, skills and application• Communication, interpersonal and organisational skills• Use of appropriate technologies• Problem solving skills• Evaluating and monitoring performance

Geography (T) and (A)Course DescriptionThis course follows the Australian National Curriculum. Geography draws on students’ curiosity about the diversity of the world’s places and their peoples, cultures and environments. It enables students to appreciate the complexity of our world and the diversity of its environments, economies and cultures. Students can use this knowledge to promote a more sustainable way of life and awareness of social and spatial inequalities.

It uses the key concepts of place, space, environment, interconnection, sustainability, scale and change to study the subject in depth and provide deeper knowledge about processes shaping our world.

Geography aims to develop students:• Knowledge and understanding of the nature, causes and consequences of natural and ecological hazards;

the challenges affecting the sustainability of places; land cover transformations; and international integration in a range of spatial contexts

• Understanding and application of the concepts of place, space, environment, interconnection, sustainability, scale and change through inquiries into geographical phenomena and issues

• Capacity to be accomplished, critical users of geographical inquiry and skills, and have the ability to think and communicate geographically

• Ability to identify, evaluate and justify alternative responses to the geographical challenges facing humanity, and propose and justify actions taking into account environmental, social and economic factors.

Enrolment AdviceNo prerequisites

Unit DescriptionIn Geography, students develop their understanding of ….There are four units:

• Unit 1: Natural and Ecological Hazards• Unit 2: Sustainable Places• Unit 3: Land Cover Transformations• Unit 4: Global Transformations

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In Units 1 and 2 students are provided with a sound foundation for the study of the subject at the senior level. They are introduced to natural and ecological hazards, and challenges related to the liveability of places.

In Unit 1, students examine the management of hazards and the risk they pose to people and environments. Risk management is defined in terms of preparedness, mitigation and/or prevention.

In Unit 2, students investigate how the outcomes of processes, for example, population growth and decline, and economic restructuring, vary depending on local responses and adaptations. In this unit students also examine the causes and consequences of urbanisation with specific reference to the megacities of the developing world.

In Units 3 and 4 students apply the understandings and skills of Geography with greater rigour. They focus on human-initiated changes to biophysical cover of the earth’s surface, leading to the creation of anthropogenic biomes, and the processes of international integration (globalisation).

In Unit 3, students assess the impacts of land cover transformations with particular reference to climate change.

In Unit 4, students evaluate the economic and cultural transformations taking place in the world, the spatial outcomes of these processes, and their social and geopolitical consequences. Through this study, students will be better able to understand the dynamic nature of the world in which they live.

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Geographical Inquiry and Skills• Geographical Knowledge and Understanding

Assessment task types can include: Suggested tasks: oral presentations, tests, essays, reports, data analysis, fieldwork techniques, map work, visual displays and presentations.

Modern History (T) and (A)Course DescriptionThe study of History allows students to satisfy their natural curiosity about the range of human experiences through time, gaining perspectives and understandings that encourage them to value diversity and develop empathetic understanding of others. The exploration of History facilitates understandings of cultural heritages and notions of identity. It helps students understand why nations and people hold certain values, and why values and belief systems vary from one group to another. This knowledge is crucial to the development of effective citizens locally, nationally and globally.

As they develop the inquiry process, students develop the cognitive skills of investigation, interpretation and communication by asking meaningful questions and locating, selecting, critically analysing and evaluating evidence in order to present arguments that assist in explaining the human condition.

The Modern History curriculum aims to develop students’:• Knowledge and understanding of particular events, ideas, movements and developments that have shaped

the modern world • Capacity to undertake historical inquiry, including skills in research, evaluation of sources, synthesis of

evidence, analysis of interpretations and representations, and communication of findings• Application of historical concepts, including evidence, continuity and change, cause and effect, significance,

empathy, perspectives and contestability• Capacity to be informed citizens with the skills, including analytical and critical thinking, to participate in

contemporary debates.

Enrolment AdviceThere are no formal prerequisites for this course. The course is designed to allow students pursue their interest(s) in Ancient, Medieval and/or Modern History. History is currently offered on two lines which enabling students to achieve a Double Major in History.

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In Units 1 and 2 students are provided with a sound foundation for the study of the subject at the senior level. They are introduced to natural and ecological hazards, and challenges related to the liveability of places.

In Unit 1, students examine the management of hazards and the risk they pose to people and environments. Risk management is defined in terms of preparedness, mitigation and/or prevention.

In Unit 2, students investigate how the outcomes of processes, for example, population growth and decline, and economic restructuring, vary depending on local responses and adaptations. In this unit students also examine the causes and consequences of urbanisation with specific reference to the megacities of the developing world.

In Units 3 and 4 students apply the understandings and skills of Geography with greater rigour. They focus on human-initiated changes to biophysical cover of the earth’s surface, leading to the creation of anthropogenic biomes, and the processes of international integration (globalisation).

In Unit 3, students assess the impacts of land cover transformations with particular reference to climate change.

In Unit 4, students evaluate the economic and cultural transformations taking place in the world, the spatial outcomes of these processes, and their social and geopolitical consequences. Through this study, students will be better able to understand the dynamic nature of the world in which they live.

General Methods of AssessmentStudents will be assessed on the degree to which they demonstrate:

• Geographical Inquiry and Skills• Geographical Knowledge and Understanding

Assessment task types can include: Suggested tasks: oral presentations, tests, essays, reports, data analysis, fieldwork techniques, map work, visual displays and presentations.

Modern History (T) and (A)Course DescriptionThe study of History allows students to satisfy their natural curiosity about the range of human experiences through time, gaining perspectives and understandings that encourage them to value diversity and develop empathetic understanding of others. The exploration of History facilitates understandings of cultural heritages and notions of identity. It helps students understand why nations and people hold certain values, and why values and belief systems vary from one group to another. This knowledge is crucial to the development of effective citizens locally, nationally and globally.

As they develop the inquiry process, students develop the cognitive skills of investigation, interpretation and communication by asking meaningful questions and locating, selecting, critically analysing and evaluating evidence in order to present arguments that assist in explaining the human condition.

The Modern History curriculum aims to develop students’:• Knowledge and understanding of particular events, ideas, movements and developments that have shaped

the modern world • Capacity to undertake historical inquiry, including skills in research, evaluation of sources, synthesis of

evidence, analysis of interpretations and representations, and communication of findings• Application of historical concepts, including evidence, continuity and change, cause and effect, significance,

empathy, perspectives and contestability• Capacity to be informed citizens with the skills, including analytical and critical thinking, to participate in

contemporary debates.

Enrolment AdviceThere are no formal prerequisites for this course. The course is designed to allow students pursue their interest(s) in Ancient, Medieval and/or Modern History. History is currently offered on two lines which enabling students to achieve a Double Major in History.

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Unit DescriptionIn Modern History, students study the forces that have shaped the modern world and develop a broader and deeper comprehension of the world in which they live. The Modern History curriculum consists of four units. For each unit there are five to eight topic electives that focus on a particular nation-state, movement or development. Each unit includes a focus on key concepts that underpin the discipline of history, such as cause and effect, significance, and contestability.

The four units include:Unit 1: Understanding the Modern WorldThis unit provides an introduction to significant developments in the modern period that have defined the modern world, and the ideas that underpinned them such as liberty, equality and fraternity.

Unit 2: Movements for Change in the 20th centuryThis unit examines significant movements, developed in response to the ideas studied in Unit 1 that brought about change in the modern world and that have been subject to political debate. The unit focuses on the ways in which individuals, groups and institutions have challenged authority and transform society.

Unit 3: Modern Nations in the 20th centuryThis unit examines the ‘nation’ as the principal form of political organisation in the modern world; the crises that confronted nations in the 20th century; their responses to these crises, and the different paths they have taken to fulfil their goals.

Unit 4: The Modern World since 1945This unit focuses on the distinctive features of the modern world that emerged in the period 1945-2010. It aims to build students’ understanding of the contemporary world - that is, why we are here at this point in time.

General Methods of AssessmentMethods of assessment include prepared in-class essays, empathetic/critical responses, research essays, documents studies, oral presentations and exams.Students will be assessed on the degree to which they demonstrate:

• Investigation• Interpretation• Communication

Ancient History (T) and (A)Course DescriptionThe study of History allows students to satisfy their natural curiosity about the range of human experiences through time, gaining perspectives and understandings that encourage them to value diversity and develop empathetic understanding of others. The exploration of History facilitates understandings of cultural heritages and notions of identity. It helps students understand why nations and people hold certain values, and why values and belief systems vary from one group to another. This knowledge is crucial to the development of effective citizens locally, nationally and globally.

As they develop the inquiry process, students develop the cognitive skills of investigation, interpretation and communication by asking meaningful questions and locating, selecting, critically analysing and evaluating evidence in order to present arguments that assist in explaining the human condition.

The Ancient History curriculum aims to develop students’:• Knowledge and understanding of the ancient past, including key individuals, institutions, structures and

features of ancient societies• Capacity to undertake historical inquiry, including skills in inquiry and research, interpretation using

sources, evidence-based arguments, and communication• Analytical and critical thinking using key historical concepts including, evidence, continuity and change,

cause and effect, significance, empathy, perspectives, interpretations, representations and contestability• Appreciation of the origins, impact and legacy of ideas, beliefs and values of the ancient world.

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Unit DescriptionIn Modern History, students study the forces that have shaped the modern world and develop a broader and deeper comprehension of the world in which they live. The Modern History curriculum consists of four units. For each unit there are five to eight topic electives that focus on a particular nation-state, movement or development. Each unit includes a focus on key concepts that underpin the discipline of history, such as cause and effect, significance, and contestability.

The four units include:Unit 1: Understanding the Modern WorldThis unit provides an introduction to significant developments in the modern period that have defined the modern world, and the ideas that underpinned them such as liberty, equality and fraternity.

Unit 2: Movements for Change in the 20th centuryThis unit examines significant movements, developed in response to the ideas studied in Unit 1 that brought about change in the modern world and that have been subject to political debate. The unit focuses on the ways in which individuals, groups and institutions have challenged authority and transform society.

Unit 3: Modern Nations in the 20th centuryThis unit examines the ‘nation’ as the principal form of political organisation in the modern world; the crises that confronted nations in the 20th century; their responses to these crises, and the different paths they have taken to fulfil their goals.

Unit 4: The Modern World since 1945This unit focuses on the distinctive features of the modern world that emerged in the period 1945-2010. It aims to build students’ understanding of the contemporary world - that is, why we are here at this point in time.

General Methods of AssessmentMethods of assessment include prepared in-class essays, empathetic/critical responses, research essays, documents studies, oral presentations and exams.Students will be assessed on the degree to which they demonstrate:

• Investigation• Interpretation• Communication

Ancient History (T) and (A)Course DescriptionThe study of History allows students to satisfy their natural curiosity about the range of human experiences through time, gaining perspectives and understandings that encourage them to value diversity and develop empathetic understanding of others. The exploration of History facilitates understandings of cultural heritages and notions of identity. It helps students understand why nations and people hold certain values, and why values and belief systems vary from one group to another. This knowledge is crucial to the development of effective citizens locally, nationally and globally.

As they develop the inquiry process, students develop the cognitive skills of investigation, interpretation and communication by asking meaningful questions and locating, selecting, critically analysing and evaluating evidence in order to present arguments that assist in explaining the human condition.

The Ancient History curriculum aims to develop students’:• Knowledge and understanding of the ancient past, including key individuals, institutions, structures and

features of ancient societies• Capacity to undertake historical inquiry, including skills in inquiry and research, interpretation using

sources, evidence-based arguments, and communication• Analytical and critical thinking using key historical concepts including, evidence, continuity and change,

cause and effect, significance, empathy, perspectives, interpretations, representations and contestability• Appreciation of the origins, impact and legacy of ideas, beliefs and values of the ancient world.

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Enrolment AdviceThere are no formal prerequisites for this course. The course is designed to allow students pursue their interest(s) in Ancient, Medieval and/or Modern History. History is currently offered on two lines which enabling students to achieve a Double Major in History.

Unit DescriptionIn Ancient History, students study the key institutions, structures and features of ancient societies and develop a broader and deeper comprehension of the origins, impact and legacy of ideas, beliefs and values of the ancient world. The Ancient History curriculum consists of four units. For each unit there are seven to 16 topic electives that focus on a particular event, society, historical period, site, source or issue. Each unit includes a focus on key concepts that define the discipline of history, such as cause and effect, significance, and contestability.

The four units include:Unit 1: Investigating the Ancient WorldThis unit provides an introduction to the nature of the remaining evidence of the ancient past and issues relevant to the investigation of the ancient world. The unit involves an investigation of the evidence for an ancient site, individual, group or event and how it has been interpreted and represented.

Unit 2: Ancient SocietiesThis unit examines how people lived in the ancient world through an investigation of the remaining evidence. The unit focuses on the study of significant features of ancient societies, such as slavery, the family, and beliefs, rituals and funerary practices.

Unit 3: People, Power and AuthorityThis unit examines the nature and exercise of power and authority in ancient societies in key periods, with reference to the evidence of significant political, military, religious and economic features. The study of an individual as part of this unit enables study of the influence of the ‘individual’ on events and developments.

Unit 4: Reconstructing the Ancient WorldThis unit focuses on a significant historical period to develop an understanding of the relevant institutions, practises, key events and individuals of the period, in the context of a wide range of sources. This unit allows for greater study of the challenges associated with the interpretation and evaluation of evidence.

General Methods of AssessmentMethods of assessment include prepared in-class essays, empathetic/critical responses, research essays, documents studies, oral presentations and exams.

Students will be assessed on the degree to which they demonstrate:• Investigation• Interpretation• Communication

Legal Studies (T) and (A)Course DescriptionThis discipline provides students with an understanding of not only their legal rights, but their legal responsibilities. Legal Studies provides an insight into what makes ‘good law’ by challenging students to examine the application of legal practices, premises and prevailing law. It is a practical, dynamic and confronting subject which can catapult students in tertiary law, but also into paralegal studies, where an awareness of rights and responsibilities is paramount. Legal Studies is about the way the law relates to and serves both individuals and the community.

Enrolment AdviceThere are no formal prerequisites for this course.

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Unit DescriptionThe Australian Legal System and TortsThis unit provides an introduction into the way in which law is generated, structured and operates within Australian and international contexts. Students will have the opportunity to assess how cultures and values of different groups within society impact on our legal system and analyse the dynamic interrelationship between law, justice and a changing society. The question of valid sources and bias becomes central with the investigation of civil cases involving negligence, trespass, nuisance and defamation and students begin to develop their ability to formulate a reasoned legal argument.

Criminal LawThis unit provides students with an understanding of a range of criminal activities and the way in which the law in Australia is prepared to respond. Current and landmark cases will be used as case studies. This unit will enable students to understand law enforcement in Australia, analyse the legal process in response to crimes and appreciate the defence arguments, sanctions and possible punishments which may mitigate a court’s decision.

Human Rights and Family LawHuman Rights and Family Law allows student to identify and explain fundamental human rights and liberties in society as well as demonstrate knowledge of the relationship between family institutions and the legal system. Under the Human Rights segment, students will analyse the proposition that all persons have equal rights and are entitled to be treated equally by the courts in Australia. This will be followed by a critical evaluation of the tension between the protection of society and the rights and liberties of the individual. Students will also have the opportunity to analyse the technicalities and social problems involved in family relations, marriage and divorce and the courts’ role in this aspect of law.

Cyber Crime and World Order The virtual world is subverting all aspects of the real world in terms of commerce, communication and commitment. Interaction with Facebook, EBay and Amazon raises the prospect of virtual assault, the need to understand contract law and legal representation that were never envisaged when the current laws were framed. In investigating cyber-crime, students will demonstrate a working knowledge of cyber-law and evaluate the extent to which Australian and International laws are keeping pace with technological change.

General Methods of AssessmentMethods of assessment include in-class essays/writing, research essays, document tests, oral presentations and exams.

Students will be assessed on the degree to which they demonstrate:• Knowledge and application• Critical analysis• Effective communication• Range of inquiry skills• Creative appraisal

Early Childhood Education and Care (A/V)CHC30113: Certificate III in Early Childhood Education and CareEarly Childhood Education and Care can be studied as an Accredited (A) or an Accredited Vocational (A/V) course. Students are eligible to obtain Certificate III if all components of the course are completed. They will be assessed in line with the BSSS requirements and receive a grade on their Senior Secondary Certificate for units studied. If all components are not completed for Certificate III they will receive a Statement of Attainment outlining competencies gained. 47

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Course DescriptionThis course is delivered by St Clare’s College in partnership with the Canberra Institute of Technology (CIT). The course consists of four (4) semester units delivered at the College. To complete the full Certificate III qualification students must also enrol with CIT in Semesters 1 and 2 in Year 12 and complete three (3) hours of training per week on the St Clare’s College campus.

This course aims to provide opportunities for students to gain the skills necessary to make a smooth transition to post school options in the Early Childhood sector.

It gives opportunities for students to gain skills in the community that are relevant to employment. This is a nationally recognised vocational course designed to provide a unified system of entry level training across the whole of Australian industry.

Structured Workplace Learning (SWL) (0.5 unit)• This provides students with an insight into the world of work• Gives students first-hand experience of the world of work• Enables students to talk to employers and employees• Enables students to experience working conditions, such as long hours, travel, and industrial and

appropriate workplace behaviour• Students will be required to complete a 3 week placement in Year 11 and a 2 week placement in Year 12.

Enrolment AdviceThere are no prerequisites to enter this course.

Unit DescriptionWorking in Early ChildhoodProvides students with the opportunity to:

• Identify occupational health and safety hazards • Operate in the workplace effectively• Develop an awareness of legal and ethical responsibilities.

Early Childhood Development and NutritionProvides students with the opportunity to:

• Support the physical, cognitive, emotional and communication development of children• Create an environment for holistic learning and development• Promote healthy eating among children• Plan nutritious food and drink for children

Relationships in Early ChildhoodProvides students with the opportunity to:

• Communicate and interact positively with children• Support and respect children• Maintain the dignity and rights of children• Contribute to a safe and supportive environment using positive techniques• Observe, collect and use data to develop strategies for support• Implement strategies of support for children who require it• Monitor and review strategies

Early Childhood Health and SafetyThis unit provides students with the opportunity to:

• Support individual children’s health needs• Meet each child’s need for rest, sleep and relaxation• Implement effective hygiene practices and minimise risks• Supervise the safety of children• Contribute to the management of allergies and asthma

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Unit DescriptionThe Australian Legal System and TortsThis unit provides an introduction into the way in which law is generated, structured and operates within Australian and international contexts. Students will have the opportunity to assess how cultures and values of different groups within society impact on our legal system and analyse the dynamic interrelationship between law, justice and a changing society. The question of valid sources and bias becomes central with the investigation of civil cases involving negligence, trespass, nuisance and defamation and students begin to develop their ability to formulate a reasoned legal argument.

Criminal LawThis unit provides students with an understanding of a range of criminal activities and the way in which the law in Australia is prepared to respond. Current and landmark cases will be used as case studies. This unit will enable students to understand law enforcement in Australia, analyse the legal process in response to crimes and appreciate the defence arguments, sanctions and possible punishments which may mitigate a court’s decision.

Human Rights and Family LawHuman Rights and Family Law allows student to identify and explain fundamental human rights and liberties in society as well as demonstrate knowledge of the relationship between family institutions and the legal system. Under the Human Rights segment, students will analyse the proposition that all persons have equal rights and are entitled to be treated equally by the courts in Australia. This will be followed by a critical evaluation of the tension between the protection of society and the rights and liberties of the individual. Students will also have the opportunity to analyse the technicalities and social problems involved in family relations, marriage and divorce and the courts’ role in this aspect of law.

Cyber Crime and World Order The virtual world is subverting all aspects of the real world in terms of commerce, communication and commitment. Interaction with Facebook, EBay and Amazon raises the prospect of virtual assault, the need to understand contract law and legal representation that were never envisaged when the current laws were framed. In investigating cyber-crime, students will demonstrate a working knowledge of cyber-law and evaluate the extent to which Australian and International laws are keeping pace with technological change.

General Methods of AssessmentMethods of assessment include in-class essays/writing, research essays, document tests, oral presentations and exams.

Students will be assessed on the degree to which they demonstrate:• Knowledge and application• Critical analysis• Effective communication• Range of inquiry skills• Creative appraisal

Early Childhood Education and Care (A/V)CHC30113: Certificate III in Early Childhood Education and CareEarly Childhood Education and Care can be studied as an Accredited (A) or an Accredited Vocational (A/V) course. Students are eligible to obtain Certificate III if all components of the course are completed. They will be assessed in line with the BSSS requirements and receive a grade on their Senior Secondary Certificate for units studied. If all components are not completed for Certificate III they will receive a Statement of Attainment outlining competencies gained. 47

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Course DescriptionThis course is delivered by St Clare’s College in partnership with the Canberra Institute of Technology (CIT). The course consists of four (4) semester units delivered at the College. To complete the full Certificate III qualification students must also enrol with CIT in Semesters 1 and 2 in Year 12 and complete three (3) hours of training per week on the St Clare’s College campus.

This course aims to provide opportunities for students to gain the skills necessary to make a smooth transition to post school options in the Early Childhood sector.

It gives opportunities for students to gain skills in the community that are relevant to employment. This is a nationally recognised vocational course designed to provide a unified system of entry level training across the whole of Australian industry.

Structured Workplace Learning (SWL) (0.5 unit)• This provides students with an insight into the world of work• Gives students first-hand experience of the world of work• Enables students to talk to employers and employees• Enables students to experience working conditions, such as long hours, travel, and industrial and

appropriate workplace behaviour• Students will be required to complete a 3 week placement in Year 11 and a 2 week placement in Year 12.

Enrolment AdviceThere are no prerequisites to enter this course.

Unit DescriptionWorking in Early ChildhoodProvides students with the opportunity to:

• Identify occupational health and safety hazards • Operate in the workplace effectively• Develop an awareness of legal and ethical responsibilities.

Early Childhood Development and NutritionProvides students with the opportunity to:

• Support the physical, cognitive, emotional and communication development of children• Create an environment for holistic learning and development• Promote healthy eating among children• Plan nutritious food and drink for children

Relationships in Early ChildhoodProvides students with the opportunity to:

• Communicate and interact positively with children• Support and respect children• Maintain the dignity and rights of children• Contribute to a safe and supportive environment using positive techniques• Observe, collect and use data to develop strategies for support• Implement strategies of support for children who require it• Monitor and review strategies

Early Childhood Health and SafetyThis unit provides students with the opportunity to:

• Support individual children’s health needs• Meet each child’s need for rest, sleep and relaxation• Implement effective hygiene practices and minimise risks• Supervise the safety of children• Contribute to the management of allergies and asthma

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General Methods of AssessmentMethods of assessment include:

• Off-the-job practical activities• Assignments• Excursions and group work• Work placements• Orals• Workshops and group activities• On-the-job practical activities.

Assessment in Early Childhood Education and Care is criterion based and is designed to enable students to demonstrate achievement of the course objectives. Assessment is competency based. Competency-based assessment is the process of collecting evidence and making judgements on whether or not one can consistently demonstrate knowledge and skills, and the application of that knowledge and skills to the standard of performance required in the workplace. Assessment may be in the form of practical or written work such as tests or response to stimulus. This assessment may take place on or off the job.

Psychology (T) and (A)At the time of printing the BSSS had not finalised the 2016 Course documentation. It is envisaged that the current course structure will remain in place and outlined below.

Course DescriptionPsychology provides students with an opportunity to explain human behaviour. In contrast with Sociology which is a study of group behaviour, Psychology offers insights into individual behaviours, through a systematic study of relevant theories and cases studies, which showcase the thoughts, feelings and behaviour of people and animals.The course aims to provide students with an overview of the discipline of Psychology and make them aware of the factors that influence behaviour with a view to helping them become more self-and interpersonally aware. Psychology promotes objective thinking and requires evidence based research, drawing on various methods of enquiry as the basis for exploring, understanding and interpreting human behaviour.

Enrolment AdviceThere are no formal prerequisites for this course.

Unit DescriptionMethodology, that is, how effective and reliable research is conducted, is a compulsory component and is integrated into each unit of the course.

Infancy to AdulthoodThis unit will enable students to gain insight into the nature of development from conception to adulthood. Students will analyse the forces that shape development in childhood, adolescence and adulthood, confronting the age-old dilemma of nurture versus nature. Students will assess the scope and research methods of psychology and apply acquired psychological knowledge to real life experiences. Issues which characterise childhood, adolescence and adulthood development will also be explored.

Consciousness, Learning and Memory The way in which humans learn and draw upon stored memories forms the basis of this study. In this unit, students will examine and evaluate the learning and memory processes and theories, investigating the function of the central nervous system and the nature of consciousness. Issues concerning consciousness and its altered states provide fascinating insights as students also compare the biological basis of behaviour and consciousness.

Personality and Abnormal PsychologyAn understanding of human behaviour and the triggers which cause particular actions are central to this unit. A study of personality, behavioural disorders and issues of mental health enables students to gain an understanding of the nature of personality and variant conditions and behaviours which impact on interpersonal relations and the wider

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society. Students will develop sufficient knowledge and understanding to identify, compare and evaluate personality theories and personality assessment techniques, examine the nature of behavioural disorders and related issues as well as compare the theoretical explanations of mental health and their treatments. An awareness of the range of perceptions and reactions to behavioural disorders and mental health, will also be crucial to course content and an appreciation of the science of psychology.

Social Influences, Attitudes and PrejudiceThis unit enables students to gain an understanding of the nature of attitudes, social influences and the manifestation of prejudice. It will enable students to examine the formation and measurement of attitudes and attitudinal change as well as communicating an understanding of the nature of prejudice and strategies to deal with such bias. Individual behaviours will be scrutinised to determine how decisions are influenced by other people within a social context. The nature and processes of group and social behaviour and the different factors that influence this behaviour will also be examined, along with the scope and research methods of psychology.

General Methods of AssessmentA variety of methods of assessment are used in Psychology. Assessment tasks include in-class essays and responses, research essays, experimental reports, oral presentations and exams.Students will be assessed on the degree to which they demonstrate:• Investigation of knowledge• Understanding and application• Interpretation and evaluation• Communication.

Sociology (T) and (A)At the time of printing the BSSS had not finalised the 2016 Course documentation. It is envisaged that the current course structure will remain in place and outlined below.

Course DescriptionWhereas Psychology seeks to understand individual behaviours, the science of Sociology examines the broader social and cultural factors that influence individuals, groups and institutions within society, including the dynamics and interrelationships of groups of people. Through its distinctive concepts, theories and scientific methodologies,

Sociology recognises the value of the individual and groups, and the need to deal with people in an ethical way.Students are provided with the opportunity to study social issues and problems by examining particular societal patterns and behaviours.

This course provides students with opportunities to be involved actively in the articulation and clarification of their attitudes, values and beliefs, and to apply principles to real life situations.

Enrolment AdviceThere are no formal prerequisites for this course; however it is advisable that students commencing Sociology complete Sociology of the Family, Youth and Culture, which provides an accessible introduction to sociological theory and its application to explain patterns of behaviour.

Unit DescriptionSociology of the Family, Youth and CultureThis unit extends existing student awareness of Family, Youth and contemporary culture by introducing sociological theories to identify and explain relevant patterns of behaviour. The changing nature of ‘family’, cross-cultural comparisons of family structure and function, as well as the sociological implications of family breakdown and dissolution enhance student understanding of their world. The diverse issues that relate to youth and youth subcultures within society, including relationships, complete the introduction into a personally relevant and often fascinating discipline.

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society. Students will develop sufficient knowledge and understanding to identify, compare and evaluate personality theories and personality assessment techniques, examine the nature of behavioural disorders and related issues as well as compare the theoretical explanations of mental health and their treatments. An awareness of the range of perceptions and reactions to behavioural disorders and mental health, will also be crucial to course content and an appreciation of the science of psychology.

Social Influences, Attitudes and PrejudiceThis unit enables students to gain an understanding of the nature of attitudes, social influences and the manifestation of prejudice. It will enable students to examine the formation and measurement of attitudes and attitudinal change as well as communicating an understanding of the nature of prejudice and strategies to deal with such bias. Individual behaviours will be scrutinised to determine how decisions are influenced by other people within a social context. The nature and processes of group and social behaviour and the different factors that influence this behaviour will also be examined, along with the scope and research methods of psychology.

General Methods of AssessmentA variety of methods of assessment are used in Psychology. Assessment tasks include in-class essays and responses, research essays, experimental reports, oral presentations and exams.Students will be assessed on the degree to which they demonstrate:• Investigation of knowledge• Understanding and application• Interpretation and evaluation• Communication.

Sociology (T) and (A)At the time of printing the BSSS had not finalised the 2016 Course documentation. It is envisaged that the current course structure will remain in place and outlined below.

Course DescriptionWhereas Psychology seeks to understand individual behaviours, the science of Sociology examines the broader social and cultural factors that influence individuals, groups and institutions within society, including the dynamics and interrelationships of groups of people. Through its distinctive concepts, theories and scientific methodologies,

Sociology recognises the value of the individual and groups, and the need to deal with people in an ethical way.Students are provided with the opportunity to study social issues and problems by examining particular societal patterns and behaviours.

This course provides students with opportunities to be involved actively in the articulation and clarification of their attitudes, values and beliefs, and to apply principles to real life situations.

Enrolment AdviceThere are no formal prerequisites for this course; however it is advisable that students commencing Sociology complete Sociology of the Family, Youth and Culture, which provides an accessible introduction to sociological theory and its application to explain patterns of behaviour.

Unit DescriptionSociology of the Family, Youth and CultureThis unit extends existing student awareness of Family, Youth and contemporary culture by introducing sociological theories to identify and explain relevant patterns of behaviour. The changing nature of ‘family’, cross-cultural comparisons of family structure and function, as well as the sociological implications of family breakdown and dissolution enhance student understanding of their world. The diverse issues that relate to youth and youth subcultures within society, including relationships, complete the introduction into a personally relevant and often fascinating discipline.

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Deviance and Crime, Issues of Ethnicity and RaceThis unit complements related units in Legal Studies and Psychology, with an examination of deviance, patterns of deviant behaviour, societal tolerance and responses to deviant and/or criminal behaviours. An investigation into the social implications of hot topics such as mandatory sentencing, variations in treatment according to ethnicity, gender and age for example, along with issues of corruption and the goals of sentencing, enable students to participate in informed debate from both theoretical and practical perspectives. This understanding is extended with the exploration of the ways in which racial/ethnic identities are constructed, the nature of gender differences within those groups and the manifestation of discrimination. Using Australian case studies, this unit enhances an awareness of social policy, its implementation and effectiveness.

Sociology of Media, Sociology of GenderMedia, particularly forms of social media such as Facebook and Twitter, have become pervasive. An exploration of this phenomenon to determine how and why associated patterns of behaviour are now the norm, particularly for Gen Y, enables students to evaluate the ways in which ‘norms’ are constructed and manipulated. Armed with this insight, students also examine the socio-cultural history of gender and sex differences. Social issues such as the representation of gender in the media and the changing perceptions of gender and gender roles, ensure that this unit is especially relevant. Students also develop the ability to apply appropriate theories to analyse how sex, gender and sexuality are shaped and controlled by social forces.

Sociology of Class and Power, Sociology and Religious IssuesThe study of sociology culminates in the study of the inter-relationship between social stratification, and authority. An investigation into contemporary issues involving the distribution of wealth, power and influence in Australia will enable students to understand the nature of power, the role of social agencies and the place of knowledge within that context. From this position, students will then examine the way in which religion provides an important mechanism by which pressure can be exerted socially, legally and politically. With an awareness of power plays, students are also encouraged to draw upon their knowledge of sociology to explain current phenomena such as the rise of fundamentalism, religious revivalism and the development of sects or cults.

General Methods of AssessmentA variety of methods of assessment are used in Sociology. Assessment tasks include in-class essays/responses, research essays, experimental reports, oral presentations and exams.

Students will be assessed on the degree to which they demonstrate:• Investigation of knowledge• Understanding and application• Interpretation and evaluation• Communication

Behavioural Science Course (T) and (A)At the time of printing the BSSS had not finalised the 2016 Course documentation. It is envisaged that the current course structure will remain in place and outlined below.

Course DescriptionThis course allows students to achieve a major in Behavioural Science, studying from the disciplines of Psychology and Sociology. The opportunity to group together a variety of units provides students with greater flexibility in their units of study and in some circumstances it may be beneficial to student ATAR calculations.

Behavioural Science aims to understand the universality of human experience, as well as individual and cultural differences. In so doing, it builds a bridge between scientific knowledge and vocational practice. The subject area promotes objective thinking and evidence based research, drawing on various methods of enquiry as the basis for exploring, understanding and interpreting human behaviour.

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Enrolment AdviceStudents cannot directly elect the Behavioural Science major as a course of study. They must elect to study Psychology and Sociology.

Students who wish to complete a major in Behavioural Science must study a combination of four units from within the Psychology and Sociology disciplines. For example students may wish to study three semesters of Sociology and one semester of Psychology, or three semesters of Psychology and one semester of Sociology, or two semesters of both Psychology and Sociology.

General Methods of AssessmentA variety of methods of assessment are used in Behavioural Science. Assessment tasks include in-class essays/responses, research essays, experimental reports, oral presentations and exams.

Students will be assessed on the degree to which they demonstrate:• Investigation of knowledge• Understanding and application• Interpretation and evaluation• Communication

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St Clare’s CollegeA Spirited Learning Community

Deviance and Crime, Issues of Ethnicity and RaceThis unit complements related units in Legal Studies and Psychology, with an examination of deviance, patterns of deviant behaviour, societal tolerance and responses to deviant and/or criminal behaviours. An investigation into the social implications of hot topics such as mandatory sentencing, variations in treatment according to ethnicity, gender and age for example, along with issues of corruption and the goals of sentencing, enable students to participate in informed debate from both theoretical and practical perspectives. This understanding is extended with the exploration of the ways in which racial/ethnic identities are constructed, the nature of gender differences within those groups and the manifestation of discrimination. Using Australian case studies, this unit enhances an awareness of social policy, its implementation and effectiveness.

Sociology of Media, Sociology of GenderMedia, particularly forms of social media such as Facebook and Twitter, have become pervasive. An exploration of this phenomenon to determine how and why associated patterns of behaviour are now the norm, particularly for Gen Y, enables students to evaluate the ways in which ‘norms’ are constructed and manipulated. Armed with this insight, students also examine the socio-cultural history of gender and sex differences. Social issues such as the representation of gender in the media and the changing perceptions of gender and gender roles, ensure that this unit is especially relevant. Students also develop the ability to apply appropriate theories to analyse how sex, gender and sexuality are shaped and controlled by social forces.

Sociology of Class and Power, Sociology and Religious IssuesThe study of sociology culminates in the study of the inter-relationship between social stratification, and authority. An investigation into contemporary issues involving the distribution of wealth, power and influence in Australia will enable students to understand the nature of power, the role of social agencies and the place of knowledge within that context. From this position, students will then examine the way in which religion provides an important mechanism by which pressure can be exerted socially, legally and politically. With an awareness of power plays, students are also encouraged to draw upon their knowledge of sociology to explain current phenomena such as the rise of fundamentalism, religious revivalism and the development of sects or cults.

General Methods of AssessmentA variety of methods of assessment are used in Sociology. Assessment tasks include in-class essays/responses, research essays, experimental reports, oral presentations and exams.

Students will be assessed on the degree to which they demonstrate:• Investigation of knowledge• Understanding and application• Interpretation and evaluation• Communication

Behavioural Science Course (T) and (A)At the time of printing the BSSS had not finalised the 2016 Course documentation. It is envisaged that the current course structure will remain in place and outlined below.

Course DescriptionThis course allows students to achieve a major in Behavioural Science, studying from the disciplines of Psychology and Sociology. The opportunity to group together a variety of units provides students with greater flexibility in their units of study and in some circumstances it may be beneficial to student ATAR calculations.

Behavioural Science aims to understand the universality of human experience, as well as individual and cultural differences. In so doing, it builds a bridge between scientific knowledge and vocational practice. The subject area promotes objective thinking and evidence based research, drawing on various methods of enquiry as the basis for exploring, understanding and interpreting human behaviour.

51

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St Clare’s CollegeA Spirited Learning Community

Enrolment AdviceStudents cannot directly elect the Behavioural Science major as a course of study. They must elect to study Psychology and Sociology.

Students who wish to complete a major in Behavioural Science must study a combination of four units from within the Psychology and Sociology disciplines. For example students may wish to study three semesters of Sociology and one semester of Psychology, or three semesters of Psychology and one semester of Sociology, or two semesters of both Psychology and Sociology.

General Methods of AssessmentA variety of methods of assessment are used in Behavioural Science. Assessment tasks include in-class essays/responses, research essays, experimental reports, oral presentations and exams.

Students will be assessed on the degree to which they demonstrate:• Investigation of knowledge• Understanding and application• Interpretation and evaluation• Communication

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TECHNOLOGY

Fashion Design and Textiles (T, VT, A, VA,)Fashion Design and Textiles may be studied as a major or a minor course.

Course DescriptionFashion encompasses the latest or most admired styles, shapes and forms in clothing and interiors. In this course students will have opportunities to develop creative potential through the medium of textiles while gaining an understanding of the employment opportunities in the exciting world of the fashion industry.

The design process is an integral part of the course. A design brief will be used for all practical work and visual process diaries and portfolios that follow the design process will be compiled during the course. This process is an individual creative response. It involves researching the parameters of a topic, continuous analysis, designing a suitable solution, making a product and finally evaluating it. The design process encourages skill development associated with ideas generation, problem solving, communication, project management as well as analytical and lateral thinking. It enhances creativity, problem solving skills, portfolio presentation, documentation of research and processes, as well as practical skills. These skills are all valuable in a wide range of educational and vocational contexts. Tertiary institutions may require a portfolio presented at an interview for admission to a course of study. Portfolios which follow the design process may be a valuable tool for entry.

Students will have opportunities to go on excursions to investigate how the Fashion and Textile Industries operate and to explore the career options available in these and related industries.

The course can be studied as: Tertiary (T), Vocational Tertiary (VT), Accredited (A) or Vocational Accredited (VA). The T and VT courses contribute to the attainment of an Australian Tertiary Admission Ranking (ATAR) at the end of Year 12.

As a Vocational course, it is based on specific units of competency (knowledge and skills) from the National Training Package. Students are assessed in these competencies through both written and practical work. Upon satisfactory completion of all elements of the vocational course studied as a Major, students will obtain a Certificate II in Applied Fashion Design and Technology. This is a nationally recognised qualification. Students who complete less than this will obtain a Statement of Attainment outlining competencies achieved.

This course aligns well with the structure of the course and the broad design interests of students who will seek work or further study at the Canberra Institute of Technology, University of Canberra or ANU.

Implementation RulesThe Design for Fashion and Interiors or Fashion Design and Production unit must be taken as a beginning unit.

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Unit DescriptionDesign for Fashion and InteriorsStudents will learn about the concepts of design and apply these to aesthetically pleasing and functional product design. This unit also looks at the historical development of dress and dyeing and printing techniques. Students will be provided with the opportunity to experiment with fabric colouration techniques to produce commercially viable cloth. Processes undertaken include silk screen printing, silk painting and several textile dyeing techniques. Factors affecting the selection of dyes and techniques of colouring fabric will be explored. Environmental implications of using dyes and pigments will also be addressed.

Fashion Design and ProductionDesign is an integral part of our lives. In this unit art, history, culture and the environment provide the stimulus for designing embellished fashion and textile goods. This unit looks at where our clothes come from and how they are made. The structure of the Australian fashion industry will be investigated, including the state of the TCF industries. A simulated business will be established within the class group with each student taking on a specific role to plan and produce a simple garment or fashion accessory.

Designing for ClientsThe demonstration of creativity and innovation in the design and development of a niche range of products is a key component of this unit. The student assumes the role of a designer to develop products to suit specific client needs. The psychology of fashion, the role of the couturier designer, and customising garments will also be covered in this unit. There will be a focus on designing for specific client needs and the presentation of these designs to clients.

Working with FabricsDesigners must understand the fabrics and textiles they are working with so they can select appropriately to enhance their design ideas and push the boundaries of possibilities. Textile fibres, yarn structures and cloth construction techniques form the basis of this unit. To enable successful results when creating designs the designer must also understand their client’s needs and wants. Design briefs will provide opportunities for experimentation with a wide variety of textile materials including the making of fabric such as felt. Creativity will be demonstrated through the production of an original or innovative fabric.

Marketing your own Designer Label The fundamentals of starting a small designer business will be investigated. Establishing and registering a business name, structure of the business, methods of operation, management of resources and presentation of product will be analysed. The success of any industry is largely dependent upon its marketing strategy. Marketing techniques, including types of advertising, will be explored in both a theoretical and practical way. The identification of a target market group and its implications will be discussed. Leading Design Houses and fashion retailers will be investigated to illustrate this topic.

Recycle and Re-useThis unit focuses on the impact of textile products on the individual, society and the environment. A design brief will be used to construct a “new” textile article using recycled materials.

Textiles and SocietyThe development of the Australian Fashion and Textiles industries will be the basis for this unit. The link between cultural influences and clothing styles will be researched and be used as a guide for the practical task. Cycles of fashion and influences on fashion trends will be explored.

Fashion ProjectA student who has successfully completed three one point units may be eligible to undertake this unit. The student will negotiate their area of study and submit a detailed proposal and unit outline covering all of the assessment task requirements.

PrerequisitesThere are no formal prerequisites for entry to this course but basic machine skills are an advantage.

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TECHNOLOGY

Fashion Design and Textiles (T, VT, A, VA,)Fashion Design and Textiles may be studied as a major or a minor course.

Course DescriptionFashion encompasses the latest or most admired styles, shapes and forms in clothing and interiors. In this course students will have opportunities to develop creative potential through the medium of textiles while gaining an understanding of the employment opportunities in the exciting world of the fashion industry.

The design process is an integral part of the course. A design brief will be used for all practical work and visual process diaries and portfolios that follow the design process will be compiled during the course. This process is an individual creative response. It involves researching the parameters of a topic, continuous analysis, designing a suitable solution, making a product and finally evaluating it. The design process encourages skill development associated with ideas generation, problem solving, communication, project management as well as analytical and lateral thinking. It enhances creativity, problem solving skills, portfolio presentation, documentation of research and processes, as well as practical skills. These skills are all valuable in a wide range of educational and vocational contexts. Tertiary institutions may require a portfolio presented at an interview for admission to a course of study. Portfolios which follow the design process may be a valuable tool for entry.

Students will have opportunities to go on excursions to investigate how the Fashion and Textile Industries operate and to explore the career options available in these and related industries.

The course can be studied as: Tertiary (T), Vocational Tertiary (VT), Accredited (A) or Vocational Accredited (VA). The T and VT courses contribute to the attainment of an Australian Tertiary Admission Ranking (ATAR) at the end of Year 12.

As a Vocational course, it is based on specific units of competency (knowledge and skills) from the National Training Package. Students are assessed in these competencies through both written and practical work. Upon satisfactory completion of all elements of the vocational course studied as a Major, students will obtain a Certificate II in Applied Fashion Design and Technology. This is a nationally recognised qualification. Students who complete less than this will obtain a Statement of Attainment outlining competencies achieved.

This course aligns well with the structure of the course and the broad design interests of students who will seek work or further study at the Canberra Institute of Technology, University of Canberra or ANU.

Implementation RulesThe Design for Fashion and Interiors or Fashion Design and Production unit must be taken as a beginning unit.

53

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St Clare’s CollegeA Spirited Learning Community

Unit DescriptionDesign for Fashion and InteriorsStudents will learn about the concepts of design and apply these to aesthetically pleasing and functional product design. This unit also looks at the historical development of dress and dyeing and printing techniques. Students will be provided with the opportunity to experiment with fabric colouration techniques to produce commercially viable cloth. Processes undertaken include silk screen printing, silk painting and several textile dyeing techniques. Factors affecting the selection of dyes and techniques of colouring fabric will be explored. Environmental implications of using dyes and pigments will also be addressed.

Fashion Design and ProductionDesign is an integral part of our lives. In this unit art, history, culture and the environment provide the stimulus for designing embellished fashion and textile goods. This unit looks at where our clothes come from and how they are made. The structure of the Australian fashion industry will be investigated, including the state of the TCF industries. A simulated business will be established within the class group with each student taking on a specific role to plan and produce a simple garment or fashion accessory.

Designing for ClientsThe demonstration of creativity and innovation in the design and development of a niche range of products is a key component of this unit. The student assumes the role of a designer to develop products to suit specific client needs. The psychology of fashion, the role of the couturier designer, and customising garments will also be covered in this unit. There will be a focus on designing for specific client needs and the presentation of these designs to clients.

Working with FabricsDesigners must understand the fabrics and textiles they are working with so they can select appropriately to enhance their design ideas and push the boundaries of possibilities. Textile fibres, yarn structures and cloth construction techniques form the basis of this unit. To enable successful results when creating designs the designer must also understand their client’s needs and wants. Design briefs will provide opportunities for experimentation with a wide variety of textile materials including the making of fabric such as felt. Creativity will be demonstrated through the production of an original or innovative fabric.

Marketing your own Designer Label The fundamentals of starting a small designer business will be investigated. Establishing and registering a business name, structure of the business, methods of operation, management of resources and presentation of product will be analysed. The success of any industry is largely dependent upon its marketing strategy. Marketing techniques, including types of advertising, will be explored in both a theoretical and practical way. The identification of a target market group and its implications will be discussed. Leading Design Houses and fashion retailers will be investigated to illustrate this topic.

Recycle and Re-useThis unit focuses on the impact of textile products on the individual, society and the environment. A design brief will be used to construct a “new” textile article using recycled materials.

Textiles and SocietyThe development of the Australian Fashion and Textiles industries will be the basis for this unit. The link between cultural influences and clothing styles will be researched and be used as a guide for the practical task. Cycles of fashion and influences on fashion trends will be explored.

Fashion ProjectA student who has successfully completed three one point units may be eligible to undertake this unit. The student will negotiate their area of study and submit a detailed proposal and unit outline covering all of the assessment task requirements.

PrerequisitesThere are no formal prerequisites for entry to this course but basic machine skills are an advantage.

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General Methods of AssessmentAssessment is continuous and cumulative, using the criteria as outlined in the BSSS Course Framework. At the beginning of semester students are given a unit outline showing the unit content and assessment tasks with their weighting.

Assessment tasks for each unit may include:• Practical application (constructing garments and soft furnishings)• Research assignments/essays• Portfolio and design brief application• Tests• Oral presentations• Excursion reports

Students will be assessed on the degree to which they demonstrate:• Knowledge, understanding and application• Creativity and problem solving skills and organisational skills• Analysis, synthesis and evaluation• Effective communication• Technical skills• Work practices

Structured Workplace Learning (SWL) 0.5 unitStudents may participate in the SWL component of the course if it is pursued as a vocational education course. Students can spend one week per year in approved workplaces to gain experience in the fashion/textile industry.The experience of Structured Workplace Learning should:

• Empower students with first-hand information about the world of work, particularly related to the fashion/textile/retail industries

• Provide contact with particular host organisations and their employees• Provide opportunities to experience aspects of the workplace e.g. conditions of employment, working as

part of a team, developing communication skills with work colleagues, superiors and clients, managing several tasks concurrently and developing a work ethic.

Hospitality (T, TV, A, AV,)Hospitality Studies may be studied as a major or a minor course. To obtain a Vocational qualification a major needs to be completed.

Subject RationaleThe hospitality industry contributes significantly to the Australian economy and employs a large number of people. The industry has an ongoing commitment to training in both customer service and technical areas. The industry employs large numbers of young people in full-time and part-time jobs. There are many part-time employment opportunities in this industry, making it particularly attractive to people.

Course DescriptionThe hospitality course has been developed in response to the needs of the industry and to the availability of relevant training and education opportunities. Hospitality Studies can be studied as Tertiary (T), Vocational Tertiary (TV), Accredited (A) or Vocational Accredited (AV). The T and VT courses contribute to the attainment of an Australian Tertiary Admission Rank (ATAR) at the end of Year 12.

As a Vocational course it is based on units of competency from the National Tourism, Hospitality and Events Training Package SIT12. Students are assessed in these competencies through both written and practical work. Various field trips are undertaken to develop and update hospitality industry knowledge.

The hospitality course provides students with opportunities to extend their knowledge through research and examination of industry concepts, workplace cultures and practices. The following skills will be developed relevant

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St Clare’s CollegeA Spirited Learning Community

to the Tourism and Hospitality Industry: team work, critical analysis, independent thinking and evaluative skills, self-reliance, personal responsibility for occupational health and safety for themselves and others, environmental issues and interpersonal communication. Through the application of concepts, skills, process and self-reflection, students will develop a deep understanding of the industry.

This course has been developed for students who:• Would like to gain employment skills to enable them to move directly into work from school• Wish to do further courses in hospitality at CIT• Intend to go on to tertiary study and wish to have some background knowledge and practical skills in this

employment area• Wish to transfer work habits and skills developed to other employment areas.

Course goalsThis course should enable students to:

• Understand the structure of the hospitality industry, its workplace culture and practices• To communicate effectively and develop management skills to lead industry experiences• Apply knowledge and skills in practical situations• Gain an awareness of the social, economic, legal, cultural and environmental impact of hospitality• Research, analyse, and present information• Gain knowledge and understanding of vocational pathways and training opportunities; and develop

appropriate attitudes and values.

Nationally Recognised QualificationsAs a Vocational course, it is based on specific units of competency (knowledge and skills) from the National Training Package. Students are assessed in these competencies through both written and practical work. Upon successful completion of the hospitality course students will gain a qualification that has national recognition. The following nationally recognised qualifications will be awarded to students who successfully complete all units of competency in Year 12:

• SIT20212 Certificate II in Hospitality

• SIT20312 Certificate II in Kitchen Operations

• SIT30713 Certificate III in Hospitality

Students who do not complete all of the required competencies receive a Statement of Attainment for the competencies they achieve.

Structured Workplace LearningStructured Workplace Learning is the workplace component of a nationally recognized industry specific VET in schools program. It provides supervised learning activities contributing to an assessment of competence, and achievement of outcomes and requirements. To be eligible for the Certificate II in Hospitality and Certificate II in Hospitality in Kitchen Operations students must undertake Structured Workplace Learning. This consists of 12 shifts, some of which may be achieved during school based functions. ASBA students will automatically receive recognition of Structured Workplace Learning.

To be eligible for Certificate III in Hospitality students must undertake Structured Workplace Learning. This consists of 36 shifts, which may be achieved through an ASBA, industry placements and school based events. Hospitality Studies will be assessed in line with BSSS requirements and students will receive a grade on their ACT Senior Secondary Certificate for units studied.

Recognition of Prior Learning (RPL) Students entering the course who can demonstrate specific competencies will be eligible to apply for recognition of prior learning. RPL is the determination, on an individual basis, of the competencies obtained by a learner through previous training, work experience etc. RPL may be granted for individual Units of Competence where the evidence is sufficient to do so. For RPL to be awarded, the units of competency must be demonstrated in the hospitality context. Those students who believe that they are eligible should contact their Subject Teacher, Assistant Principal Curriculum, VET Coordinator or Faculty Coordinator for more details.

Page 57: St Clare's College senior courses 2016

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St Clare’s CollegeA Spirited Learning Community

General Methods of AssessmentAssessment is continuous and cumulative, using the criteria as outlined in the BSSS Course Framework. At the beginning of semester students are given a unit outline showing the unit content and assessment tasks with their weighting.

Assessment tasks for each unit may include:• Practical application (constructing garments and soft furnishings)• Research assignments/essays• Portfolio and design brief application• Tests• Oral presentations• Excursion reports

Students will be assessed on the degree to which they demonstrate:• Knowledge, understanding and application• Creativity and problem solving skills and organisational skills• Analysis, synthesis and evaluation• Effective communication• Technical skills• Work practices

Structured Workplace Learning (SWL) 0.5 unitStudents may participate in the SWL component of the course if it is pursued as a vocational education course. Students can spend one week per year in approved workplaces to gain experience in the fashion/textile industry.The experience of Structured Workplace Learning should:

• Empower students with first-hand information about the world of work, particularly related to the fashion/textile/retail industries

• Provide contact with particular host organisations and their employees• Provide opportunities to experience aspects of the workplace e.g. conditions of employment, working as

part of a team, developing communication skills with work colleagues, superiors and clients, managing several tasks concurrently and developing a work ethic.

Hospitality (T, TV, A, AV,)Hospitality Studies may be studied as a major or a minor course. To obtain a Vocational qualification a major needs to be completed.

Subject RationaleThe hospitality industry contributes significantly to the Australian economy and employs a large number of people. The industry has an ongoing commitment to training in both customer service and technical areas. The industry employs large numbers of young people in full-time and part-time jobs. There are many part-time employment opportunities in this industry, making it particularly attractive to people.

Course DescriptionThe hospitality course has been developed in response to the needs of the industry and to the availability of relevant training and education opportunities. Hospitality Studies can be studied as Tertiary (T), Vocational Tertiary (TV), Accredited (A) or Vocational Accredited (AV). The T and VT courses contribute to the attainment of an Australian Tertiary Admission Rank (ATAR) at the end of Year 12.

As a Vocational course it is based on units of competency from the National Tourism, Hospitality and Events Training Package SIT12. Students are assessed in these competencies through both written and practical work. Various field trips are undertaken to develop and update hospitality industry knowledge.

The hospitality course provides students with opportunities to extend their knowledge through research and examination of industry concepts, workplace cultures and practices. The following skills will be developed relevant

55

Seek Wisdom

St Clare’s CollegeA Spirited Learning Community

to the Tourism and Hospitality Industry: team work, critical analysis, independent thinking and evaluative skills, self-reliance, personal responsibility for occupational health and safety for themselves and others, environmental issues and interpersonal communication. Through the application of concepts, skills, process and self-reflection, students will develop a deep understanding of the industry.

This course has been developed for students who:• Would like to gain employment skills to enable them to move directly into work from school• Wish to do further courses in hospitality at CIT• Intend to go on to tertiary study and wish to have some background knowledge and practical skills in this

employment area• Wish to transfer work habits and skills developed to other employment areas.

Course goalsThis course should enable students to:

• Understand the structure of the hospitality industry, its workplace culture and practices• To communicate effectively and develop management skills to lead industry experiences• Apply knowledge and skills in practical situations• Gain an awareness of the social, economic, legal, cultural and environmental impact of hospitality• Research, analyse, and present information• Gain knowledge and understanding of vocational pathways and training opportunities; and develop

appropriate attitudes and values.

Nationally Recognised QualificationsAs a Vocational course, it is based on specific units of competency (knowledge and skills) from the National Training Package. Students are assessed in these competencies through both written and practical work. Upon successful completion of the hospitality course students will gain a qualification that has national recognition. The following nationally recognised qualifications will be awarded to students who successfully complete all units of competency in Year 12:

• SIT20212 Certificate II in Hospitality

• SIT20312 Certificate II in Kitchen Operations

• SIT30713 Certificate III in Hospitality

Students who do not complete all of the required competencies receive a Statement of Attainment for the competencies they achieve.

Structured Workplace LearningStructured Workplace Learning is the workplace component of a nationally recognized industry specific VET in schools program. It provides supervised learning activities contributing to an assessment of competence, and achievement of outcomes and requirements. To be eligible for the Certificate II in Hospitality and Certificate II in Hospitality in Kitchen Operations students must undertake Structured Workplace Learning. This consists of 12 shifts, some of which may be achieved during school based functions. ASBA students will automatically receive recognition of Structured Workplace Learning.

To be eligible for Certificate III in Hospitality students must undertake Structured Workplace Learning. This consists of 36 shifts, which may be achieved through an ASBA, industry placements and school based events. Hospitality Studies will be assessed in line with BSSS requirements and students will receive a grade on their ACT Senior Secondary Certificate for units studied.

Recognition of Prior Learning (RPL) Students entering the course who can demonstrate specific competencies will be eligible to apply for recognition of prior learning. RPL is the determination, on an individual basis, of the competencies obtained by a learner through previous training, work experience etc. RPL may be granted for individual Units of Competence where the evidence is sufficient to do so. For RPL to be awarded, the units of competency must be demonstrated in the hospitality context. Those students who believe that they are eligible should contact their Subject Teacher, Assistant Principal Curriculum, VET Coordinator or Faculty Coordinator for more details.

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Employment opportunitiesThis course provides underpinning knowledge and skills for students who are interested in pursuing a career in hospitality and related industries. The qualifications gained have direct pathways to further training. A number of students will also undertake this course who want employability skills in the local and overseas hospitality industries while they travel and study.

Unit descriptionA/AV StreamHospitality Essentials This is the introductory unit for the Senior Hospitality (A, AV) course. Students will work in a fully equipped trade kitchen while preparing a wide range of food products. They will learn the important aspects of hygiene and food safety, kitchen safety and how to use and care for catering food preparation equipment. Students will develop a sound basis of knowledge about all aspects of the hospitality industry.

Hospitality Procedures In this unit students will focus on working effectively with others while producing dishes using the basic methods of cookery. Students will learn how to maintain the quality of perishable items and how to clean and maintain a commercial kitchen. Students will learn the different ways food may be cooked and how a chef incorporates the different methods of cooking in menu planning.

Café Service Students will focus on food and beverage service. Social and cultural differences will be studied to enable a thorough understanding of cultural requirements from a food service perspective. Students will provide food and beverage service on selected days within the college premises in the dining room. The students will work in a simulated hospitality workplace for assessment purposes. Students will be assessed on preparation, restaurant luncheons and associated catering activities. Assessment will include front of house (waitress) and back of house (chef) activities.

Leadership in Café TrainingThe focus on food and beverage service within a simulated café/restaurant environment will be continued in this unit. Students will learn how to prepare and serve espresso coffee as well as the financial transactions of café. Students will provide food and beverage service on selected days within the college premises in the dining room. Assessment will include front of house (waitress) and back of house (chef) activities.

T/TV StreamIndustry EssentialsThis is the introductory unit for the Senior Hospitality (T, TV) course. Students will work in a fully equipped trade kitchen while preparing a wide range of food products. They will learn the important aspects of hygiene and food safety, kitchen safety and how to use and care for catering food preparation equipment. Students will analyse and synthesise information relating to hospitality management contexts.

Hospitality Industry Service ProceduresIn this unit students will develop their management skills and work effectively with others to plan, organize, lead and evaluate a food and beverage service. Students will investigate the effects of processing on the nutritional value and structure of food and use this knowledge to plan, organize and prepare dishes to meet diverse customer needs and resource constraints.

Hospitality Service ManagementStudents will focus on service situations in this unit and implement and evaluate quality practices in running a function or event. They will plan, organize and prepare food and beverages for multiple customers within commercial time constraints. Students will have the opportunity to take on leaderships roles in which they need to communicate effectively with colleagues and customers.

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Managing a Training CaféStudents will investigate changing attitudes, niche markets, trends and emerging technologies in the hospitality industry and use this information to design and implement appropriate procedures and practices for running a casual café. Students will develop skills to manage a training environment by implementing training, monitoring progress, analyzing performance and providing human resource solutions.

PrerequisitesSITXFSA101 Use hygienic practices for food safety is required for all units and will be covered at the beginning of each unit where required.

The first two units in each stream are prerequisites for the corresponding Major course.Students will be expected to wear and maintain a chef’s uniform or waiter’s uniform where and when appropriate.

General Methods of Assessment At the beginning of semester students are given a unit outline showing the unit content and assessment tasks with their weighting. Assessment is continuous and cumulative.Students will be assessed on the degree to which they demonstrate:

• Knowledge, understanding and application• Analysis, synthesis and evaluation• Technical skills• Management and work practices• Communication skills

Practical work is ongoing demonstration of practical skills throughout the semester. Theory requirements may include an assignment, a test, research projects and/or workbooks.

Food Science and Management (T)Subject RationaleThis course develops an understanding of a diverse and changing world in relation to food as a resource, its management and the safety and sustainability of our food supply globally. This course addresses social, economic and political influences, which impact on decisions about food use, production and consumption.

The Food Science and Management course provides a balance between theoretical understandings and practical capacities. It recognises the importance of a practical approach to solving everyday life problems; it also provides students with opportunities to develop management skills involved in the selection and manipulation of resources, along with the skills, attitudes and understandings in a wide range of life roles and choices.

Students will have opportunities to explore and develop food related interests and passions. These experiences have the potential to shape personal and professional goals, enhance individual and collaborative problem-solving abilities, and provide foundations for informed decision-making and life choices. This course encourages students to be innovative and enterprising, to display personal creativity, and to refine and express personal values. Students are able to learn through the integration of language, numeracy, science, technology and health perspectives, in a meaningful and practical context.

Student Group Employment opportunitiesThe course is designed to cater for two groups of students:

• Those who intend to proceed to post- secondary studies in the fields of nutrition (eg sports nutrition), nursing, occupational therapy, human movement, media, teaching, business management, dietetics, hospitality studies and food technology.

• Those who see it as a worthwhile area of study in order to extend their personal interests and knowledge in the ever-changing global environment.

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Employment opportunitiesThis course provides underpinning knowledge and skills for students who are interested in pursuing a career in hospitality and related industries. The qualifications gained have direct pathways to further training. A number of students will also undertake this course who want employability skills in the local and overseas hospitality industries while they travel and study.

Unit descriptionA/AV StreamHospitality Essentials This is the introductory unit for the Senior Hospitality (A, AV) course. Students will work in a fully equipped trade kitchen while preparing a wide range of food products. They will learn the important aspects of hygiene and food safety, kitchen safety and how to use and care for catering food preparation equipment. Students will develop a sound basis of knowledge about all aspects of the hospitality industry.

Hospitality Procedures In this unit students will focus on working effectively with others while producing dishes using the basic methods of cookery. Students will learn how to maintain the quality of perishable items and how to clean and maintain a commercial kitchen. Students will learn the different ways food may be cooked and how a chef incorporates the different methods of cooking in menu planning.

Café Service Students will focus on food and beverage service. Social and cultural differences will be studied to enable a thorough understanding of cultural requirements from a food service perspective. Students will provide food and beverage service on selected days within the college premises in the dining room. The students will work in a simulated hospitality workplace for assessment purposes. Students will be assessed on preparation, restaurant luncheons and associated catering activities. Assessment will include front of house (waitress) and back of house (chef) activities.

Leadership in Café TrainingThe focus on food and beverage service within a simulated café/restaurant environment will be continued in this unit. Students will learn how to prepare and serve espresso coffee as well as the financial transactions of café. Students will provide food and beverage service on selected days within the college premises in the dining room. Assessment will include front of house (waitress) and back of house (chef) activities.

T/TV StreamIndustry EssentialsThis is the introductory unit for the Senior Hospitality (T, TV) course. Students will work in a fully equipped trade kitchen while preparing a wide range of food products. They will learn the important aspects of hygiene and food safety, kitchen safety and how to use and care for catering food preparation equipment. Students will analyse and synthesise information relating to hospitality management contexts.

Hospitality Industry Service ProceduresIn this unit students will develop their management skills and work effectively with others to plan, organize, lead and evaluate a food and beverage service. Students will investigate the effects of processing on the nutritional value and structure of food and use this knowledge to plan, organize and prepare dishes to meet diverse customer needs and resource constraints.

Hospitality Service ManagementStudents will focus on service situations in this unit and implement and evaluate quality practices in running a function or event. They will plan, organize and prepare food and beverages for multiple customers within commercial time constraints. Students will have the opportunity to take on leaderships roles in which they need to communicate effectively with colleagues and customers.

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Managing a Training CaféStudents will investigate changing attitudes, niche markets, trends and emerging technologies in the hospitality industry and use this information to design and implement appropriate procedures and practices for running a casual café. Students will develop skills to manage a training environment by implementing training, monitoring progress, analyzing performance and providing human resource solutions.

PrerequisitesSITXFSA101 Use hygienic practices for food safety is required for all units and will be covered at the beginning of each unit where required.

The first two units in each stream are prerequisites for the corresponding Major course.Students will be expected to wear and maintain a chef’s uniform or waiter’s uniform where and when appropriate.

General Methods of Assessment At the beginning of semester students are given a unit outline showing the unit content and assessment tasks with their weighting. Assessment is continuous and cumulative.Students will be assessed on the degree to which they demonstrate:

• Knowledge, understanding and application• Analysis, synthesis and evaluation• Technical skills• Management and work practices• Communication skills

Practical work is ongoing demonstration of practical skills throughout the semester. Theory requirements may include an assignment, a test, research projects and/or workbooks.

Food Science and Management (T)Subject RationaleThis course develops an understanding of a diverse and changing world in relation to food as a resource, its management and the safety and sustainability of our food supply globally. This course addresses social, economic and political influences, which impact on decisions about food use, production and consumption.

The Food Science and Management course provides a balance between theoretical understandings and practical capacities. It recognises the importance of a practical approach to solving everyday life problems; it also provides students with opportunities to develop management skills involved in the selection and manipulation of resources, along with the skills, attitudes and understandings in a wide range of life roles and choices.

Students will have opportunities to explore and develop food related interests and passions. These experiences have the potential to shape personal and professional goals, enhance individual and collaborative problem-solving abilities, and provide foundations for informed decision-making and life choices. This course encourages students to be innovative and enterprising, to display personal creativity, and to refine and express personal values. Students are able to learn through the integration of language, numeracy, science, technology and health perspectives, in a meaningful and practical context.

Student Group Employment opportunitiesThe course is designed to cater for two groups of students:

• Those who intend to proceed to post- secondary studies in the fields of nutrition (eg sports nutrition), nursing, occupational therapy, human movement, media, teaching, business management, dietetics, hospitality studies and food technology.

• Those who see it as a worthwhile area of study in order to extend their personal interests and knowledge in the ever-changing global environment.

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Course DescriptionCourse goalsThe following goals focus on the essential knowledge that students should gain and be able to apply as a result of studying this course. This course should enable students to:

• Demonstrate skills in food preparation procedures, and the role of technology in the promotion of good health

• Understand and appreciate the importance of establishing and maintaining a healthy lifestyle• Research, analyse, synthesise and evaluate information from a variety of sources• Make and implement decisions in the changing world of food and resource management• Manage personal and communal resources• Undertake work in a collaborative, active and efficient manner• Communicate ideas and skills effectively and creatively• Demonstrate initiative, innovation and enterprise.

Content The concepts of health, nutrition and resource management (and their interrelationships) underpin all units covered in this course.

This includes:• Nutritional aspects of food• OH&S• Effects of media and advertising on consumer behaviour and product choice• Influence of industry on food production and product choice• Impact of technologies on the provision of food and the development of a safe food supply• Local and global availability and sustainability of resources• Food distribution and social justice.

Field trips will be undertaken when appropriate to enhance learning.

Essential skills• Food preparation and presentation• Safe and hygienic work practices• Design Process• Research and evaluation• Decision-making• Managing resources• Team work• Communication.

Unit DescriptionNutritional ScienceThis unit comprises of Food and Nutrition and Nutrition and Health. This unit allows students to analyse information regarding the role of nutrition in health through exploration of current food guides and the importance of diet. Students then recognise different diets across various culture and religious groups and how various diets can affect health.

Food Security and World ResourcesThis unit comprises of Food Security and World Resources and Responsibilities. In this unit students assess the key factors impacting on food production and distribution and compare More Economically Developed Countries to Less Economically Developed Countries. This leads to investigation of the ethical responsibilities of governments and non- government aid agencies in improving conditions to reduce global poverty.

Food Chemistry and TechnologyThis unit comprises of Food Chemistry and Food Technologies. In this unit students compare and contrast the physical and chemical properties of nutrients in food and examine how they interact with the human body. They will investigate the ongoing changes to food through technological development compare the research and technology in response to new food development.

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Food and ManagementThis unit comprises Business Management and Operational Management. Students investigate and evaluate management processes and apply skills to identify resources relevant to a business. They will apply the management process to food preparation and production through finance and budgeting, sourcing available resources, applying appropriate work procedures, work simplification techniques and small business enterprises.

PrerequisitesThere are no prerequisites for this course. Students may commence the course at any time.

Relationship with other coursesThere is a minor overlap in the essential learning areas of: Chemistry and Biology, Business Management, and Human Movement, but the concepts are treated with an independent approach.

General Methods of Assessment At the beginning of semester students are given a unit outline showing the unit content and assessment tasks with their weighting. Assessment is continuous and cumulative.Written - may take the form of a research report and/ or essay, experimental scientific reports, field trips, data analysis and design tasks. Oral - would include presentation styles such as seminar, discussion, role play and debating. Web Quests, Design Tasks, PowerPoint presentations, Field study would be included to enhance learning in the area.

Assessment Criteria• Knowledge and understanding• Skills application• Effective management and work practices• Communication• Innovation and creativity.

Design and Technology (T) and (A)Course DescriptionThis course will be of particular relevance to students with an interest in one or more of the following fields: industrial design, furniture design, relevant trades and general design related areas. Students will be able to develop their creative and problem solving skills through practical experience and project work.

Course GoalsThe course goals should enable students to:

• Apply appropriate and enterprising design and problem solving skills in the production of solutions • Apply quality procedures to the appropriate use of materials and systems • Use broadly based practical skills relevant to a variety of materials and processes • Demonstrate communication skills using oral, written or graphical techniques to enhance design and

technology capacity• Work independently and collaboratively in accordance with occupational health and safety principles and

industry standards• Demonstrate ethical decision making and environmental awareness • Demonstrate an awareness of existing and emerging technologies, career pathways and industry standards

Enrolment Advice There are no prerequisites for entry to Design and Technology (T) and (A). However, all units are sequential.

Unit DescriptionThe course consists of four semester units. All units have a similar structure and include teacher directed practical exercises designed to teach necessary skills and processes, the study of design conventions and student directed project work.

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Course DescriptionCourse goalsThe following goals focus on the essential knowledge that students should gain and be able to apply as a result of studying this course. This course should enable students to:

• Demonstrate skills in food preparation procedures, and the role of technology in the promotion of good health

• Understand and appreciate the importance of establishing and maintaining a healthy lifestyle• Research, analyse, synthesise and evaluate information from a variety of sources• Make and implement decisions in the changing world of food and resource management• Manage personal and communal resources• Undertake work in a collaborative, active and efficient manner• Communicate ideas and skills effectively and creatively• Demonstrate initiative, innovation and enterprise.

Content The concepts of health, nutrition and resource management (and their interrelationships) underpin all units covered in this course.

This includes:• Nutritional aspects of food• OH&S• Effects of media and advertising on consumer behaviour and product choice• Influence of industry on food production and product choice• Impact of technologies on the provision of food and the development of a safe food supply• Local and global availability and sustainability of resources• Food distribution and social justice.

Field trips will be undertaken when appropriate to enhance learning.

Essential skills• Food preparation and presentation• Safe and hygienic work practices• Design Process• Research and evaluation• Decision-making• Managing resources• Team work• Communication.

Unit DescriptionNutritional ScienceThis unit comprises of Food and Nutrition and Nutrition and Health. This unit allows students to analyse information regarding the role of nutrition in health through exploration of current food guides and the importance of diet. Students then recognise different diets across various culture and religious groups and how various diets can affect health.

Food Security and World ResourcesThis unit comprises of Food Security and World Resources and Responsibilities. In this unit students assess the key factors impacting on food production and distribution and compare More Economically Developed Countries to Less Economically Developed Countries. This leads to investigation of the ethical responsibilities of governments and non- government aid agencies in improving conditions to reduce global poverty.

Food Chemistry and TechnologyThis unit comprises of Food Chemistry and Food Technologies. In this unit students compare and contrast the physical and chemical properties of nutrients in food and examine how they interact with the human body. They will investigate the ongoing changes to food through technological development compare the research and technology in response to new food development.

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Food and ManagementThis unit comprises Business Management and Operational Management. Students investigate and evaluate management processes and apply skills to identify resources relevant to a business. They will apply the management process to food preparation and production through finance and budgeting, sourcing available resources, applying appropriate work procedures, work simplification techniques and small business enterprises.

PrerequisitesThere are no prerequisites for this course. Students may commence the course at any time.

Relationship with other coursesThere is a minor overlap in the essential learning areas of: Chemistry and Biology, Business Management, and Human Movement, but the concepts are treated with an independent approach.

General Methods of Assessment At the beginning of semester students are given a unit outline showing the unit content and assessment tasks with their weighting. Assessment is continuous and cumulative.Written - may take the form of a research report and/ or essay, experimental scientific reports, field trips, data analysis and design tasks. Oral - would include presentation styles such as seminar, discussion, role play and debating. Web Quests, Design Tasks, PowerPoint presentations, Field study would be included to enhance learning in the area.

Assessment Criteria• Knowledge and understanding• Skills application• Effective management and work practices• Communication• Innovation and creativity.

Design and Technology (T) and (A)Course DescriptionThis course will be of particular relevance to students with an interest in one or more of the following fields: industrial design, furniture design, relevant trades and general design related areas. Students will be able to develop their creative and problem solving skills through practical experience and project work.

Course GoalsThe course goals should enable students to:

• Apply appropriate and enterprising design and problem solving skills in the production of solutions • Apply quality procedures to the appropriate use of materials and systems • Use broadly based practical skills relevant to a variety of materials and processes • Demonstrate communication skills using oral, written or graphical techniques to enhance design and

technology capacity• Work independently and collaboratively in accordance with occupational health and safety principles and

industry standards• Demonstrate ethical decision making and environmental awareness • Demonstrate an awareness of existing and emerging technologies, career pathways and industry standards

Enrolment Advice There are no prerequisites for entry to Design and Technology (T) and (A). However, all units are sequential.

Unit DescriptionThe course consists of four semester units. All units have a similar structure and include teacher directed practical exercises designed to teach necessary skills and processes, the study of design conventions and student directed project work.

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Design and ManufactureIn this unit students will be introduced to the design process and undertake design project work in a workshop environment. Graphic illustration, working drawings and materials listing will be covered. Students will make and evaluate their design project which may be a storage unit, clock, mirror or game.

Product DesignThis unit allows students to extend their skills in design, by working on a design process that includes Graphic and Computer Aided Drawing (CAD). This unit allows students to develop and extend their creative and technical skills. Project work may be a lighting device, table, seat or storage unit.

Systems DesignThis unit is designed to explore the student’s ability to design and make systems, and undertake design briefs that explore electronic, computer controlled and structural systems. Students will study a range of systems. Project work in this unit may be a dispenser, kinetic toy, racking system, timing or electronic game.

Major Design ProjectThis unit allows students to develop a proposal to solve specific design problems. It allows a choice of design projects while still working through a structured design process. Major design projects may be a furniture piece, storage unit, racking system or musical instrument.

General Methods of AssessmentAssessment is continuous and cumulative, using the criteria as outlined in the ACT Course Framework for Design and Technology. Assessment tasks are used to measure the degree to which a student has achieved the assessment criteria/goals of the course.

Types of Assessment tasks• Portfolio/design brief• Research/written response• Practical project work.

Assessment Criteria• Knowledge, understanding and application• Design process, analysis, synthesis and evaluation• Technology and communication skills• Planning and organisation skills

Design and Graphics (T) and (A)Course DescriptionThis course will provide an opportunity for students to develop a wide variety of communication skills using graphics and design. This course will focus on developing skills in the application of design principles. Students will use computer applications and traditional methods of presentation when designing graphics for advertising and promotion.

Course GoalsThe course goals should enable students to:

• Apply appropriate and enterprising design and problem solving skills in the production of solutions• Apply quality procedures to the appropriate use of materials and systems• Use broadly based practical skills relevant to a variety of materials and processes• Demonstrate communication skills using oral, written or graphical techniques to enhance design and

technological capacity• Work independently and collaboratively in accordance with occupational health and safety principles and

industry standards • Demonstrate ethical decision making and environmental awareness• Demonstrate an awareness of existing and emerging technologies, career pathways and industry

standards

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Design and ManufactureIn this unit students will be introduced to the design process and undertake design project work in a workshop environment. Graphic illustration, working drawings and materials listing will be covered. Students will make and evaluate their design project which may be a storage unit, clock, mirror or game.

Product DesignThis unit allows students to extend their skills in design, by working on a design process that includes Graphic and Computer Aided Drawing (CAD). This unit allows students to develop and extend their creative and technical skills. Project work may be a lighting device, table, seat or storage unit.

Systems DesignThis unit is designed to explore the student’s ability to design and make systems, and undertake design briefs that explore electronic, computer controlled and structural systems. Students will study a range of systems. Project work in this unit may be a dispenser, kinetic toy, racking system, timing or electronic game.

Major Design ProjectThis unit allows students to develop a proposal to solve specific design problems. It allows a choice of design projects while still working through a structured design process. Major design projects may be a furniture piece, storage unit, racking system or musical instrument.

General Methods of AssessmentAssessment is continuous and cumulative, using the criteria as outlined in the ACT Course Framework for Design and Technology. Assessment tasks are used to measure the degree to which a student has achieved the assessment criteria/goals of the course.

Types of Assessment tasks• Portfolio/design brief• Research/written response• Practical project work.

Assessment Criteria• Knowledge, understanding and application• Design process, analysis, synthesis and evaluation• Technology and communication skills• Planning and organisation skills

Design and Graphics (T) and (A)Course DescriptionThis course will provide an opportunity for students to develop a wide variety of communication skills using graphics and design. This course will focus on developing skills in the application of design principles. Students will use computer applications and traditional methods of presentation when designing graphics for advertising and promotion.

Course GoalsThe course goals should enable students to:

• Apply appropriate and enterprising design and problem solving skills in the production of solutions• Apply quality procedures to the appropriate use of materials and systems• Use broadly based practical skills relevant to a variety of materials and processes• Demonstrate communication skills using oral, written or graphical techniques to enhance design and

technological capacity• Work independently and collaboratively in accordance with occupational health and safety principles and

industry standards • Demonstrate ethical decision making and environmental awareness• Demonstrate an awareness of existing and emerging technologies, career pathways and industry

standards

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Enrolment AdviceThere are no prerequisites for entry to Design and Graphics (T) & (A). However, all units are sequential.

Unit DescriptionThe course consists of four semester units. All units have a similar structure and include teacher directed practical exercises designed to teach necessary skills and processes, the study of design conventions and student directed project work.

Graphic DesignThis unit will explore basic graphic design fundamentals. Using a design process, students will explore materials for graphic design, freehand sketching and rendering techniques, basic introduction to computer applications for graphics, pictorial, orthographic, perspective drawing, and basic visual perception theory and practice. Tasks may include poster design, rendered objects and products for magazine promotion.

Graphic Design ApplicationsThis unit explores the world of graphic design processes such as perception theory, composition and spatial organisation, typography, colour theory, digital colour management, printing and publishing. Tasks may include logo and packaging design, product advertising, travel brochures or book jackets.

Graphic Design TypographyThis unit will include the pre-press fundamentals of typography, digital images, scanning and resolution, computer interactive and animation applications, HTML and web design fundamentals. It will also cover emerging trends and styles in Graphic Design. Tasks may include a magazine spread, website design graphics, corporate promotions and advertising.

Major Graphic Design ProjectThis unit allows students to negotiate their own design project. An example of a major project task could be designing a full corporate image for a particular client including ticketing, posters, website, T-shirt and cap graphics, media advertising, band VIP passes etc. The design process is an integral part of this unit and includes the development of ideas, research, design solutions and evaluation.

General Methods of AssessmentAssessment is continuous and cumulative, using the criteria as outlined in the ACT Course Framework for Design and Technology. Assessment tasks are used to measure the degree to which a student has achieved the assessment criteria/goals of the course.

Types of Assessment Tasks• Visual diary/design process• Research/written response• Practical project work.

Assessment Criteria• Knowledge, understanding and application• Design process, analysis, synthesis and evaluation• Technology and communication skills• Planning and organisation skills

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Information Technology (T/A/V)ICA20111: Certificate II in Information,Digital Media and TechnologyCourse DescriptionThis course provides students with the opportunity to acquire and apply information technology skills to a variety of situations and problems. Students study nationally recognised competencies and on successful completion of all competencies students will receive a Certificate II in Information, Digital Media and Technology – a nationally recognised vocational certificate. This course develops practical skills in computer handling and is suitable for beginners and for those who have had some experience in high school or at home. Students will become confident in everyday use of computers and will be exposed to a wide range of other computer uses.

In many areas of the course, the topics will be the same whether students are undertaking the Accredited (A) or Tertiary (T) unit. The difference will be in the depth of understanding that is required, the amount of teacher guidance that is provided, and the level of cognitive tasks that are the focus of assessment items.

To receive the ICA20111 Certificate II in Information, Digital Media and Technology the following rules apply: 14 units of competence are required to complete the qualification, including seven (7) core competencies, and seven (7) elective competencies. One (1) week of Structured Workplace Learning (SWL) is highly recommended.

Unit DescriptionDigital Media Foundations, Audio and Visual (T) and (A) The emphasis of this unit will be on the development and presentation of digital media audio and video files. Students will examine an assortment of software and peripheral devices to produce media in a variety of contexts. Students use technology to capture, record, store and organise digital media. Students will be assisted in developing teamwork strategies to support and build upon their problem solving techniques. They will be encouraged to communicate information and ideas about digital recording, editing and production.

Website Design Emphasis will be placed on hand coding HTML and CSS providing a strong understanding of computer language and afford assistance when using web creation software. Studying HTML and CSS provides a rigorous and intellectually demanding course to be offered. A key point of difference between the T and A unit is the creation of JavaScript code. The T unit requires students to write their own JavaScript to perform simple low level programming actions, such as rollovers or form processing. In the A unit, students will likely want to do this too but they should not be assessed on this area of the unit. Students are likely to access online materials to help with their understanding of the unit goals so it is important to ensure that they do not access out-dated information, especially sites that use non-CSS styling.

Certificate II in Creative Industries (Media) (Registered Unit)In 2015 this unit is being trialled with instructors from the Academy of Interactive Entertainment and supervision from College staff as a Registered Unit. The Certificate II course covers 3D Modelling, Animation and Texturing using industry standard software and is run outside of school hours at the College.

The emphasis will be on the development and presentation of items using 3D animations. Students will examine a variety of software and peripheral devices to produce a graphics and animation module that will be used in larger productions in a variety of contexts.

Emphasis will also be given to the acquisition and development of practical skills related to the production of 3D animations and then transferring and building on these acquired skills in designing solutions to problems.

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It is anticipated that students will be exposed to a variety of problems so to enable them to apply the appropriate design methodologies.

Students will be assisted in developing teamwork strategies to support and build upon their problem solving techniques. They will be encouraged to communicate ideas and information about digital imaging using appropriate terminology.

Students may examine the use of on-line tutoring and demonstration programs as an efficient and economical means of gaining information about technological advancements in the production of 3D animations.

Robotics and Intelligent SystemsStudents will determine how a current information system functions and assess what users would like to see in a new system. Students investigate a variety of robotic systems and programming controls including Drones, VEX, LEGO Mindstorms and Ardunio.

Students will be required to research topics as a part of their theoretical understanding, for example, the history and social issues surrounding robotics and intelligent systems. There are ample resources on the Internet for this purpose.

Students learn to control and program robotic systems, research and investigate robots used in industry and design and build robotics systems. Accredited students will complete this component with some guidance, whereas it is anticipated that the Tertiary students will complete this component independently, offering critical analysis of each system.

Computer Games Programming and Design It is expected that teaching and learning strategies will draw on students’ prior experience with and intrinsic interest in games by providing opportunities for students to link the theory topics to examples of games they know.

Theoretical concepts should be illustrated by examining real games and through interactive demonstrations.Students will be required to research topics as a part of their theoretical understanding, for example, the history and social issues programming and design. There are ample resources on the Internet for this purpose.

For the Accredited (A) unit:For other theory topics (e.g., types of games, characteristics of good games), students could construct their own classification systems with some guidance after examining a range of games. Again there are plenty of examples on the Internet and many students would have their own collections. To produce their own game, students could choose an approach based on their prior experience with commercial computer games. They could model their game on the ideas of an existing game, although the topic should be original.

For the Tertiary (T) unitFor some of the theory sections, students could be expected to research topics (e.g. history and social issues) independently. There are ample resources on the Internet for this purpose. For other theory topics (e.g. types of games, characteristics of good games), students could construct their own classification systems with little guidance after examining a range of games. Again there are plenty of examples on the Internet and many students would have their own collections.

To produce their own game, students could choose an approach based on their prior experience with programming environments. Some degree of originality would be expected in the topic and structure of the game.

Structured Workplace Learning (SWL) (0.5 unit)Structured Workplace Learning (SWL) can be undertaken on successful completion of at least one standard unit of this course. Students need to complete a minimum of 27.5 hours in a Vocational Placement to obtain credit for this unit (0.5).

This unit should enable students to: • Consolidate learning and demonstrate competence in an IT industry environment • Provide workplace evidence that can contribute to the measurement of competencies • Develop personal, technical and social skills to enhance their performance as an IT employee

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Information Technology (T/A/V)ICA20111: Certificate II in Information,Digital Media and TechnologyCourse DescriptionThis course provides students with the opportunity to acquire and apply information technology skills to a variety of situations and problems. Students study nationally recognised competencies and on successful completion of all competencies students will receive a Certificate II in Information, Digital Media and Technology – a nationally recognised vocational certificate. This course develops practical skills in computer handling and is suitable for beginners and for those who have had some experience in high school or at home. Students will become confident in everyday use of computers and will be exposed to a wide range of other computer uses.

In many areas of the course, the topics will be the same whether students are undertaking the Accredited (A) or Tertiary (T) unit. The difference will be in the depth of understanding that is required, the amount of teacher guidance that is provided, and the level of cognitive tasks that are the focus of assessment items.

To receive the ICA20111 Certificate II in Information, Digital Media and Technology the following rules apply: 14 units of competence are required to complete the qualification, including seven (7) core competencies, and seven (7) elective competencies. One (1) week of Structured Workplace Learning (SWL) is highly recommended.

Unit DescriptionDigital Media Foundations, Audio and Visual (T) and (A) The emphasis of this unit will be on the development and presentation of digital media audio and video files. Students will examine an assortment of software and peripheral devices to produce media in a variety of contexts. Students use technology to capture, record, store and organise digital media. Students will be assisted in developing teamwork strategies to support and build upon their problem solving techniques. They will be encouraged to communicate information and ideas about digital recording, editing and production.

Website Design Emphasis will be placed on hand coding HTML and CSS providing a strong understanding of computer language and afford assistance when using web creation software. Studying HTML and CSS provides a rigorous and intellectually demanding course to be offered. A key point of difference between the T and A unit is the creation of JavaScript code. The T unit requires students to write their own JavaScript to perform simple low level programming actions, such as rollovers or form processing. In the A unit, students will likely want to do this too but they should not be assessed on this area of the unit. Students are likely to access online materials to help with their understanding of the unit goals so it is important to ensure that they do not access out-dated information, especially sites that use non-CSS styling.

Certificate II in Creative Industries (Media) (Registered Unit)In 2015 this unit is being trialled with instructors from the Academy of Interactive Entertainment and supervision from College staff as a Registered Unit. The Certificate II course covers 3D Modelling, Animation and Texturing using industry standard software and is run outside of school hours at the College.

The emphasis will be on the development and presentation of items using 3D animations. Students will examine a variety of software and peripheral devices to produce a graphics and animation module that will be used in larger productions in a variety of contexts.

Emphasis will also be given to the acquisition and development of practical skills related to the production of 3D animations and then transferring and building on these acquired skills in designing solutions to problems.

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It is anticipated that students will be exposed to a variety of problems so to enable them to apply the appropriate design methodologies.

Students will be assisted in developing teamwork strategies to support and build upon their problem solving techniques. They will be encouraged to communicate ideas and information about digital imaging using appropriate terminology.

Students may examine the use of on-line tutoring and demonstration programs as an efficient and economical means of gaining information about technological advancements in the production of 3D animations.

Robotics and Intelligent SystemsStudents will determine how a current information system functions and assess what users would like to see in a new system. Students investigate a variety of robotic systems and programming controls including Drones, VEX, LEGO Mindstorms and Ardunio.

Students will be required to research topics as a part of their theoretical understanding, for example, the history and social issues surrounding robotics and intelligent systems. There are ample resources on the Internet for this purpose.

Students learn to control and program robotic systems, research and investigate robots used in industry and design and build robotics systems. Accredited students will complete this component with some guidance, whereas it is anticipated that the Tertiary students will complete this component independently, offering critical analysis of each system.

Computer Games Programming and Design It is expected that teaching and learning strategies will draw on students’ prior experience with and intrinsic interest in games by providing opportunities for students to link the theory topics to examples of games they know.

Theoretical concepts should be illustrated by examining real games and through interactive demonstrations.Students will be required to research topics as a part of their theoretical understanding, for example, the history and social issues programming and design. There are ample resources on the Internet for this purpose.

For the Accredited (A) unit:For other theory topics (e.g., types of games, characteristics of good games), students could construct their own classification systems with some guidance after examining a range of games. Again there are plenty of examples on the Internet and many students would have their own collections. To produce their own game, students could choose an approach based on their prior experience with commercial computer games. They could model their game on the ideas of an existing game, although the topic should be original.

For the Tertiary (T) unitFor some of the theory sections, students could be expected to research topics (e.g. history and social issues) independently. There are ample resources on the Internet for this purpose. For other theory topics (e.g. types of games, characteristics of good games), students could construct their own classification systems with little guidance after examining a range of games. Again there are plenty of examples on the Internet and many students would have their own collections.

To produce their own game, students could choose an approach based on their prior experience with programming environments. Some degree of originality would be expected in the topic and structure of the game.

Structured Workplace Learning (SWL) (0.5 unit)Structured Workplace Learning (SWL) can be undertaken on successful completion of at least one standard unit of this course. Students need to complete a minimum of 27.5 hours in a Vocational Placement to obtain credit for this unit (0.5).

This unit should enable students to: • Consolidate learning and demonstrate competence in an IT industry environment • Provide workplace evidence that can contribute to the measurement of competencies • Develop personal, technical and social skills to enhance their performance as an IT employee

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• Work individually and as a team member to achieve organisational goals in an IT workplace

General Methods of AssessmentMethods of assessment include in-class practical tasks, projects, tests and oral presentations.Students will be assessed on the degree to which they demonstrate:

• Knowledge, understanding, application, analysis and evaluation • Planning, designing, creating and implementing • Communication and interpersonal skills • Flexible, adaptive and creative thinking.

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THE ARTSThe Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The five Arts subjects in this Course Framework are Dance, Drama, Media, Music, Photography and Visual Arts. Together they provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences.

Rich in tradition, the Arts play a major role in the development and expression of cultures and communities, locally, nationally and globally. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding to make sense of their world.

In the Arts, students learn as artists and audience through the intellectual, emotional and sensory experiences of the Arts. They acquire knowledge, skills and understanding specific to the Arts subjects and develop critical understanding that informs decision making and aesthetic choices. Through the Arts, students learn to express their ideas, thoughts and opinions as they discover and interpret the world. They learn that designing, producing and resolving their work is as essential to learning in the Arts as is creating a finished artwork. Students develop their Arts knowledge and aesthetic understanding through a growing comprehension of the distinct and related languages, symbols, techniques, processes and skills of the Arts subjects. Arts learning provide students with opportunities to engage with creative industries and arts professionals.

The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students explore complex content, skills and processes with developing confidence and sophistication across their years of learning.

At the time of printing the BSSS had not finalised Course documentation for the Arts. However, it is envisaged that the current course structure will remain in place and outlined below.

Dance (T) and (A)Dance is the language of movement and a unique art form that uses the body as an instrument to represent, question and communicate concepts and ideas. The study of dance enables learners to engage with innovative thinkers and leaders and to experience dance as artists and audience members.

In broad terms, learning in Dance involves making and responding. Students learn as artists, by making dance performance that communicates to audiences. They learn as audiences, by responding critically to dance. These actions are taught together as each depends on the other.

In the making of dance performances, students learn about the elements of dance, rehearsal, physically preparing the body, application of choreographic, compositional principles, technical and performance skills to engage an audience.

In responding to dance performance, students learn about the roles of choreographer, dancer, audience and dance critic. Students will develop an informed critical appreciation of dance works, considering dance practices, elements, genres, styles, techniques and conventions in the construction of meaning. They will interpret, analyse and evaluate

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• Work individually and as a team member to achieve organisational goals in an IT workplace

General Methods of AssessmentMethods of assessment include in-class practical tasks, projects, tests and oral presentations.Students will be assessed on the degree to which they demonstrate:

• Knowledge, understanding, application, analysis and evaluation • Planning, designing, creating and implementing • Communication and interpersonal skills • Flexible, adaptive and creative thinking.

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THE ARTSThe Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The five Arts subjects in this Course Framework are Dance, Drama, Media, Music, Photography and Visual Arts. Together they provide opportunities for students to learn how to create, design, represent, communicate and share their imagined and conceptual ideas, emotions, observations and experiences.

Rich in tradition, the Arts play a major role in the development and expression of cultures and communities, locally, nationally and globally. Students communicate ideas in current, traditional and emerging forms and use arts knowledge and understanding to make sense of their world.

In the Arts, students learn as artists and audience through the intellectual, emotional and sensory experiences of the Arts. They acquire knowledge, skills and understanding specific to the Arts subjects and develop critical understanding that informs decision making and aesthetic choices. Through the Arts, students learn to express their ideas, thoughts and opinions as they discover and interpret the world. They learn that designing, producing and resolving their work is as essential to learning in the Arts as is creating a finished artwork. Students develop their Arts knowledge and aesthetic understanding through a growing comprehension of the distinct and related languages, symbols, techniques, processes and skills of the Arts subjects. Arts learning provide students with opportunities to engage with creative industries and arts professionals.

The Arts entertain, challenge, provoke responses and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students explore complex content, skills and processes with developing confidence and sophistication across their years of learning.

At the time of printing the BSSS had not finalised Course documentation for the Arts. However, it is envisaged that the current course structure will remain in place and outlined below.

Dance (T) and (A)Dance is the language of movement and a unique art form that uses the body as an instrument to represent, question and communicate concepts and ideas. The study of dance enables learners to engage with innovative thinkers and leaders and to experience dance as artists and audience members.

In broad terms, learning in Dance involves making and responding. Students learn as artists, by making dance performance that communicates to audiences. They learn as audiences, by responding critically to dance. These actions are taught together as each depends on the other.

In the making of dance performances, students learn about the elements of dance, rehearsal, physically preparing the body, application of choreographic, compositional principles, technical and performance skills to engage an audience.

In responding to dance performance, students learn about the roles of choreographer, dancer, audience and dance critic. Students will develop an informed critical appreciation of dance works, considering dance practices, elements, genres, styles, techniques and conventions in the construction of meaning. They will interpret, analyse and evaluate

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the social, cultural and historical significance of dance. The study of dance equips students with life skills while also providing continuity with many tertiary and industry courses

Course DescriptionThe course will enable students to:

• Analyse and evaluate dance performances and understand how meaning is constructed• Analyse attitudes and values and evaluate the purpose of dance performances• Understand the influence of historical, social, political and cultural contexts on dance• Articulate their own ideas and interpret the ideas of others to make dance• Explore the place and function of dance traditions as well as work from diverse cultural and community

groups• Reflect on the process of creating and presenting dance performances• Apply choreographic skills to develop and present ideas• Apply work, health & safety practice (WHS) in the production of dance performances• Develop their technique and performance skills

Enrolment AdviceDance (T) is designed for students who have experience in dance and for those who wish to pursue dance or a related subject at university level. It is preferable that students have some experience in the techniques of Classical Ballet, Jazz or Contemporary dance.

Dance (A) is intended for students who are interested in dance and wish to develop their skills. There are no prerequisites for this course although some previous dance experience and a strong interest are essential.

Unit DescriptionDance FoundationsThis unit focuses on the study of the body and how it moves. Students will be involved in the study of appropriate cultural, social and historical aspects of dance and the related arts. The creative component is examined by students through composition and choreography. The compositional process is explored through improvisation, exploration, selection and the use of stimulus. A variety of choreographic devices, e.g. canon, unison, retrograde, form and motif development are employed throughout this unit.

Dance HistoryThis unit provides a broad overview of the developments in dance by a study of the beginnings of classical ballet through to the current contemporary choreographers both overseas and within Australia. In the presenting component of this unit, dance technique is explored as too are movement sequences, set dances and a variety of repertoire. Creatively this unit will demonstrate the development of dance knowledge and skill whilst portraying a critical awareness of the dance making process.

Contemporary DanceStudents will be engaged in the study of specific modern dance pioneers, contemporary choreographers, dance companies and their contribution to contemporary dance in Australia and overseas. Modern and/or contemporary dance technique, movement sequences, set dances and/or repertoire in the style of chosen choreographers will be examined as part of the presenting aspects of this unit. Students will have the opportunity to compose their own works in response to a specific stimulus or in the style of a modern pioneer or choreographer.

Theatrical Dance StylesThis unit examines the various theatrical dance styles used throughout history. Students will examine cultural origins of specific dance styles as well as study the contribution made by individual choreographers on the world of musicals. The unit allows for students to perform in a theatrical medium such as tap, jazz or other musical theatre dance styles. Compositional work will explore dance styles, themes, concepts or choreographic intent of the musical theatre.

World DanceWorld Dance embraces the origins of dances of particular societies through cultural, historical, ritual, religious and/or social contexts in which they were developed and performed. Students will engage in the performance of traditional

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sequences and repertoire from the selected cultures as well as have the opportunity to compose works containing cultural influences.

Dance ProductionThis unit allows students to be involved in the production element of dance. Students will examine the role of costume, make-up, sets, lighting or administration, within a dance context. Performance and creating elements will demonstrate the holistic understanding by the student of the components required to stage a dance work.

Dance and the MediaThis unit explores the relationship between dance and the media to develop an understanding of the impact mass media has on the perception of dance in society. Students will devise their own dance sequences that will consider the limitations and possibilities of photography, film or digital media as a tool for communicating positive or negative messages of dance.

Dance in the CommunityFor this unit, students will have the opportunity to work on individual, group or community devised workshops or movement sequences that explore appropriate products for selected community groups. Students will perform for the community works they have composed and explored.

Dance in Our TimeStudents will explore dance in contemporary society, recognising the social, historical and cultural influences on its development. This unit may involve the study of social dance styles from rock ‘n’ roll to the present dance, contemporary social issues that impact upon the development of dance or the study of social issues through choreographic expression, analysis of rock video clips or live performances, the role of dance in the media and the role of dance in contemporary Australian society.

Dance in AustraliaThis unit will investigate the influences that have shaped the development of dance in Australia. Students may examine the dance forms and cultures of people from around the world now residing in Australia and the development of dance in Australia. Creatively, students will compose works that are inspired by various dance styles, e.g. Aboriginal and Torres Strait Islander dance, Asian dance and other dances represented by cultural groups in Australia.

Self-Directed StudiesStudents may negotiate to undertake a major project in a specific area of interest. The emphasis in this unit will be on linking research and practical studies to areas of study completed in previous units. For this unit to be studied the student must seek permission from her Dance teacher and the Performing Arts Coordinator.

General Methods of AssessmentDance (T)Assessment instruments may be selected from oral presentations, tests, journal writing, reviews of performances, research and analytical essays and practical exams requiring a demonstration of skill mastery in technique and composition. The criteria upon which students are assessed are categorised as:

• Making• Responding

Dance (A)Assessment instruments may be selected from oral presentations, tests, journal writing, reviews of performances, research essays and practical exams requiring a demonstration of skill mastery in technique and composition. The criteria upon which students are assessed are categorised as:

• Making• Responding

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the social, cultural and historical significance of dance. The study of dance equips students with life skills while also providing continuity with many tertiary and industry courses

Course DescriptionThe course will enable students to:

• Analyse and evaluate dance performances and understand how meaning is constructed• Analyse attitudes and values and evaluate the purpose of dance performances• Understand the influence of historical, social, political and cultural contexts on dance• Articulate their own ideas and interpret the ideas of others to make dance• Explore the place and function of dance traditions as well as work from diverse cultural and community

groups• Reflect on the process of creating and presenting dance performances• Apply choreographic skills to develop and present ideas• Apply work, health & safety practice (WHS) in the production of dance performances• Develop their technique and performance skills

Enrolment AdviceDance (T) is designed for students who have experience in dance and for those who wish to pursue dance or a related subject at university level. It is preferable that students have some experience in the techniques of Classical Ballet, Jazz or Contemporary dance.

Dance (A) is intended for students who are interested in dance and wish to develop their skills. There are no prerequisites for this course although some previous dance experience and a strong interest are essential.

Unit DescriptionDance FoundationsThis unit focuses on the study of the body and how it moves. Students will be involved in the study of appropriate cultural, social and historical aspects of dance and the related arts. The creative component is examined by students through composition and choreography. The compositional process is explored through improvisation, exploration, selection and the use of stimulus. A variety of choreographic devices, e.g. canon, unison, retrograde, form and motif development are employed throughout this unit.

Dance HistoryThis unit provides a broad overview of the developments in dance by a study of the beginnings of classical ballet through to the current contemporary choreographers both overseas and within Australia. In the presenting component of this unit, dance technique is explored as too are movement sequences, set dances and a variety of repertoire. Creatively this unit will demonstrate the development of dance knowledge and skill whilst portraying a critical awareness of the dance making process.

Contemporary DanceStudents will be engaged in the study of specific modern dance pioneers, contemporary choreographers, dance companies and their contribution to contemporary dance in Australia and overseas. Modern and/or contemporary dance technique, movement sequences, set dances and/or repertoire in the style of chosen choreographers will be examined as part of the presenting aspects of this unit. Students will have the opportunity to compose their own works in response to a specific stimulus or in the style of a modern pioneer or choreographer.

Theatrical Dance StylesThis unit examines the various theatrical dance styles used throughout history. Students will examine cultural origins of specific dance styles as well as study the contribution made by individual choreographers on the world of musicals. The unit allows for students to perform in a theatrical medium such as tap, jazz or other musical theatre dance styles. Compositional work will explore dance styles, themes, concepts or choreographic intent of the musical theatre.

World DanceWorld Dance embraces the origins of dances of particular societies through cultural, historical, ritual, religious and/or social contexts in which they were developed and performed. Students will engage in the performance of traditional

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sequences and repertoire from the selected cultures as well as have the opportunity to compose works containing cultural influences.

Dance ProductionThis unit allows students to be involved in the production element of dance. Students will examine the role of costume, make-up, sets, lighting or administration, within a dance context. Performance and creating elements will demonstrate the holistic understanding by the student of the components required to stage a dance work.

Dance and the MediaThis unit explores the relationship between dance and the media to develop an understanding of the impact mass media has on the perception of dance in society. Students will devise their own dance sequences that will consider the limitations and possibilities of photography, film or digital media as a tool for communicating positive or negative messages of dance.

Dance in the CommunityFor this unit, students will have the opportunity to work on individual, group or community devised workshops or movement sequences that explore appropriate products for selected community groups. Students will perform for the community works they have composed and explored.

Dance in Our TimeStudents will explore dance in contemporary society, recognising the social, historical and cultural influences on its development. This unit may involve the study of social dance styles from rock ‘n’ roll to the present dance, contemporary social issues that impact upon the development of dance or the study of social issues through choreographic expression, analysis of rock video clips or live performances, the role of dance in the media and the role of dance in contemporary Australian society.

Dance in AustraliaThis unit will investigate the influences that have shaped the development of dance in Australia. Students may examine the dance forms and cultures of people from around the world now residing in Australia and the development of dance in Australia. Creatively, students will compose works that are inspired by various dance styles, e.g. Aboriginal and Torres Strait Islander dance, Asian dance and other dances represented by cultural groups in Australia.

Self-Directed StudiesStudents may negotiate to undertake a major project in a specific area of interest. The emphasis in this unit will be on linking research and practical studies to areas of study completed in previous units. For this unit to be studied the student must seek permission from her Dance teacher and the Performing Arts Coordinator.

General Methods of AssessmentDance (T)Assessment instruments may be selected from oral presentations, tests, journal writing, reviews of performances, research and analytical essays and practical exams requiring a demonstration of skill mastery in technique and composition. The criteria upon which students are assessed are categorised as:

• Making• Responding

Dance (A)Assessment instruments may be selected from oral presentations, tests, journal writing, reviews of performances, research essays and practical exams requiring a demonstration of skill mastery in technique and composition. The criteria upon which students are assessed are categorised as:

• Making• Responding

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Drama (T) and (A)Drama is the language of humanity and an integral art form. It makes meaning of the world through enactment to represent, question and communicate concepts and ideas. The study of Drama enables learners to engage with innovative thinkers and to experience drama as artists and audience members.

In broad terms, learning in Drama involves making and responding. Students learn as artists, by making Drama works that communicate to audiences. They learn as audiences, by responding critically to Drama. These actions are taught together as each depends on the other.

In making dramatic performance, students learn about the elements of drama, rehearsal strategies, workshopping, improvising, preparing the body, technical and performance skills to engage and communicate with an audience.

In responding to Drama performance, students learn about theory, the elements of production, roles of directors, actors, playwrights, performance styles, presentation of dramatic works, audience and drama criticism. Students will develop an informed critical appreciation of dramatic works, considering drama practices, elements, genres, styles, production techniques and conventions in the construction of meaning. They interpret, analyse and evaluate the social, cultural and historical significance of drama. The study of drama equips students with life skills while also providing continuity with many tertiary and industry courses.

Course DescriptionDrama is a unique form of artistic expression through which people construct, explore and convey meaning. The drama course provides a wide range of experience in Drama Theory, Theatre History, Theatrical form and Technical and Performance skills. Accredited and Tertiary students will follow a similar program in terms of content.

Students studying Drama will:• Analyse and evaluate drama performances and understand how meaning is constructed• Evaluate the value and purpose of drama performances• Understand the influence of historical, social, political and cultural contexts on drama• Articulate their own ideas and interpret the ideas of others to make drama• Explore the place and function of theatre traditions including theatrical work from diverse cultural and

community groups, contemporary, and/or Indigenous Australian Theatre• Reflect on the process of creating and presenting drama performances• Use the elements and conventions of drama to develop and present ideas • Apply work, health & safety practice (WHS) in the production of drama performances• Develop their technical and performance skills

Tertiary and Accredited students are accommodated in the same classes. Tertiary and Accredited students will receive the same practical tasks that are marked differently, according to the T and A descriptors. There are some exceptions to this, depending on the level of difficulty of some materials.

Enrolment AdviceStudents entering a Tertiary level course should generally have studied Drama in Years 9 and 10.Students entering at Accredited level would find the course more accessible if some performance work had been done previously, but individual negotiations are possible.

Unit DescriptionThe specific combination of units offered will be based upon teacher expertise and may vary from year to year.

Acting for the CameraStudents will examine and explore the history and development of acting for screen and television and the differences between stage and screen. Students will learn basic video operation and terminology, editing, focusing, the size and energy of camera performance, blocking for the camera and understanding the relationship with the crew. This unit will build an awareness of how the student can use camera production techniques to heighten dramatic impact. 69

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Actor and DirectorThis unit will allow the student to research and analyse the theories and methods of selected theatre practitioners. Students will be required to review theatre performances as well as analyse and reflect on a variety of scripts and extracts based on the acting styles and theories studied. Improvisation and scripted performance will be used to explore the various techniques of selected practitioners.

Australian TheatreStudents will be encouraged to reflect on the history, themes, genre and issues within Australian Theatre through research, analysis, discussion and improvisation. This unit will focus on a selection of Australian playwrights with students having the opportunity to workshop and perform in a variety of characters and forms used in Australian Theatre.

The DirectorFor this unit the students will need to read a variety of scripts and be able to evaluate and interpret them for performance. The ability to analyse performances to understand the influences of directorial decisions including their own would be required of each student. Students will have the opportunity to conduct activities designed to explore important elements of casting, staging and management of the rehearsal process. Students will need to attend to dramatic problems, be responsible for the shape and style of the performance and guide and prepare performance/s.

Dramatic ComedyThis unit will focus on the student gaining an understanding of comedic terminology and the ability to use a range of technologies and mediums to support learning and performance in comedy situations. Students will engage in a variety of performance aspects and discussions, and have the opportunity to respond creatively to ‘stimuli’ to develop their understanding of the comic character.

Dramatic ExplorationsTo be able to analyse different historical and cultural perspectives in relation to the theatre styles being studied is the focus of this unit. Students will be aware of the use of role characterisation, structure, conflict, dialogue and style in Drama. Students will need to communicate effectively with an audience using production skills and techniques.

Experimental TheatreThis unit will enable students to develop theoretical understanding of experimental theatre. Students will use improvisation, workshops and be able to experiment with a range of innovative theatrical styles such as forum theatre, street theatre, absurdism and ‘happenings’. The unit will culminate with the performance of a piece of experimental theatre.

Independent UnitThis unit is for Tertiary students only. Students will need to objectively observe, reflect on and analyse the creative process. The student, for this unit, will be working towards the performance of a devised piece as well as demonstrating an understanding of the conventions of theatre through the process of rehearsal and performance.

MaskStudents will explore the historical development of physical theatre through research, analysis, discussion and improvisation. The exploration of plays where mask is used as a theatrical device will be studied. Students will be able to creatively explore the relationship between mask, movement and character.

Modern and Classical TragedyThis unit will enable students to research and reflect on the concept of tragedy from the Greeks to the present and analyse the function of dramatic tragedy in its expression of the human condition. Students will present monologues from classical tragedy texts as well as developing group work into a polished performance.

Museum TheatreStudents will be able to devise and present performances, inspired by the themes, issues and exhibitions expressed within major cultural institutions. Thorough investigation, research and analysis will be encouraged by all students so they can develop an understanding of the cultural institution and its role within society.

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Drama (T) and (A)Drama is the language of humanity and an integral art form. It makes meaning of the world through enactment to represent, question and communicate concepts and ideas. The study of Drama enables learners to engage with innovative thinkers and to experience drama as artists and audience members.

In broad terms, learning in Drama involves making and responding. Students learn as artists, by making Drama works that communicate to audiences. They learn as audiences, by responding critically to Drama. These actions are taught together as each depends on the other.

In making dramatic performance, students learn about the elements of drama, rehearsal strategies, workshopping, improvising, preparing the body, technical and performance skills to engage and communicate with an audience.

In responding to Drama performance, students learn about theory, the elements of production, roles of directors, actors, playwrights, performance styles, presentation of dramatic works, audience and drama criticism. Students will develop an informed critical appreciation of dramatic works, considering drama practices, elements, genres, styles, production techniques and conventions in the construction of meaning. They interpret, analyse and evaluate the social, cultural and historical significance of drama. The study of drama equips students with life skills while also providing continuity with many tertiary and industry courses.

Course DescriptionDrama is a unique form of artistic expression through which people construct, explore and convey meaning. The drama course provides a wide range of experience in Drama Theory, Theatre History, Theatrical form and Technical and Performance skills. Accredited and Tertiary students will follow a similar program in terms of content.

Students studying Drama will:• Analyse and evaluate drama performances and understand how meaning is constructed• Evaluate the value and purpose of drama performances• Understand the influence of historical, social, political and cultural contexts on drama• Articulate their own ideas and interpret the ideas of others to make drama• Explore the place and function of theatre traditions including theatrical work from diverse cultural and

community groups, contemporary, and/or Indigenous Australian Theatre• Reflect on the process of creating and presenting drama performances• Use the elements and conventions of drama to develop and present ideas • Apply work, health & safety practice (WHS) in the production of drama performances• Develop their technical and performance skills

Tertiary and Accredited students are accommodated in the same classes. Tertiary and Accredited students will receive the same practical tasks that are marked differently, according to the T and A descriptors. There are some exceptions to this, depending on the level of difficulty of some materials.

Enrolment AdviceStudents entering a Tertiary level course should generally have studied Drama in Years 9 and 10.Students entering at Accredited level would find the course more accessible if some performance work had been done previously, but individual negotiations are possible.

Unit DescriptionThe specific combination of units offered will be based upon teacher expertise and may vary from year to year.

Acting for the CameraStudents will examine and explore the history and development of acting for screen and television and the differences between stage and screen. Students will learn basic video operation and terminology, editing, focusing, the size and energy of camera performance, blocking for the camera and understanding the relationship with the crew. This unit will build an awareness of how the student can use camera production techniques to heighten dramatic impact. 69

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Actor and DirectorThis unit will allow the student to research and analyse the theories and methods of selected theatre practitioners. Students will be required to review theatre performances as well as analyse and reflect on a variety of scripts and extracts based on the acting styles and theories studied. Improvisation and scripted performance will be used to explore the various techniques of selected practitioners.

Australian TheatreStudents will be encouraged to reflect on the history, themes, genre and issues within Australian Theatre through research, analysis, discussion and improvisation. This unit will focus on a selection of Australian playwrights with students having the opportunity to workshop and perform in a variety of characters and forms used in Australian Theatre.

The DirectorFor this unit the students will need to read a variety of scripts and be able to evaluate and interpret them for performance. The ability to analyse performances to understand the influences of directorial decisions including their own would be required of each student. Students will have the opportunity to conduct activities designed to explore important elements of casting, staging and management of the rehearsal process. Students will need to attend to dramatic problems, be responsible for the shape and style of the performance and guide and prepare performance/s.

Dramatic ComedyThis unit will focus on the student gaining an understanding of comedic terminology and the ability to use a range of technologies and mediums to support learning and performance in comedy situations. Students will engage in a variety of performance aspects and discussions, and have the opportunity to respond creatively to ‘stimuli’ to develop their understanding of the comic character.

Dramatic ExplorationsTo be able to analyse different historical and cultural perspectives in relation to the theatre styles being studied is the focus of this unit. Students will be aware of the use of role characterisation, structure, conflict, dialogue and style in Drama. Students will need to communicate effectively with an audience using production skills and techniques.

Experimental TheatreThis unit will enable students to develop theoretical understanding of experimental theatre. Students will use improvisation, workshops and be able to experiment with a range of innovative theatrical styles such as forum theatre, street theatre, absurdism and ‘happenings’. The unit will culminate with the performance of a piece of experimental theatre.

Independent UnitThis unit is for Tertiary students only. Students will need to objectively observe, reflect on and analyse the creative process. The student, for this unit, will be working towards the performance of a devised piece as well as demonstrating an understanding of the conventions of theatre through the process of rehearsal and performance.

MaskStudents will explore the historical development of physical theatre through research, analysis, discussion and improvisation. The exploration of plays where mask is used as a theatrical device will be studied. Students will be able to creatively explore the relationship between mask, movement and character.

Modern and Classical TragedyThis unit will enable students to research and reflect on the concept of tragedy from the Greeks to the present and analyse the function of dramatic tragedy in its expression of the human condition. Students will present monologues from classical tragedy texts as well as developing group work into a polished performance.

Museum TheatreStudents will be able to devise and present performances, inspired by the themes, issues and exhibitions expressed within major cultural institutions. Thorough investigation, research and analysis will be encouraged by all students so they can develop an understanding of the cultural institution and its role within society.

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Performing ShakespeareStudents will acquire a broad practical and theoretical understanding of Shakespearean conventions and terminology. The opportunity will arise for students to perform as an individual and as part of an ensemble. Such performance will arise from the selection of appropriate performance and production techniques in the interpretation and presentation of Shakespearean works.

Realism and BeyondThis unit will focus on the study of realistic and naturalistic theatre. Students will use improvisation to explore the tenets of Realism and preceding schools of theatre such as Naturalism and Expressionism. It will be necessary for students to read a variety of scripts and evaluate and interpret these scripts for performance purposes.

Set and Costume DesignStudents will research and explore the history of theatre design and understand the relationship between the elements of design. This unit will allow students to understand and use a range of staging and design concepts. Students will also prepare and present completed design work for specific performance pieces.

Theatre Design and TechnologyThis unit will explore the history, forms and conventions of design and lighting in the theatre, with emphasis on the twentieth century theatre movements and technical evolution. Students will develop a practical and theoretical understanding of the relationship between design and technology in theatre. Through understanding, students will develop and present design concepts for improvised and/or scripted theatrical performances.

Theatre for Young PeopleIn this unit, students will gain an understanding of and be able to differentiate between children’s theatre and theatre-in-education. The selection of appropriate forms as well as the development of the skills necessary to present children’s theatre will be encouraged throughout the unit.

Golden Ages of Western TheatreStudents will understand and appreciate some of the main forms and conventions of Western Theatre, from its beginnings in classical theatre to modern times. The opportunity will arise for students to produce spontaneous and polished improvisations that explore the various acting styles, staging conventions and theatrical elements that define theatrical forms studied in this unit.

Theatre Lighting and SoundStudents will research the history of lighting and sound used in theatre. This unit will allow students to identify, appreciate and critically reflect upon the artistic and aesthetic qualities required of lighting and sound for performances. Students will have the opportunity to demonstrate the ability to work and learn individually and with others in developing lighting and sound plots, cues and operation in a performance.

Theatre Production and PerformanceThis unit will focus on developing student understanding of the general principles of play production from the point of view of a performer, production personnel and/or technical support. Students will develop the capacity to appreciate, respond, analyse, and evaluate both their own and professional productions/performances.

Voice and MovementStudents will explore the use of the voice and the body as instruments to create sound, shape, atmosphere and character. All students will be encouraged to devise performance pieces that utilise the voice and movement to communicate meaning to an audience. Students will explore the history and development of physical theatre through research, analysis, discussion and improvisation.

World TheatreThis unit will enable students to evaluate, analyse and interpret material embodying the form and content of theatre from a range of cultures. Students will explore, experiment with and apply performance techniques relevant to world theatre, such as mask work, puppetry, stylised and symbolic movement.

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General Methods of AssessmentAssessment instruments may be selected from group and individual work, rehearsal, improvisation, workshops, student devised scripts and use of design and technical elements and portfolios of written work. A portfolio consists of a group of tasks (e.g., essay, class work, oral presentation, assignment, project, etc) each of which assesses the student’s performance against the criteria in the Course Framework. The criteria for assessment in Drama (A/T) are:• Making• Responding

Media (T) and (A)Course DescriptionSubject RationaleMedia is a unique art form that influences our perception and understanding of the world. The study of media enables learners to engage with innovative thinkers and practitioners and to experience media as producers and audience members.

In broad terms, learning in Media involves making and responding. Students learn as producers, by making media products that communicate to audiences. They learn as audiences, by responding critically to media products. These actions are taught together as each depends on the other.

In the making of media products, students learn about media codes and conventions, representation, workflow end-to-end production, technology and the production process, to engage an audience.

In responding to media, students learn about origins, influences and theories of communication. In addition, students engage in media production and investigate the role of audience. Students will develop an informed critical appreciation of media products, considering media practices, elements, genres, styles, production, techniques and conventions in the construction of meaning. They will interpret, analyse and evaluate the social, cultural and historical significance of media. The study of media equips students with communication skills while also providing continuity with many tertiary and industry courses.

GoalsThis course should enable students to:

• Analyse and evaluate media products and understand how meaning is constructed• Evaluate the value and purpose of media products• Understand the influence of historical, social, political and cultural contexts on media• Articulate their own ideas and interpret the ideas of others to make media products• Explore the place and function of media traditions as well as work from diverse cultural and community

groups• Reflect on the process of creating and presenting media products • Apply production processes to develop and present ideas• Apply work, health & safety practice (WHS) in the creation of media products

Media is offered as a Tertiary or Accredited course. Students in the T course are expected to work at the conceptual level required for tertiary entrance while students in the A course respond in a more practical way.

Enrolment AdviceWhile there are no prerequisites, strong interest, a willingness to give time and continuing individual commitment are essential.

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Performing ShakespeareStudents will acquire a broad practical and theoretical understanding of Shakespearean conventions and terminology. The opportunity will arise for students to perform as an individual and as part of an ensemble. Such performance will arise from the selection of appropriate performance and production techniques in the interpretation and presentation of Shakespearean works.

Realism and BeyondThis unit will focus on the study of realistic and naturalistic theatre. Students will use improvisation to explore the tenets of Realism and preceding schools of theatre such as Naturalism and Expressionism. It will be necessary for students to read a variety of scripts and evaluate and interpret these scripts for performance purposes.

Set and Costume DesignStudents will research and explore the history of theatre design and understand the relationship between the elements of design. This unit will allow students to understand and use a range of staging and design concepts. Students will also prepare and present completed design work for specific performance pieces.

Theatre Design and TechnologyThis unit will explore the history, forms and conventions of design and lighting in the theatre, with emphasis on the twentieth century theatre movements and technical evolution. Students will develop a practical and theoretical understanding of the relationship between design and technology in theatre. Through understanding, students will develop and present design concepts for improvised and/or scripted theatrical performances.

Theatre for Young PeopleIn this unit, students will gain an understanding of and be able to differentiate between children’s theatre and theatre-in-education. The selection of appropriate forms as well as the development of the skills necessary to present children’s theatre will be encouraged throughout the unit.

Golden Ages of Western TheatreStudents will understand and appreciate some of the main forms and conventions of Western Theatre, from its beginnings in classical theatre to modern times. The opportunity will arise for students to produce spontaneous and polished improvisations that explore the various acting styles, staging conventions and theatrical elements that define theatrical forms studied in this unit.

Theatre Lighting and SoundStudents will research the history of lighting and sound used in theatre. This unit will allow students to identify, appreciate and critically reflect upon the artistic and aesthetic qualities required of lighting and sound for performances. Students will have the opportunity to demonstrate the ability to work and learn individually and with others in developing lighting and sound plots, cues and operation in a performance.

Theatre Production and PerformanceThis unit will focus on developing student understanding of the general principles of play production from the point of view of a performer, production personnel and/or technical support. Students will develop the capacity to appreciate, respond, analyse, and evaluate both their own and professional productions/performances.

Voice and MovementStudents will explore the use of the voice and the body as instruments to create sound, shape, atmosphere and character. All students will be encouraged to devise performance pieces that utilise the voice and movement to communicate meaning to an audience. Students will explore the history and development of physical theatre through research, analysis, discussion and improvisation.

World TheatreThis unit will enable students to evaluate, analyse and interpret material embodying the form and content of theatre from a range of cultures. Students will explore, experiment with and apply performance techniques relevant to world theatre, such as mask work, puppetry, stylised and symbolic movement.

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General Methods of AssessmentAssessment instruments may be selected from group and individual work, rehearsal, improvisation, workshops, student devised scripts and use of design and technical elements and portfolios of written work. A portfolio consists of a group of tasks (e.g., essay, class work, oral presentation, assignment, project, etc) each of which assesses the student’s performance against the criteria in the Course Framework. The criteria for assessment in Drama (A/T) are:• Making• Responding

Media (T) and (A)Course DescriptionSubject RationaleMedia is a unique art form that influences our perception and understanding of the world. The study of media enables learners to engage with innovative thinkers and practitioners and to experience media as producers and audience members.

In broad terms, learning in Media involves making and responding. Students learn as producers, by making media products that communicate to audiences. They learn as audiences, by responding critically to media products. These actions are taught together as each depends on the other.

In the making of media products, students learn about media codes and conventions, representation, workflow end-to-end production, technology and the production process, to engage an audience.

In responding to media, students learn about origins, influences and theories of communication. In addition, students engage in media production and investigate the role of audience. Students will develop an informed critical appreciation of media products, considering media practices, elements, genres, styles, production, techniques and conventions in the construction of meaning. They will interpret, analyse and evaluate the social, cultural and historical significance of media. The study of media equips students with communication skills while also providing continuity with many tertiary and industry courses.

GoalsThis course should enable students to:

• Analyse and evaluate media products and understand how meaning is constructed• Evaluate the value and purpose of media products• Understand the influence of historical, social, political and cultural contexts on media• Articulate their own ideas and interpret the ideas of others to make media products• Explore the place and function of media traditions as well as work from diverse cultural and community

groups• Reflect on the process of creating and presenting media products • Apply production processes to develop and present ideas• Apply work, health & safety practice (WHS) in the creation of media products

Media is offered as a Tertiary or Accredited course. Students in the T course are expected to work at the conceptual level required for tertiary entrance while students in the A course respond in a more practical way.

Enrolment AdviceWhile there are no prerequisites, strong interest, a willingness to give time and continuing individual commitment are essential.

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Unit DescriptionUnits will be selected from the following:

Media FoundationThis unit is recommended as an introductory unit. This unit is designed to provide a foundation for the commencement of media studies. This unit introduces technical, symbolic and narrative elements, as well as production and media issues. This also investigates the codes and conventions applicable to the study of communication theory. It is designed as a generalist unit – in which the basic codes and conventions of media communication and production are identified and developed. It focuses on theory (communication, history, issues) and skill development for the creation of media products in a variety of mediums and a range of genres and target audiences.

DocumentaryThis unit is designed to explore the genre of documentary film making. Students will have opportunities to analyse distinctive features of documentary film and evaluate the development of documentary film as a visual and aural record. Students will investigate the impact of pop culture or commercial interests in the role of documentary production. Students will also have opportunities to produce their own documentaries.Process to ProductionIn this unit, students explore the process of developing media to production standard. Students will be required to respond to a client brief through the creation of a media production. Students will apply specific technologies, use presentation skills and apply media theory to develop a production according to a client brief that communicates meaning to a specific target audience. Students are required to have successfully completed at least two standard units of media and demonstrated self-management skills before undertaking this unit. Entry in exceptional circumstances could occur through teacher negotiation and on the basis of presentation of a student portfolio.

Video ProductionStudents will begin with the acquisition of practical camera and editing skills, building on skills and knowledge developed through short camera, editing and scripting exercises. This final production of a large piece of work, either individually or as a group, will consist of all documentation, clearances and be screened to a suitable audience. Group-work will be essential in most cases. Groups should undertake the planning, scripting and production of completed tasks and evaluate their products.

News & Current AffairsStudents will undertake a wide range of news and Current affairs stories and produce them according to the guidelines of the chosen media and target audience. Students will work individually and in groups to create news broadcasts, with full production support. It will be expected that students have access to the internet and news streams to be able to investigate the issues approaches taken.

JournalismThis unit is a generalist journalism unit. In this unit students will undertake a series of tasks to develop their awareness and understanding of journalism as a whole. It defines journalism and the changing nature of how information is presented in society, both local and international. It examines the effect on society of developments in the delivery and orientation of journalism.

AnimationThis unit examines the nature of and concepts related to traditional and computer-assisted animation. Students will view, examine and criticise a range of animated films, study animation production and processes, and produce short animated films.

TelevisionThis unit explores the media of television through a range of social and historical contexts. Students may be required to analyse the social impact of television and the way it shapes our cultural perceptions, explore the codes and conventions associated with television production, research the historical development of television, explore different types of broadcasting or analyse content, style and/or ethical issues. Students will also have opportunities to apply their understanding to the production of practical work. 73

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Television Genre This unit will provide students with opportunities to explore the genre of television and will cover content selected from topics such as narrative structure, devices and techniques, economic and political factors influencing programming and policy, codes and conventions inherent within the genre, social theory related to television, character representations and production and scriptwriting skills.

Film, Genres and CulturesThis unit explores film within the context of specific cultures and genres. Students will have opportunities to view films from directors and film cultures in order to explore the ways in which role representations, film codes and conventions and production techniques are shaped to convey meaning within specific cultural contexts. Students will also have opportunities to emulate established motifs, styles and techniques through practical production.

History and the Development of FilmThis unit traces the historical development of film, some of its major directors and their impact on the film industry. Students will explore film language, role and the analysis of narrative film, aspects of the mis-en-scene, film styles and the development of film technology. Students will analyse production roles and apply the codes and conventions of film to the process of film production.

Film MakingThis unit is designed to provide students with practical experience in film making. Students will have opportunities to explore production processes and work collaboratively to plan and produce films utilising specialised film equipment.

General Methods of AssessmentAssessment instruments may be chosen from major productions, research essays and assignments, reviews, class exercises, in-class essays, seminars, treatments and scripts. The two assessment criteria are:

• Making• Responding

Music (T) and (A)Course DescriptionMusic is a unique art form that records and enriches human civilisation reflecting the development of human cultures. The study of music enables critical thinking and engagement with innovative musicians to experience music as artists and audience members.

In broad terms, learning in Music involves making and responding. Students learn as musicians, by making musical works that communicate to audiences. They learn as audiences, by responding critically to music. These actions are taught together as each depends on the other.

In making of musical works, students learn about composing, arranging, improvising, music technology, and technical and performance skills to engage an audience.

In responding to musical works, students learn about theory, elements of music, origins of music, influences of music, performance styles, technology and being an audience. Students will develop an informed critical appreciation of music, considering music practices, elements, genres, styles, production, techniques and conventions. They will interpret, analyse and evaluate the social, cultural and historical significance of Music. The study of music equips students with life skills while also providing continuity with many tertiary and industry courses.

The study of music will enable students to:• Analyse and evaluate musical works and understand how its meaning is constructed• Evaluate the value and purpose of musical works• Understand the influence of historical, social, political and cultural contexts on music• Articulate their own ideas and interpret the ideas of others to make music• Explore the place and function of musical traditions as well as work from diverse cultural and community

groups

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Unit DescriptionUnits will be selected from the following:

Media FoundationThis unit is recommended as an introductory unit. This unit is designed to provide a foundation for the commencement of media studies. This unit introduces technical, symbolic and narrative elements, as well as production and media issues. This also investigates the codes and conventions applicable to the study of communication theory. It is designed as a generalist unit – in which the basic codes and conventions of media communication and production are identified and developed. It focuses on theory (communication, history, issues) and skill development for the creation of media products in a variety of mediums and a range of genres and target audiences.

DocumentaryThis unit is designed to explore the genre of documentary film making. Students will have opportunities to analyse distinctive features of documentary film and evaluate the development of documentary film as a visual and aural record. Students will investigate the impact of pop culture or commercial interests in the role of documentary production. Students will also have opportunities to produce their own documentaries.Process to ProductionIn this unit, students explore the process of developing media to production standard. Students will be required to respond to a client brief through the creation of a media production. Students will apply specific technologies, use presentation skills and apply media theory to develop a production according to a client brief that communicates meaning to a specific target audience. Students are required to have successfully completed at least two standard units of media and demonstrated self-management skills before undertaking this unit. Entry in exceptional circumstances could occur through teacher negotiation and on the basis of presentation of a student portfolio.

Video ProductionStudents will begin with the acquisition of practical camera and editing skills, building on skills and knowledge developed through short camera, editing and scripting exercises. This final production of a large piece of work, either individually or as a group, will consist of all documentation, clearances and be screened to a suitable audience. Group-work will be essential in most cases. Groups should undertake the planning, scripting and production of completed tasks and evaluate their products.

News & Current AffairsStudents will undertake a wide range of news and Current affairs stories and produce them according to the guidelines of the chosen media and target audience. Students will work individually and in groups to create news broadcasts, with full production support. It will be expected that students have access to the internet and news streams to be able to investigate the issues approaches taken.

JournalismThis unit is a generalist journalism unit. In this unit students will undertake a series of tasks to develop their awareness and understanding of journalism as a whole. It defines journalism and the changing nature of how information is presented in society, both local and international. It examines the effect on society of developments in the delivery and orientation of journalism.

AnimationThis unit examines the nature of and concepts related to traditional and computer-assisted animation. Students will view, examine and criticise a range of animated films, study animation production and processes, and produce short animated films.

TelevisionThis unit explores the media of television through a range of social and historical contexts. Students may be required to analyse the social impact of television and the way it shapes our cultural perceptions, explore the codes and conventions associated with television production, research the historical development of television, explore different types of broadcasting or analyse content, style and/or ethical issues. Students will also have opportunities to apply their understanding to the production of practical work. 73

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Television Genre This unit will provide students with opportunities to explore the genre of television and will cover content selected from topics such as narrative structure, devices and techniques, economic and political factors influencing programming and policy, codes and conventions inherent within the genre, social theory related to television, character representations and production and scriptwriting skills.

Film, Genres and CulturesThis unit explores film within the context of specific cultures and genres. Students will have opportunities to view films from directors and film cultures in order to explore the ways in which role representations, film codes and conventions and production techniques are shaped to convey meaning within specific cultural contexts. Students will also have opportunities to emulate established motifs, styles and techniques through practical production.

History and the Development of FilmThis unit traces the historical development of film, some of its major directors and their impact on the film industry. Students will explore film language, role and the analysis of narrative film, aspects of the mis-en-scene, film styles and the development of film technology. Students will analyse production roles and apply the codes and conventions of film to the process of film production.

Film MakingThis unit is designed to provide students with practical experience in film making. Students will have opportunities to explore production processes and work collaboratively to plan and produce films utilising specialised film equipment.

General Methods of AssessmentAssessment instruments may be chosen from major productions, research essays and assignments, reviews, class exercises, in-class essays, seminars, treatments and scripts. The two assessment criteria are:

• Making• Responding

Music (T) and (A)Course DescriptionMusic is a unique art form that records and enriches human civilisation reflecting the development of human cultures. The study of music enables critical thinking and engagement with innovative musicians to experience music as artists and audience members.

In broad terms, learning in Music involves making and responding. Students learn as musicians, by making musical works that communicate to audiences. They learn as audiences, by responding critically to music. These actions are taught together as each depends on the other.

In making of musical works, students learn about composing, arranging, improvising, music technology, and technical and performance skills to engage an audience.

In responding to musical works, students learn about theory, elements of music, origins of music, influences of music, performance styles, technology and being an audience. Students will develop an informed critical appreciation of music, considering music practices, elements, genres, styles, production, techniques and conventions. They will interpret, analyse and evaluate the social, cultural and historical significance of Music. The study of music equips students with life skills while also providing continuity with many tertiary and industry courses.

The study of music will enable students to:• Analyse and evaluate musical works and understand how its meaning is constructed• Evaluate the value and purpose of musical works• Understand the influence of historical, social, political and cultural contexts on music• Articulate their own ideas and interpret the ideas of others to make music• Explore the place and function of musical traditions as well as work from diverse cultural and community

groups

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• Reflect on the process of creating and performing musical works• Use the elements of music to analyse and interpret musical ideas• Apply work, health & safety practice (WHS) in the production of music

Enrolment AdviceIt is envisaged that this course will address the needs of a range of students who wish to undertake a course of study at a pre-tertiary level. The course caters for a wide variety of students who:

• Would normally have studied music in Years 9 and/or Year 10 or• Have a basic level of competence and wish to further develop their skills• Are advanced musicians.

Tertiary Music (T)This course assumes students have a formal knowledge of musical notation, developed literacy and performance skills, and a general knowledge and understanding of some musical styles. The entry level for T courses is Grade 3 from a relevant examination body and is at the discretion of the Principal. This course will allow students to continue the study of music at a Tertiary Institution.

Extension Tertiary Music (Ex)This course assumes students have a highly developed knowledge and skills base in notation, literacy, performance, composition and appraising. This course will allow for a high degree of specialisation in performance, composition and appraising. The entry level for Extension T Courses is Grade 5 from a relevant examination body and is at the discretion of the Principal. This course will allow the student to continue the study of music at a Tertiary Institution.

Accredited Music (A)This course caters for students who wish to pursue music as an interest at a non-tertiary level and who have little or no prior knowledge of musical notation and performance skills.

Unit DescriptionThe following seven units are classified as Core Units of study.

Baroque and Classical Vocal MusicThis unit will enable students to demonstrate an understanding of the major developments and stylistic changes in Baroque and Classical vocal forms and create composition tasks reflecting these traits. All students will be required, both aurally and in print, to illustrate their appreciation and analytical skills of a variety of works from the periods of study. Students will be required to increase their practical skills through performance at an appropriate standard.

Baroque and Classical Instrumental MusicStudents will be able to demonstrate an understanding of the major developments and stylistic changes in Baroque and Classical vocal forms and create composition tasks reflecting these traits. This unit will require students to appreciate and critically analyse, both aurally and in print, a variety of works from this period. Students will be required to increase their practical skills through performance at an appropriate standard.

Romantic Period and Twentieth Century Vocal MusicIn this unit students will be able to demonstrate awareness of a wide variety of Western vocal music from the Romantic Period to the twentieth century. Students will be required to demonstrate knowledge of the techniques of performing and composing in a variety of styles as well as appreciate, critically analyse and understand a variety of vocal works through oral, aural and written expression.

Romantic Period and Twentieth Century Instrumental MusicStudents will be able to demonstrate an awareness of a wide variety of Western instrumental music from the Romantic Period to the twentieth century. This unit will require students to appreciate, critically analyse and understand a variety of instrumental works, as well as demonstrate knowledge of the techniques of performing and composing in a variety of styles.

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Romantic MusicThis unit will enable students to demonstrate a knowledge and understanding of vocal and instrumental music from the Romantic Period and respond and create written and composition tasks reflecting these traits. Students will be required to demonstrate knowledge of the performance and written conventions of music related to the Romantic Period through performance of solo and ensemble works.

Twentieth Century Art MusicStudents will be able to appreciate, critically analyse both aurally and in print, a variety of twentieth century vocal and instrumental forms in this unit. Students will be able increase their practical skills through performance and demonstrate an understanding of the compositional elements of major Twentieth Century Art Music forms and create works reflecting the characteristics of these genres.Music Fundamentals: An Historical Overview (Beginning Accredited Students only)This unit will enable students to demonstrate a basic understanding of the elements of music including pitch, dynamics, duration and timbre and the historical development of their chosen instrument. Students will need to demonstrate basic techniques on their chosen instrument, using correct posture and application.

Optional UnitsMedieval and Renaissance MusicStudents will be able to demonstrate a knowledge and understanding of music from the Medieval and Renaissance Period and will be able to appreciate, critically analyse and understand a variety of works from this period and demonstrate knowledge of the techniques of performing and composing.

Australian MusicThis unit will enable students to demonstrate knowledge and understanding of the music within our culture, such as, folk, jazz, country, art, Aboriginal, ethnic, and film. Students will be able to appreciate, understand and analyse the compositional styles and techniques of Australian composers. It is expected that all students will demonstrate knowledge of Australian music through the creation, presentation and evaluation of musical works.

JazzStudents will be able to critically analyse and recognise both aurally and in print a variety of Jazz forms. From the study of this unit students will be able to demonstrate an understanding of the musical, geographical and social origins of Jazz and create composition tasks reflecting this style. Students will increase their practical skills through the performance of a solo.

Music for TheatreThis unit will enable students to demonstrate a knowledge and understanding of the role of music in theatre and stage and create compositions and written tasks reflecting their understanding. Students will observe, appreciate, analyse and evaluate music created specifically for the theatre and stage. The examination of the societal, technological and historical impacts on music for the theatre and stage will be studied throughout the course of this unit. Students will increase their practical skills through the performance of solo.

Music for ScreenStudents will demonstrate a knowledge and understanding of the function and importance of music to both television and film and the ability to respond and create written and composition tasks reflecting these traits. Students will appreciate, critically analyse, understand and interpret both aurally and in print, a variety of works related to film and television, and respond through oral, aural and written expression. Students will increase their practical skills through the performance of a solo.

Popular and Rock MusicThis unit will allow students to explore and research the history and development of Rock and Popular Music. Students will demonstrate an understanding of the elements of Rock and Pop through performance and creative tasks.

Music of Another CultureThis unit will enable students to demonstrate an understanding of the musical, geographical and social origins of the chosen culture. Students will be able to present clear and well researched creative and written tasks reflecting a knowledge and understanding of the characteristics relevant to music of the chosen culture.

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• Reflect on the process of creating and performing musical works• Use the elements of music to analyse and interpret musical ideas• Apply work, health & safety practice (WHS) in the production of music

Enrolment AdviceIt is envisaged that this course will address the needs of a range of students who wish to undertake a course of study at a pre-tertiary level. The course caters for a wide variety of students who:

• Would normally have studied music in Years 9 and/or Year 10 or• Have a basic level of competence and wish to further develop their skills• Are advanced musicians.

Tertiary Music (T)This course assumes students have a formal knowledge of musical notation, developed literacy and performance skills, and a general knowledge and understanding of some musical styles. The entry level for T courses is Grade 3 from a relevant examination body and is at the discretion of the Principal. This course will allow students to continue the study of music at a Tertiary Institution.

Extension Tertiary Music (Ex)This course assumes students have a highly developed knowledge and skills base in notation, literacy, performance, composition and appraising. This course will allow for a high degree of specialisation in performance, composition and appraising. The entry level for Extension T Courses is Grade 5 from a relevant examination body and is at the discretion of the Principal. This course will allow the student to continue the study of music at a Tertiary Institution.

Accredited Music (A)This course caters for students who wish to pursue music as an interest at a non-tertiary level and who have little or no prior knowledge of musical notation and performance skills.

Unit DescriptionThe following seven units are classified as Core Units of study.

Baroque and Classical Vocal MusicThis unit will enable students to demonstrate an understanding of the major developments and stylistic changes in Baroque and Classical vocal forms and create composition tasks reflecting these traits. All students will be required, both aurally and in print, to illustrate their appreciation and analytical skills of a variety of works from the periods of study. Students will be required to increase their practical skills through performance at an appropriate standard.

Baroque and Classical Instrumental MusicStudents will be able to demonstrate an understanding of the major developments and stylistic changes in Baroque and Classical vocal forms and create composition tasks reflecting these traits. This unit will require students to appreciate and critically analyse, both aurally and in print, a variety of works from this period. Students will be required to increase their practical skills through performance at an appropriate standard.

Romantic Period and Twentieth Century Vocal MusicIn this unit students will be able to demonstrate awareness of a wide variety of Western vocal music from the Romantic Period to the twentieth century. Students will be required to demonstrate knowledge of the techniques of performing and composing in a variety of styles as well as appreciate, critically analyse and understand a variety of vocal works through oral, aural and written expression.

Romantic Period and Twentieth Century Instrumental MusicStudents will be able to demonstrate an awareness of a wide variety of Western instrumental music from the Romantic Period to the twentieth century. This unit will require students to appreciate, critically analyse and understand a variety of instrumental works, as well as demonstrate knowledge of the techniques of performing and composing in a variety of styles.

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Romantic MusicThis unit will enable students to demonstrate a knowledge and understanding of vocal and instrumental music from the Romantic Period and respond and create written and composition tasks reflecting these traits. Students will be required to demonstrate knowledge of the performance and written conventions of music related to the Romantic Period through performance of solo and ensemble works.

Twentieth Century Art MusicStudents will be able to appreciate, critically analyse both aurally and in print, a variety of twentieth century vocal and instrumental forms in this unit. Students will be able increase their practical skills through performance and demonstrate an understanding of the compositional elements of major Twentieth Century Art Music forms and create works reflecting the characteristics of these genres.Music Fundamentals: An Historical Overview (Beginning Accredited Students only)This unit will enable students to demonstrate a basic understanding of the elements of music including pitch, dynamics, duration and timbre and the historical development of their chosen instrument. Students will need to demonstrate basic techniques on their chosen instrument, using correct posture and application.

Optional UnitsMedieval and Renaissance MusicStudents will be able to demonstrate a knowledge and understanding of music from the Medieval and Renaissance Period and will be able to appreciate, critically analyse and understand a variety of works from this period and demonstrate knowledge of the techniques of performing and composing.

Australian MusicThis unit will enable students to demonstrate knowledge and understanding of the music within our culture, such as, folk, jazz, country, art, Aboriginal, ethnic, and film. Students will be able to appreciate, understand and analyse the compositional styles and techniques of Australian composers. It is expected that all students will demonstrate knowledge of Australian music through the creation, presentation and evaluation of musical works.

JazzStudents will be able to critically analyse and recognise both aurally and in print a variety of Jazz forms. From the study of this unit students will be able to demonstrate an understanding of the musical, geographical and social origins of Jazz and create composition tasks reflecting this style. Students will increase their practical skills through the performance of a solo.

Music for TheatreThis unit will enable students to demonstrate a knowledge and understanding of the role of music in theatre and stage and create compositions and written tasks reflecting their understanding. Students will observe, appreciate, analyse and evaluate music created specifically for the theatre and stage. The examination of the societal, technological and historical impacts on music for the theatre and stage will be studied throughout the course of this unit. Students will increase their practical skills through the performance of solo.

Music for ScreenStudents will demonstrate a knowledge and understanding of the function and importance of music to both television and film and the ability to respond and create written and composition tasks reflecting these traits. Students will appreciate, critically analyse, understand and interpret both aurally and in print, a variety of works related to film and television, and respond through oral, aural and written expression. Students will increase their practical skills through the performance of a solo.

Popular and Rock MusicThis unit will allow students to explore and research the history and development of Rock and Popular Music. Students will demonstrate an understanding of the elements of Rock and Pop through performance and creative tasks.

Music of Another CultureThis unit will enable students to demonstrate an understanding of the musical, geographical and social origins of the chosen culture. Students will be able to present clear and well researched creative and written tasks reflecting a knowledge and understanding of the characteristics relevant to music of the chosen culture.

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Women in MusicThroughout this unit students will demonstrate a knowledge and understanding of the impact of women in music. Students will be engaged in a variety of activities that illustrate the knowledge of and use of the elements of music through the creation, presentation and evaluation of musical works. Students will be required to demonstrate knowledge of the techniques of performing and composing.

Chamber Music/Small EnsembleThe ability to appreciate, critically analyse and recognise, both aurally and in print, a variety of Chamber forms, will be required of all students in this unit of study. Students will demonstrate an understanding of the musical, geographical and social origins of Chamber Music, as well as create composition tasks reflecting their understanding of chamber music.

Directed Study (not for minor packages)This unit will allow students to appreciate, critically analyse and recognise, both aurally and in print, a chosen style of music. Students will be able to increase their practical skills through the performance of solo works. The ability to demonstrate an understanding of the musical, geographical and social origins of the chosen topic will be required from all students.

General Methods of AssessmentThere will be a variety of assessment instruments to suit the needs of each unit of work. Assessment may be in the form of:

• Workshop activities• Analysis of theatre and concert excursions• Oral presentations• Tests (aural and theory)• Research assignments• Practical tests on instruments and voice (individual and ensembles)• Creative work (compositions and arrangements).

The criteria used for assessment in Music falls under the two headings of:• Making• Responding

Through the integrated study of creating, performing and musicology, students will develop an overall understanding of music and acquire the skills necessary for their continued participation in music

Visual Arts (T) and (A)Course DescriptionVisual Arts is integral to our lives and is fundamental to how we communicate, express and explore ideas. The study of visual arts enables learners to engage with innovative thinkers and practitioners and to experience visual art as artists and audience members.

In broad terms, learning in Visual Arts involves making and responding. Students learn as artists, by making art works that communicate to audiences. They learn as audiences, by responding critically and ethically to art works. These actions are taught together as each depends on the other.

In making art works, students learn about the design/artistic process, materials and techniques, technologies and equipment, to produce a finished work.

In responding to art works, students learn about concepts, visual literacy, roles of the artist and art criticism. Students will develop an informed critical appreciation of art works, considering formal qualities, styles, production, techniques and traditions in the construction of meaning. They will interpret, analyse and evaluate the social, cultural and historical significance of art. The study of art equips students with life skills while also providing continuity with many tertiary and industry courses. 77

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Course GoalsThe course goals should enable students to:

• Analyse and evaluate art works and understand how meaning is constructed• Evaluate the value and purpose of visual art• Understand the influence of historical, social, political and cultural contexts on visual arts• Articulate their own ideas and interpret the ideas of others to make art• Explore the place and function of artistic traditions as well as work from diverse cultural and community

groups• Reflect on the process of creating and presenting art works • Use a range of materials, media, processes and technologies to create and produce art works• Apply work, health & safety practice (WHS) in the production of art works

Enrolment AdviceThere are no prerequisites for this course but it is recommended that students have successfully completed Art units in Years 9 and 10.

Unit DescriptionAll units have a similar structure and include teacher-directed practical exercises designed to teach necessary skills and technical processes, the study of art theory, and student directed artwork. A Visual Diary is used to record the development of ideas, experimentation of media, visual references, research and evaluation of work. The study of visual art practices and selected artists may include research, exhibition reports or written responses.

The course consists of four semester units, focused on selected media and techniques for personal expression and visual communication.

Exploring Visual ArtThis unit explores a variety of media, techniques and practices to express ideas in a range of visual forms. This unit introduces painting media such as watercolour, oil and acrylic paint, printmaking techniques such as silkscreen printing and etching and new technologies which explore non-traditional media for making art and design work.

Sculpture This unit explores a variety of sculptural media, techniques and practices to express ideas in three-dimensional form. This unit introduces sculptural techniques such as modelling, casting, construction and installation, and explores a range of materials to create three-dimensional forms.

DrawingThis unit explores diverse skills in a range of drawing media, techniques and practices to express ideas in visual form. This unit introduces both traditional and computer based drawing techniques using a range of media such as ink, pencils, graphic pens, pastels, charcoal, and digital software.

Portfolio PreparationThis unit allows students to explore a range of self–selected media and techniques to extend their technical skills and create a collection of mixed media art/design work as preparation for entry into University courses at the ANU School of Art, University of Canberra, CIT and Design Agencies.

General Methods of AssessmentAssessment is continuous and cumulative, using the criteria as outlined in the BSSS Course Framework for Visual Art. Assessment tasks are used to measure the degree to which a student has achieved the assessment criteria/goals of the course.

Types of Assessment Tasks• Visual process diary tasks • Teachers-directed tasks

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Women in MusicThroughout this unit students will demonstrate a knowledge and understanding of the impact of women in music. Students will be engaged in a variety of activities that illustrate the knowledge of and use of the elements of music through the creation, presentation and evaluation of musical works. Students will be required to demonstrate knowledge of the techniques of performing and composing.

Chamber Music/Small EnsembleThe ability to appreciate, critically analyse and recognise, both aurally and in print, a variety of Chamber forms, will be required of all students in this unit of study. Students will demonstrate an understanding of the musical, geographical and social origins of Chamber Music, as well as create composition tasks reflecting their understanding of chamber music.

Directed Study (not for minor packages)This unit will allow students to appreciate, critically analyse and recognise, both aurally and in print, a chosen style of music. Students will be able to increase their practical skills through the performance of solo works. The ability to demonstrate an understanding of the musical, geographical and social origins of the chosen topic will be required from all students.

General Methods of AssessmentThere will be a variety of assessment instruments to suit the needs of each unit of work. Assessment may be in the form of:

• Workshop activities• Analysis of theatre and concert excursions• Oral presentations• Tests (aural and theory)• Research assignments• Practical tests on instruments and voice (individual and ensembles)• Creative work (compositions and arrangements).

The criteria used for assessment in Music falls under the two headings of:• Making• Responding

Through the integrated study of creating, performing and musicology, students will develop an overall understanding of music and acquire the skills necessary for their continued participation in music

Visual Arts (T) and (A)Course DescriptionVisual Arts is integral to our lives and is fundamental to how we communicate, express and explore ideas. The study of visual arts enables learners to engage with innovative thinkers and practitioners and to experience visual art as artists and audience members.

In broad terms, learning in Visual Arts involves making and responding. Students learn as artists, by making art works that communicate to audiences. They learn as audiences, by responding critically and ethically to art works. These actions are taught together as each depends on the other.

In making art works, students learn about the design/artistic process, materials and techniques, technologies and equipment, to produce a finished work.

In responding to art works, students learn about concepts, visual literacy, roles of the artist and art criticism. Students will develop an informed critical appreciation of art works, considering formal qualities, styles, production, techniques and traditions in the construction of meaning. They will interpret, analyse and evaluate the social, cultural and historical significance of art. The study of art equips students with life skills while also providing continuity with many tertiary and industry courses. 77

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Course GoalsThe course goals should enable students to:

• Analyse and evaluate art works and understand how meaning is constructed• Evaluate the value and purpose of visual art• Understand the influence of historical, social, political and cultural contexts on visual arts• Articulate their own ideas and interpret the ideas of others to make art• Explore the place and function of artistic traditions as well as work from diverse cultural and community

groups• Reflect on the process of creating and presenting art works • Use a range of materials, media, processes and technologies to create and produce art works• Apply work, health & safety practice (WHS) in the production of art works

Enrolment AdviceThere are no prerequisites for this course but it is recommended that students have successfully completed Art units in Years 9 and 10.

Unit DescriptionAll units have a similar structure and include teacher-directed practical exercises designed to teach necessary skills and technical processes, the study of art theory, and student directed artwork. A Visual Diary is used to record the development of ideas, experimentation of media, visual references, research and evaluation of work. The study of visual art practices and selected artists may include research, exhibition reports or written responses.

The course consists of four semester units, focused on selected media and techniques for personal expression and visual communication.

Exploring Visual ArtThis unit explores a variety of media, techniques and practices to express ideas in a range of visual forms. This unit introduces painting media such as watercolour, oil and acrylic paint, printmaking techniques such as silkscreen printing and etching and new technologies which explore non-traditional media for making art and design work.

Sculpture This unit explores a variety of sculptural media, techniques and practices to express ideas in three-dimensional form. This unit introduces sculptural techniques such as modelling, casting, construction and installation, and explores a range of materials to create three-dimensional forms.

DrawingThis unit explores diverse skills in a range of drawing media, techniques and practices to express ideas in visual form. This unit introduces both traditional and computer based drawing techniques using a range of media such as ink, pencils, graphic pens, pastels, charcoal, and digital software.

Portfolio PreparationThis unit allows students to explore a range of self–selected media and techniques to extend their technical skills and create a collection of mixed media art/design work as preparation for entry into University courses at the ANU School of Art, University of Canberra, CIT and Design Agencies.

General Methods of AssessmentAssessment is continuous and cumulative, using the criteria as outlined in the BSSS Course Framework for Visual Art. Assessment tasks are used to measure the degree to which a student has achieved the assessment criteria/goals of the course.

Types of Assessment Tasks• Visual process diary tasks • Teachers-directed tasks

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• Student-directed tasks• Formal literacy tasks

Criteria for AssessmentThe criteria used for assessment in Visual Arts falls under the heading of:

• Making• Responding

Photography (T) and (A)Course DescriptionImages are used to represent, question and communicate concepts and ideas. The study of photography enables students to be innovative and to experience photography as producers and as audience members.

In broad terms, learning in Photography involves making and responding. Students learn as photographers, by making photographic works that communicate to audiences. They learn as audiences, by responding critically to photographic works. These actions are taught together as each depends on the other.

In the making of photographic works, students learn about photographic technology, techniques, equipment and process to engage audiences.

In responding to photographic works, students learn about visual literacy and about the role of photographers, audiences and critics. Students will develop an informed critical appreciation of photographic works, considering practices, elements, genres, styles, techniques, conventions and production in the construction of meaning. They explore how Photography influences our perception and understanding of the world. Students will interpret, analyse and evaluate the social, cultural and historical significance of Photography. The study of Photography equips students with life skills while also providing continuity with many tertiary and industry courses.

Course GoalsThe course goals should enable students to:

• Analyse and evaluate photographic works and understand how meaning is constructed• Evaluate the value and purpose of photography• Understand the influence of historical, social, political and cultural contexts on photography• Articulate their own ideas and interpret the ideas of others to make photographic works• Explore the place and function of photographic traditions within a range of diverse cultural and

community groups• Reflect on the process of creating and presenting photographic works• Use photographic materials, processes and technologies to develop and present ideas• Apply work, health & safety practice (WHS) in the production of works• Develop their technical skills

Enrolment Advice There are no prerequisites for entry to Photography (T) and (A). However, all units are sequential.

Unit DescriptionFoundation Photography This is an introductory unit to traditional and/or digital photography. Unit content includes: camera types, camera controls, darkroom and chemical safety, developing prints, digital software, presenting photographs, introduction to the history of photography and the presentation of a series of student self-directed photographic work.

Continuing Photography This unit expands on traditional and/or digital photographic techniques with an emphasis on design elements and principles. Unit content includes the work of photographers with specific reference to composition and design, digital

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techniques, natural and artificial light and presentation of a series of student self-directed photographic work.

Photographic Applications This unit examines the uses of photography in today’s society. Unit content includes: history of photojournalism, fashion and advertising photography, set practical exercises relating to some of the following forms of photography - photojournalism, magazine, sport, advertising, fashion and scientific photography, studio lighting, lenses and presentation of a series of student self-directed photographic work.

Art PhotographyThis unit emphasises photography as an art form. Unit content includes: history of photography as art - a study of the relationship between photography and art, practical class exercises experimenting with selected techniques such as: collage, photomontage and mixed media works produced by artists in art movements such as Dada, Surrealism, Pop Art, Conceptual Art and Post Modernism and the presentation of a series of student self-directed photographic work.

General Methods of AssessmentAssessment is continuous and cumulative and uses criteria as outlined in the ACT Course Framework for Photography and Digital Imaging. Assessment tasks are used to measure the degree to which a student has achieved the assessment criteria/goals of the course.

Types of Assessment Tasks• Visual diary work proposal • Practical class exercises • Research /exhibition report• Assignment and/or written response• Student self-directed work.

Assessment Criteria• Making• Responding

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• Student-directed tasks• Formal literacy tasks

Criteria for AssessmentThe criteria used for assessment in Visual Arts falls under the heading of:

• Making• Responding

Photography (T) and (A)Course DescriptionImages are used to represent, question and communicate concepts and ideas. The study of photography enables students to be innovative and to experience photography as producers and as audience members.

In broad terms, learning in Photography involves making and responding. Students learn as photographers, by making photographic works that communicate to audiences. They learn as audiences, by responding critically to photographic works. These actions are taught together as each depends on the other.

In the making of photographic works, students learn about photographic technology, techniques, equipment and process to engage audiences.

In responding to photographic works, students learn about visual literacy and about the role of photographers, audiences and critics. Students will develop an informed critical appreciation of photographic works, considering practices, elements, genres, styles, techniques, conventions and production in the construction of meaning. They explore how Photography influences our perception and understanding of the world. Students will interpret, analyse and evaluate the social, cultural and historical significance of Photography. The study of Photography equips students with life skills while also providing continuity with many tertiary and industry courses.

Course GoalsThe course goals should enable students to:

• Analyse and evaluate photographic works and understand how meaning is constructed• Evaluate the value and purpose of photography• Understand the influence of historical, social, political and cultural contexts on photography• Articulate their own ideas and interpret the ideas of others to make photographic works• Explore the place and function of photographic traditions within a range of diverse cultural and

community groups• Reflect on the process of creating and presenting photographic works• Use photographic materials, processes and technologies to develop and present ideas• Apply work, health & safety practice (WHS) in the production of works• Develop their technical skills

Enrolment Advice There are no prerequisites for entry to Photography (T) and (A). However, all units are sequential.

Unit DescriptionFoundation Photography This is an introductory unit to traditional and/or digital photography. Unit content includes: camera types, camera controls, darkroom and chemical safety, developing prints, digital software, presenting photographs, introduction to the history of photography and the presentation of a series of student self-directed photographic work.

Continuing Photography This unit expands on traditional and/or digital photographic techniques with an emphasis on design elements and principles. Unit content includes the work of photographers with specific reference to composition and design, digital

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techniques, natural and artificial light and presentation of a series of student self-directed photographic work.

Photographic Applications This unit examines the uses of photography in today’s society. Unit content includes: history of photojournalism, fashion and advertising photography, set practical exercises relating to some of the following forms of photography - photojournalism, magazine, sport, advertising, fashion and scientific photography, studio lighting, lenses and presentation of a series of student self-directed photographic work.

Art PhotographyThis unit emphasises photography as an art form. Unit content includes: history of photography as art - a study of the relationship between photography and art, practical class exercises experimenting with selected techniques such as: collage, photomontage and mixed media works produced by artists in art movements such as Dada, Surrealism, Pop Art, Conceptual Art and Post Modernism and the presentation of a series of student self-directed photographic work.

General Methods of AssessmentAssessment is continuous and cumulative and uses criteria as outlined in the ACT Course Framework for Photography and Digital Imaging. Assessment tasks are used to measure the degree to which a student has achieved the assessment criteria/goals of the course.

Types of Assessment Tasks• Visual diary work proposal • Practical class exercises • Research /exhibition report• Assignment and/or written response• Student self-directed work.

Assessment Criteria• Making• Responding

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ATTENDANCE POLICY FOR YEARS 11 AND 12All senior students are expected to be at school for Pastoral Care at 8.55am. After Term 1 of Year 11, senior students may leave at 11.10am (except on Wednesday 12.35pm) provided that they do not have any scheduled lessons and have their parents written permission to do so. Senior students are not permitted to be off campus or to attend an appointment before 11.10am (except on Wednesday 12.35pm) unless they have written permission from a parent to do so.

Longer Term Leave: Years 11 - 12Approval of leave for students in Years 11 -12 will only be granted in exceptional circumstance and in keeping with the Board of Senior Secondary requirements. Leave for holidays will not normally be approved in Years 11 -12 any request for special leave must be sent to the Principal by letter or email. The Principal’s Personal Assistant will advise the appropriate personnel, including Student Administration and teachers, the outcome of the request for leave.

Senior Leave RequestsTo meet ACT Board of Senior Secondary Studies requirements and assist our students to plan, the College has developed a new system for senior leave requests. A form has been designed that enables a student to seek leave from the College and provide the Principal with information about how she will manage scheduled assessment tasks and missed course content during the absence.

Prior to requesting leave, students are required to discuss their assessment/s and missed course content with their teachers. They can type all information directly into the Senior Leave Request and Assessment Arrangements Form. The form is printed for signature by individual teachers and a parent or carer prior to submitting to the Principal for his consideration.

Once the leave is approved and the student and parent informed, the form will be given to the Student Attendance Officer who will record the details and inform the student’s teachers.

Students or parents can obtain the form from Mrs Leonie Kelly, PA to the Principal,or it is on the College Website under the Essential Information/Publications tab. Mrs Kelly’s contact details are: 6260 9405 or [email protected]

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Student Responsibilities• Students will attend all classes.• If a student has an appointment during the day, she is required to bring a note from her parents

explaining this and hand it to Student Administration during Pastoral Care time on the morning of the appointment. Student Administration will issue the student with a Leave Pass and she must sign out at Student Administration before departure. On return, the student must sign back in at Student Administration and get a Return to School Activity Pass. Due cause and adequate documentary evidence will be used to determine if the absence will be considered an approved absence.

• Within three days of returning to school after an absence, students must present a note from parents/guardians to Student Administration explaining the absence. The note must include the date of the absence/s, show due cause and have submitted with it any other relevant documentary evidence for non-attendance.

• Absences beyond this time will be considered ‘Unapproved’. As per BSSS policy, students who accrue more than 10% of unapproved absences will void the unit of study in which the absences have occurred.

• If the absence/leave is approved, Student Administration will notify class teachers to enable them to update their class roll.

• If a student misses an assessment item due to illness, a doctor’s certificate will be required. Upon return to school, it is the student’s responsibility to see her teacher about the missed item and it will be normal practice to request that the student complete an equivalent or alternate piece of assessment.

• The College’s Semester and Mid-Semester Reports show the number of approved and unapproved absences. It is important to note that more than six ‘Unapproved’ absences can lead to the student receiving a V (or Void) grade for the Semester Unit. This has serious implications for the award of the ACT Senior Secondary Certificate as well as for the completion of requirements for university entry for Tertiary students. If a student misses an assessment item and due cause with adequate documentary evidence is not supplied or the absence is not approved, the student will receive a notional zero for the assessment item.

Parent Responsibilities• Parents are asked to write a note explaining the absence on the day their daughter returns to

school. If an assessment task falls on that day, medical certification will be required.• If their daughter has an appointment during the day, which does not require her to miss class

time, parents supply a note giving details of the appointment and the expected time away from the College. This note is to be handed to Student Administration in the morning before the student leaves for the appointment.

• Parents are requested to make appointments outside of school time, (for example driving lessons, physiotherapy appointments) and avoid scheduling family holidays or the like during term time. Leave for holidays will not normally be approved. Absences for appointments such as driving lessons will not be approved by the College.

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ATTENDANCE POLICY FOR YEARS 11 AND 12All senior students are expected to be at school for Pastoral Care at 8.55am. After Term 1 of Year 11, senior students may leave at 11.10am (except on Wednesday 12.35pm) provided that they do not have any scheduled lessons and have their parents written permission to do so. Senior students are not permitted to be off campus or to attend an appointment before 11.10am (except on Wednesday 12.35pm) unless they have written permission from a parent to do so.

Longer Term Leave: Years 11 - 12Approval of leave for students in Years 11 -12 will only be granted in exceptional circumstance and in keeping with the Board of Senior Secondary requirements. Leave for holidays will not normally be approved in Years 11 -12 any request for special leave must be sent to the Principal by letter or email. The Principal’s Personal Assistant will advise the appropriate personnel, including Student Administration and teachers, the outcome of the request for leave.

Senior Leave RequestsTo meet ACT Board of Senior Secondary Studies requirements and assist our students to plan, the College has developed a new system for senior leave requests. A form has been designed that enables a student to seek leave from the College and provide the Principal with information about how she will manage scheduled assessment tasks and missed course content during the absence.

Prior to requesting leave, students are required to discuss their assessment/s and missed course content with their teachers. They can type all information directly into the Senior Leave Request and Assessment Arrangements Form. The form is printed for signature by individual teachers and a parent or carer prior to submitting to the Principal for his consideration.

Once the leave is approved and the student and parent informed, the form will be given to the Student Attendance Officer who will record the details and inform the student’s teachers.

Students or parents can obtain the form from Mrs Leonie Kelly, PA to the Principal,or it is on the College Website under the Essential Information/Publications tab. Mrs Kelly’s contact details are: 6260 9405 or [email protected]

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Student Responsibilities• Students will attend all classes.• If a student has an appointment during the day, she is required to bring a note from her parents

explaining this and hand it to Student Administration during Pastoral Care time on the morning of the appointment. Student Administration will issue the student with a Leave Pass and she must sign out at Student Administration before departure. On return, the student must sign back in at Student Administration and get a Return to School Activity Pass. Due cause and adequate documentary evidence will be used to determine if the absence will be considered an approved absence.

• Within three days of returning to school after an absence, students must present a note from parents/guardians to Student Administration explaining the absence. The note must include the date of the absence/s, show due cause and have submitted with it any other relevant documentary evidence for non-attendance.

• Absences beyond this time will be considered ‘Unapproved’. As per BSSS policy, students who accrue more than 10% of unapproved absences will void the unit of study in which the absences have occurred.

• If the absence/leave is approved, Student Administration will notify class teachers to enable them to update their class roll.

• If a student misses an assessment item due to illness, a doctor’s certificate will be required. Upon return to school, it is the student’s responsibility to see her teacher about the missed item and it will be normal practice to request that the student complete an equivalent or alternate piece of assessment.

• The College’s Semester and Mid-Semester Reports show the number of approved and unapproved absences. It is important to note that more than six ‘Unapproved’ absences can lead to the student receiving a V (or Void) grade for the Semester Unit. This has serious implications for the award of the ACT Senior Secondary Certificate as well as for the completion of requirements for university entry for Tertiary students. If a student misses an assessment item and due cause with adequate documentary evidence is not supplied or the absence is not approved, the student will receive a notional zero for the assessment item.

Parent Responsibilities• Parents are asked to write a note explaining the absence on the day their daughter returns to

school. If an assessment task falls on that day, medical certification will be required.• If their daughter has an appointment during the day, which does not require her to miss class

time, parents supply a note giving details of the appointment and the expected time away from the College. This note is to be handed to Student Administration in the morning before the student leaves for the appointment.

• Parents are requested to make appointments outside of school time, (for example driving lessons, physiotherapy appointments) and avoid scheduling family holidays or the like during term time. Leave for holidays will not normally be approved. Absences for appointments such as driving lessons will not be approved by the College.

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ASSESSMENT AND REPORTINGIntroductionThe Senior College operates under the Policies and Procedures established by the ACT Board of Senior Secondary Studies with regard to assessment procedures and Year 12 Certification.

Students should be aware that:

Assessment is a continuous processEach unit of work contains a variety of assessment tasks including, for example, in-class exercises, essays, assignments, practical work and tests. Details of unit assessments are provided in the early stages of each unit.

Consistent work is valuedSince all units count towards the ACT Senior Secondary Certificate, those students who achieve consistent work standards will be rewarded.

Regular out-of-class study is necessaryAs most courses in the Senior College are assessed by means of long-term assignments, students need to prepare a program of study which fulfils their unit obligations and assessment requirements. Students should plan for at least 15 hours of out-of-class study per week.

Substantially complete assessment tasksStudents are required to substantially complete and submit all assessment items that contribute to the assessment for a unit unless due cause and adequate documentary evidence is provided.

The Assessment ProcessAssessment of a student’s achievement in a unit is determined by the aggregation of performance in several as-sessment tasks. In Tertiary level courses these tasks provide a set of scores which discriminate between students. In Accredited level courses, grades only are awarded for units. Common practice is that from three to six formal tasks are set within each semester unit.

Unit OutlineFor each unit of study, by the end of the second week following commencement of the unit students are to receive a written (hard copy) Unit Outline that states:

• Course name• Unit name• Unit value• Date ( Semester, Year)• Summary of the content• Assessment tasks• Assessment criteria• Dates on which the assessment tasks are due• Weightings of tasks• VET Competencies (For vocational programs)• Training Package qualification name (For vocational programs)• Where the following information relevant to the unit can be readily accessed by the student:

• Grade descriptors• Moderation procedures (internal and external)

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• Meshing procedures where required• Method of unit score calculation• Penalties for late and non submission of work• Appeals processes• Plagiarism penalties• Course information, including any course requirements and pre-requisites• Procedures for calculating course scores• Drafting Policy

Where the delivery of the unit is through flexible learning, the Unit Outline must state how the delivery and participation will occur.

The published Unit Outline may only be varied by the teacher in exceptional circumstances in consultation with the classes concerned and the Faculty Coordinator. All changes to a Unit Outline must be made in writing.

If appropriate, the student should also receive a Training Record Book for vocational programs.

Assessment TasksFor each assessment task specified in the Unit Outline, students are to receive clear statements about what is required and under what conditions it will be undertaken, and the assessment criteria/marking scheme.

This includes:

• Course Title• Unit Title and Value• Due date or time allowed, as appropriate to the task• Weighting, as specified on the Unit Outline• Clear instructions regarding the nature of the task• Clear statement of conditions under which the task will be undertaken• Explicit criteria for assessment and/or marking schemes• Reference to BSSS policies on penalties for late submission and plagiarism• Where work is completed out of class, reference to the requirement for the student to include a statement

that the work presented is their own• Clear statement where competencies are attached to specific questions or aspects of the task (VET only).

These details will normally be specified on a task sheet for out of class assessment instruments or on the test/exam.

Unit Grades and ScoresAt each stage of the assessment process, unit results are monitored by the Faculty Coordinator and the Assistant Principal (Curriculum and Assessment) and changes are made if necessary. A letter grade from A to E is awarded as the measure of achievement at the end of each unit. The grades awarded are based on each student’s performance against the grade descriptors in the relevant Course Framework.

A Unit Score is awarded for each T Unit and indicates a student’s achievement relative to others studying the unit. This score will usually be between 40 and 100 because of the standardising procedures used. Raw scores are standardised to historic parameters with a view to predicting the final score for students in that course once it is moderated by the AST. Unit Scores are used to calculate Course Scores.

Standardised Unit Scores are published for students at the end of each semester on the notice board outside the Assistant Principal’s (Curriculum and Assessment) office. Students should check their results and notify their teachers in the first instance if any error appears to have occurred.

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ASSESSMENT AND REPORTINGIntroductionThe Senior College operates under the Policies and Procedures established by the ACT Board of Senior Secondary Studies with regard to assessment procedures and Year 12 Certification.

Students should be aware that:

Assessment is a continuous processEach unit of work contains a variety of assessment tasks including, for example, in-class exercises, essays, assignments, practical work and tests. Details of unit assessments are provided in the early stages of each unit.

Consistent work is valuedSince all units count towards the ACT Senior Secondary Certificate, those students who achieve consistent work standards will be rewarded.

Regular out-of-class study is necessaryAs most courses in the Senior College are assessed by means of long-term assignments, students need to prepare a program of study which fulfils their unit obligations and assessment requirements. Students should plan for at least 15 hours of out-of-class study per week.

Substantially complete assessment tasksStudents are required to substantially complete and submit all assessment items that contribute to the assessment for a unit unless due cause and adequate documentary evidence is provided.

The Assessment ProcessAssessment of a student’s achievement in a unit is determined by the aggregation of performance in several as-sessment tasks. In Tertiary level courses these tasks provide a set of scores which discriminate between students. In Accredited level courses, grades only are awarded for units. Common practice is that from three to six formal tasks are set within each semester unit.

Unit OutlineFor each unit of study, by the end of the second week following commencement of the unit students are to receive a written (hard copy) Unit Outline that states:

• Course name• Unit name• Unit value• Date ( Semester, Year)• Summary of the content• Assessment tasks• Assessment criteria• Dates on which the assessment tasks are due• Weightings of tasks• VET Competencies (For vocational programs)• Training Package qualification name (For vocational programs)• Where the following information relevant to the unit can be readily accessed by the student:

• Grade descriptors• Moderation procedures (internal and external)

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• Meshing procedures where required• Method of unit score calculation• Penalties for late and non submission of work• Appeals processes• Plagiarism penalties• Course information, including any course requirements and pre-requisites• Procedures for calculating course scores• Drafting Policy

Where the delivery of the unit is through flexible learning, the Unit Outline must state how the delivery and participation will occur.

The published Unit Outline may only be varied by the teacher in exceptional circumstances in consultation with the classes concerned and the Faculty Coordinator. All changes to a Unit Outline must be made in writing.

If appropriate, the student should also receive a Training Record Book for vocational programs.

Assessment TasksFor each assessment task specified in the Unit Outline, students are to receive clear statements about what is required and under what conditions it will be undertaken, and the assessment criteria/marking scheme.

This includes:

• Course Title• Unit Title and Value• Due date or time allowed, as appropriate to the task• Weighting, as specified on the Unit Outline• Clear instructions regarding the nature of the task• Clear statement of conditions under which the task will be undertaken• Explicit criteria for assessment and/or marking schemes• Reference to BSSS policies on penalties for late submission and plagiarism• Where work is completed out of class, reference to the requirement for the student to include a statement

that the work presented is their own• Clear statement where competencies are attached to specific questions or aspects of the task (VET only).

These details will normally be specified on a task sheet for out of class assessment instruments or on the test/exam.

Unit Grades and ScoresAt each stage of the assessment process, unit results are monitored by the Faculty Coordinator and the Assistant Principal (Curriculum and Assessment) and changes are made if necessary. A letter grade from A to E is awarded as the measure of achievement at the end of each unit. The grades awarded are based on each student’s performance against the grade descriptors in the relevant Course Framework.

A Unit Score is awarded for each T Unit and indicates a student’s achievement relative to others studying the unit. This score will usually be between 40 and 100 because of the standardising procedures used. Raw scores are standardised to historic parameters with a view to predicting the final score for students in that course once it is moderated by the AST. Unit Scores are used to calculate Course Scores.

Standardised Unit Scores are published for students at the end of each semester on the notice board outside the Assistant Principal’s (Curriculum and Assessment) office. Students should check their results and notify their teachers in the first instance if any error appears to have occurred.

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Checking of Unit Grades and Course DataAt various times during the semester and year, students will be asked to check results and personal details print-outs. Students will be responsible for ensuring the accuracy of personal data recorded and of results.

Unit Scores and Grades are particularly important and while the College exercises all care, errors can occur. Students must check all printouts for accuracy and alert the College if enrolment details or results appear to be inaccurate.

Submission of Assessment TasksIt is the responsibility of the student to submit assessment tasks to the teacher by the due date. The due date may also include a time, e.g. 10.00am or Period 2. Assessment tasks should be handed directly to the teacher, if possible, and be accompanied by a completed Assessment Task Submission Form. All assessment tasks must be submitted as a hard copy unless otherwise stated in the requirements of the task. Upon receipt, the teacher should register the date that the assessment task was submitted by completing the relevant section of the Assessment Task Submission Form. This then generates a receipt for the teacher and student that the task has been submitted. In the event that the teacher is unavailable, assessment tasks may be submitted to Student Administration who will issue the student with a receipt.

The student is required to keep a complete copy of any written task that is submitted as well as their submission receipt. A backup electronic copy or a photocopy is acceptable. The copy must be produced on request and will provide the student with security against loss of or damage to the submitted copy. It is also important that students ensure the security of their work prior to its completion by ensuring that secure electronic and hard backup copies are made. Loss of a task, either electronic or physical, will not generally be accepted as a valid reason for late submission.

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Checking of Unit Grades and Course DataAt various times during the semester and year, students will be asked to check results and personal details print-outs. Students will be responsible for ensuring the accuracy of personal data recorded and of results.

Unit Scores and Grades are particularly important and while the College exercises all care, errors can occur. Students must check all printouts for accuracy and alert the College if enrolment details or results appear to be inaccurate.

Submission of Assessment TasksIt is the responsibility of the student to submit assessment tasks to the teacher by the due date. The due date may also include a time, e.g. 10.00am or Period 2. Assessment tasks should be handed directly to the teacher, if possible, and be accompanied by a completed Assessment Task Submission Form. All assessment tasks must be submitted as a hard copy unless otherwise stated in the requirements of the task. Upon receipt, the teacher should register the date that the assessment task was submitted by completing the relevant section of the Assessment Task Submission Form. This then generates a receipt for the teacher and student that the task has been submitted. In the event that the teacher is unavailable, assessment tasks may be submitted to Student Administration who will issue the student with a receipt.

The student is required to keep a complete copy of any written task that is submitted as well as their submission receipt. A backup electronic copy or a photocopy is acceptable. The copy must be produced on request and will provide the student with security against loss of or damage to the submitted copy. It is also important that students ensure the security of their work prior to its completion by ensuring that secure electronic and hard backup copies are made. Loss of a task, either electronic or physical, will not generally be accepted as a valid reason for late submission.

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ST CLARE’S CollegeABN: 34 447 289 629

1 McMillan CrescentGriffith ACT 2603

P: 6260 9400

[email protected] www.stcc.act.edu.au

Published May 2015