2018 2019 senior subject selection booklet · burnett state college - senior subject selection...

Burnett State College

Senior Subject

Selection Handbook

2018 - 2019

Burnett State College - Senior Subject Selection Handbook 2018 - 2019

(Information in this booklet was correct at time of publication, but subject to change.)

G:\Coredata\Admin\1 Students\End of Year Booklets\2018 2019 Senior Subject Selection Booklet.docx Date of publication: 17 July 2017 Page: 2

Foreword

Principal’s Message

This Subject Selection handbook has been compiled to outline the subjects available to you at Burnett State College in 2018 and to provide you with sufficient information to make an appropriate and relevant choice about your future career and study pathway. Year 11 and 12 studies can be very satisfying and rewarding and present a great deal of flexibility, choice and options allow you to map a study plan that is relevant to your future needs. There are alternative training and study pathways available including part time school based traineeships, apprenticeships, TAFE courses and work placements. Students in Years 11 and 12 undertake senior studies for a reason. When they exit the senior phase of learning it is expected that they will work towards achieving a Queensland Certificate of Education (QCE), some form of Vocational Certification or to prepare for industry by undertaking School Based Traineeship programs. We encourage students and parents to study the requirements very closely and to track student progress towards achieving these elements of the senior phase of learning closely. It is an expectation at Burnett State College that EVERY senior student exits our school with some form of accreditation. I trust that you understand that senior schooling is the pathway to securing your future through committed study and application. In your final years of secondary schooling it is your chance to make a sincere difference to your future. Set goals, work hard and enjoy what you may find are the most rewarding years of your life. These pathways can provide much flexibility to enable you to achieve your aspirations. Should you be interested in any of these, you should discuss them with your school’s Senior Pathways Coordinator or Deputy Principal. I wish you well in your projected senior course of study and trust that you will find your studies interesting, enjoyable and rewarding. Theo Bellas Principal

Fo

rew

ord




Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 5 Senior Phase of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 The Queensland Certificate of Education . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The Queensland Core Skills Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The Process of Determining your OP . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Senior Curriculum Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 School Based Apprenticeship + Traineeships . . . . . . . . . . . . . . . . . . . . . . . . 18

Authority and Authority Registered Subjects Business Education

Business Education and Technologies . . . . . . . . . . . . . . . . . . . . . . . . 20

Dance Studio Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

English English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 English Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Home Economics Hospitality . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 28

Mathematics

Mathematics B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Mathematics A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Industrial Technology Engineering Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Co

nte

nts




Physical Education Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Recreation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Science Biological Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Social Science Modern History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Visual Art Visual Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Vocational Education and Training General Information on VET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Agriculture

Certificate II in Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Certificate III in Rural Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Business Education

Certificate II in Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Certificate II in Information, Digital Media and Technology . . . . . . . . . . . . . . . 60

Co

nte

nts




Introduction

Selecting subjects for the next two years is a very important process that can affect your future. It is therefore very important that you make the correct choices. The major objective for this booklet is to provide you with as much information as possible. The range of subjects offered at Burnett State College is designed to cater for students of all levels of ability, interests and career aspirations. The best advice that we can give you is to pick subjects that you like, are capable of completing successfully or are needed to access careers or outcomes in the future. If you follow these guidelines, you will enjoy your schoolwork and success will follow. The best decisions are based on good information. Good luck with your research and considerations. If you need help please see the Guidance Officer, Head of Department (Senior Schooling) and your teachers.

Choosing Senior Subjects It is important to choose senior subjects carefully as your decisions may affect the types of occupations you choose in the future, your success at school and your decision about school. Even though there are many factors to consider, choosing your course of study can be made easier if you go about the task calmly and logically and follow a set of planned steps.

Overall Plan As an overall plan, it is suggested that you choose subjects:

� You enjoy � In which you have achieved good results � Which reflect your interests and abilities � Which can help you reach your career and employment goals (pre-requisites) � Which will develop skills, knowledge and attitudes useful throughout your life.

These are general points, so it is wise to look in more detail at the guidelines below.

Guidelines 1. Find out about occupational pathways It is helpful if you have a few career ideas in mind before choosing subjects. If you are uncertain about this at present, then select subjects that will keep several career options open to you. Your Guidance Officer will be able to help you get started. You will also need to find out about the various pathways you can take to obtain qualifications you will need to get a job in the occupation areas in which you are interested. Once you know about the different pathways you can select the most appropriate one for you.

Intr

od

uct

ion




The following resources are available in schools and give you information about occupations and the subjects and courses needed to gain entry into these occupations. Australia’s National Career Information Service, called “myfuture”, can be accessed at: www.myfuture.edu.au The “Job Guide” book which can also be accessed from the “Job Guide” website at www.education.gov.au/job-guide The “QTAC Guide” is useful for information on tertiary courses offered through QTAC. This guide also includes information on prerequisites for future study. 2. Find out about subjects offered by your school Burnett State College offers the following types of subjects. Authority subjects • These subjects, approved by the Queensland Curriculum and Assessment Authority (QCAA)

are offered state wide in Queensland secondary schools and colleges. Achievements in these subjects are recorded on the Senior Certificate and are used in the calculations of Ops and selection ranks.

• Students who do not achieve a Sound Achievement or better in a Year 10 subject may find related Authority subjects in Years 11 and 12 difficult.

• Your OP is dependent on how well you achieve in your subjects. You need to choose subjects in which you have the best chance of doing well in and which you enjoy.

• Contribute to the Queensland Certificate of Education (QCE) if required standard is reached (see QCE credit table for details).

• Many Authority subjects may be taken in Year 11 without prior study of similar subjects. It should be noted however that background study may be required.

Authority-registered subjects

• Authority-registered subjects are those based on QCAA developed Study Area Specifications with a school developed study plan accredited by QCAA.

• They are not used in the calculation of an OP but may be used in the calculation of a Tertiary Selection Rank.


Vocational Education and Training (VET) • Student achievement in accredited vocational education units of competency is based on

industry-endorsed competency standards and are recorded on the Senior Certificate. The Senior Certificate is recognised within the Australian Qualifications Framework (AQF) and this may give advanced standing towards a traineeship or apprenticeship, and/or credit on entry and at TAFE Institutes and other Registered Training Organisations.


• School has to maintain registration as a Registered Training Organisation with the necessary physical and human resources.

Intr

od

uct

ion




Brisbane School of Distance Education (BSDE) subjects • Some subjects may be offered through BSDE when the school cannot accommodate the

subject choice. • As these classes are on-line, students must be part of the school laptop program and be ready

to start school at 8am twice a week. These subjects will have their own course fee (prescribed by BSDE) along with the cost of textbooks. Students in these classes must have demonstrated that they can be independently motivated and responsible for their own learning.

3. Check out each subject fully Take these steps to ensure you fully understand the content and requirements for each subject.

• Read the subject descriptions and course outlines in the booklets supplied. • Talk to Heads of Departments and teachers of each subject. • Look at the books and materials used in subjects. • Listen carefully at subject selection talks. • Talk to students who are already studying the subject.

4. Choose a combination of subjects that suits your needs and abilities Traps to avoid

• Do not select subjects simply because someone has told you thet they “will help you get a better OP”.

• Consider other people’s opinions of the subjects but do not make your decision on these only. Check out the subjects for yourself.

Vocational Education Consider taking Vocational Education (VET) subjects if:

• The subject related could provide a pathway to a job or career that attracts you. • Success in the subject may give you advanced standing (credit transfer) in a higher course in

which you are interested. • You are interested in the subject and think you would enjoy studying it.

VETiS Fee Free

• Students can also explore VET qualifications that aligned to their personal interests through the VETiS funded avenue. VETiS Fee Free funds allow all Queensland secondary school students in Years 10, 11 and 12 to access VET within any recognised qualification across a range of industries in a school environment; however VET investment funding can only be used for those qualifications identified as employment stream qualifications. Students who complete a certificate II level qualification at school are still eligible to access further Queensland Government subsidised training post-school such as Year 12 fee-free training and the Certificate 3 Guarantee. Students undertaking VETiS, which is resourced by the VET investment budget, will be funded to complete one employment stream qualification at the certificate II level.

Intr

od

uct

ion




Tertiary Entrance If you wish to study degree or diploma courses at University of TAFE after Year 12: • Ensure you select the prerequisite subjects required for your preferred courses. These are listed in QTAC Guide 2020. • Most students gain entry to university on the basis of an OP (Overall Position). To be eligible for an OP, in the 4 semesters of Years 11 and 12 you must: a) Complete 20 semester units of Authority Subjects (the equivalent of 5 subjects). b) At least three subjects must remain unchanged throughout Years 11 and 12. c) You must also sit the Queensland Core Skills Test (QCS) over 2 days. • A small number of Year 12 students who are ineligible for an OP gain entry to tertiary courses on the basis of a selection rank. School Based Apprenticeships and Traineeships You may have an opportunity to complete Years 11 and 12 and work on a traineeship or apprenticeship while you are still at school. More information regarding these can be found later in this booklet. Br sure that you understand the apprenticeship and traineeships are legally binding formal agreements. When you sign these you are agreeing to particular work and training requirements, as is your host employer. Check all documents carefully with a trusted adult to ensure that you fully understand what is required of you, the school and your employer in the agreement. 5. Be prepared to ask for help If you and your parents are still uncertain about the combination of subjects you have chosen, check with again as many people available to talk to – teachers, Heads of Departments, Guidance Officers, Deputy Principal or Principal. Don’t be afraid to seek their assistance. They are all prepared to help.

Intr

od

uct

ion




Senior Phase of Learning

Queensland has created one of the most flexible education and training systems in Australia through its reforms to senior schooling.

New 'learning or earning' laws that came into effect on 1 January 2006 mean that young people will have to stay in education or training until they turn 17 or be earning a wage.

These new laws recognise that for young Queenslanders to prosper they need to complete 12 years of schooling or equivalent and gain qualifications that will get them into training, work or tertiary study.

The laws are supported by a new approach to senior schooling that makes learning more exciting and relevant to young people 's needs and career interests.

It's an approach designed to allow young people to choose a course through senior that best suits their interests and career goals.

Youth Participation in Education and Training Act 2003

From 2006, the Youth Participation in Education and Training Act 2003 made it compulsory for

young people to remain at school until they finish Year 10 or turn 16, whichever comes first.

Unless they are in full-time work, young people who have finished Year 10 or turned 16 will then

be required to participate in education and training for:

• A further two years, or

• Until they have gained a Senior Certificate, or

• Until they have gained a Certificate II vocational qualification, or

• Until they have turned 17.

Young people who turned 15 or completed Year 10 before 1 January 2006 have met their

compulsory schooling obligations and are not affected by the new laws. Se

nio

r P

ha

se o

f Le

arn

ing




Senior Education and Training (SET) Plans

All schools develop individual SET Plans with Year 10 students and their parents or guardians. The plans map out a student's plan of action for their education and training in the Senior Phase of Learning.

Over the next two years we will:

• provide opportunities and/or negotiate with other agencies to provide opportunities • monitor attendance, participation, and achievement • update SET Plans • build partnerships between learning providers, community organisations, employers and

youth service providers throughout the community. Queensland Certificate of Education

Se

nio

r P

ha

se o

f Le

arn

ing




Queensland Certificate of Education

The Queensland Certificate of Education (QCE) was first issued in 2008 to students who had achieved an agreed amount of learning.

Specific achievements "banked " into a learning account with the Queensland Curriculum Assessment Authority (QCAA) count towards the Certificate.

Students who don't achieve a QCE at the end of Year 12 can continue to bank achievements with the QCAA until they have enough to complete their certificate.

All students, regardless of whether or not they have achieved a QCE, will receive a Senior Statement at the end of Year 12.

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

It confirms a student's achievement of:

• a significant amount of learning • a set standard of achievement • meeting literacy and numeracy requirements.

How does it work? The QCE recognises broad learning options and offers flexibility in what, where and when learning occurs.

Different types of learning attract different credit values. A credit is the minimum amount of learning at the set standard that can contribute towards the QCE. Students must have at least 20 credits to be awarded a QCE.

Learning accounts All learning undertaken and achievements are recorded in a learning account. These achievements then convert to credits. As activities and studies are completed, the credits are banked and the learning account grows, just like a bank account.

In Year 10, each young person will develop a Senior Education and Training (SET) plan which identifies possible careers and maps a program of study. The school then registers the student with the QCAA and opens an individual learning account.

All learning undertaken and achievements are recorded in the student's learning account. Different types of learning attract different credits. As activities and studies are completed, the credits are banked and the learning account grows, just like a bank account.

The learning account is viewed through the QCAA Student Connect Website. The account is password-protected and only available to the student and their parents or carers. As well as checking to see progress towards a QCE, students will also find a wide range of information on careers, study options and jobs.

QC

E =

Qu

ee

nsl

an

d C

ert

ific

ate

of

Ed

uca

tio

n




QC

E =

Qu

ee

nsl

an

d C

ert

ific

ate

of

Ed

uca

tio

n




Notes: • Students must attain at least 12 credits from completed core courses of study.

• Students may also include up to 8 credits from a combination of core, preparatory, enrichment or advanced courses

- a maximum 4 credits for preparatory;

- a maximum 8 credits for enrichment; and

- a maximum 8 credits for advanced.

• Some VET certificates III and IV attract less than 8 credits. Some Certificate I courses attract 3 points.

• A young person studying only Authority and/or Authority-registered subjects must achieve at least a Sound level of Achievement to be awarded 16 of the required 20 credits. Up to 4 credits may be achieved from partially completed subjects at Limited Achievement.

• Students must meet the minimum requirement for literacy and numeracy – a pass in at least one semester in their chosen english/maths subject

• At least one credit point must be achieved in a school to achieve a QCE

QC

E =

Qu

ee

nsl

an

d C

ert

ific

ate

of

Ed

uca

tio

n




The Queensland Core Skills Test

The Queensland Core Skills (QCS) Test is a common state-wide test for Queensland Year 12 students. It is an achievement test, not an intelligence or an aptitude test. The QCS test includes extended writing, multiple-choice questions and short response items. Students sit for four papers involving a total of seven hours of assessment over two days late in Term 3 of Year 12. The diagram below shows approximately when the QCS Tests will occur:

Note: the 2019 dates were unavailable at time of publication. The QCS Test assesses performance in 49 Common Curriculum Elements that have been identified as the skills and abilities underpinning the senior curriculum. The test is therefore accessible to all Year 12 students regardless of their choice of subjects. Some of the 49 Common Curriculum Elements are: * Recalling/remembering * Using correct spelling, punctuation and grammar * Using vocabulary appropriate to a context * Summarising, condensing written text * Calculating with or without a calculator * Estimating numerical magnitude * Applying strategies to trial and test ideas and procedures

QC

S =

Qu

ee

nsl

an

d C

ore

Sk

ills

Te

st




Students receive a single result from A (the highest) to E (the lowest). Students who are eligible for an overall Position (OP) must sit for the QCS Test. Those who are not eligible for an OP may sit for the test. The test is also available to non school-based applicants who have completed Year 12 previously or who are at least 18 years of age in which the test is taken. For such applicants, test results can be used in the process of obtaining a ranking for tertiary entrance purposes. The QCS Test result is shown on the Senior Certificate. There is no pre-determined decision on what percentage of students will receive gradings of A, B etc. It tests their individual performances against established criteria.

QC

S =

Qu

ee

nsl

an

d C

ore

Sk

ills

Te

st




The Process of Determining Your OP

Overall Achievement Position (OP) OPs compare students' achievements in Board subjects. Each subject is weighted equally. An OP is reported as one of twenty-five bands numbered from 1 (highest) to 25. A student must be eligible for an OP to receive any Field Positions.

Field Positions A, B, C, D, and E

Field positions (A, B, C, D, E) compare student's achievements in Board subjects. Subjects are weighted differently. An FP is reported as one of ten bands numbered from 1 (highest) to 10. FPs are different from OPs because subjects are weighted unequally according to the relative emphasis in the syllabus. When needed, tertiary institutions use FPs (after using the OP) to discriminate between students.

OP

= O

ve

rall

Po

siti

on

You sit the QCS Test in September

⇓ Your school assigns Subject Achievement Indicators (SAIs),

i.e. your position in each of your Board Subjects in your school ⇓

Your SAIs are scaled using comparisons based on the QCS Test results of the groups of students you studied within your school

⇓ Your best five (5) FIVE scaled SAI's are determined

⇓ Your best five scaled SAIs are averaged to produce an

Overall Achievement Indicator (OAI) ⇓

Your OAI is scaled using a comparison based on the QCS Test results of students at your school and those at other schools across the

state ⇓

Your scaled OAI is determined ⇓

Your scaled OAI is ranked with those of all other OP eligible students across the state

⇓ Your scaled OAI is banded into one of the 25 OP bands.




Senior Curriculum Structure

You are expected to select six subjects from the six line structure.

The Authority Subjects, Study Area Specifications or Authority Registered School subjects and Vocational Education and Training (VET) subjects have been identified in the following pages. Notes:

• No guarantee can be given that all subjects listed will be offered. A final decision on subject offerings will depend on the number of students who select a subject and staff availability.

• Subjects, which cannot be offered at this school, may be available through the School of Distance

Education.

• Changing subjects is not encouraged - it is better to make the right decision and go with it from day 1. However, a change can be permitted at certain times of the School year but there is a correct procedure to be followed. Changes may be negotiated during the first 3 weeks of Term 1 and at the end of each Semester in Year 11 when results are known.

• Parents and students should be aware that all practical subjects have safety requirements in

both behaviour and dress. Any student who cannot or does not fulfil these requirements will be asked to select another subject on the same line.

• All of the following are sources of help within the school: Principal, Guidance Officer, Deputy

Principal, Heads of Department and Teachers. • Sources of information outside the school are: Employers, Past Students, Careers Reference

Centres, Parents, Tertiary Institutions, etc. • Finally, once you have decided on the subjects you wish to study, the school accepts your

enrolment in them as a commitment by you to fulfil all of the requirements of those subjects to the best of your ability.

Se

nio

r C

urr

icu

lum

Str

uct

ure




School Based Apprenticeships and Traineeships (SBAs and SBTS)

� School Based Apprenticeships and Traineeships allow Year 11 and 12 students to work for business and industries as paid employees while still studying senior subjects and working towards a QCE � Students undertake a nationally recognised VET (Vocational Education and Training) qualification with a Registered Training Organisation (RTO), such as TAFE � Under these arrangements, the student is both a full time student AND a part time employee with the same employment and training requirements as other Trainees and Apprentices � Students undertake a combination of both school and work and therefore must have their school timetable modified to allow this to take place � It is also possible for students to gain an OP Score while undertaking a School Based Apprenticeship or Traineeship however this is discouraged � Recognition of all qualifications and competencies achieved will be provided on the Senior Statement and contribute towards a QCE � A Training Contract is signed by the student (or their parent/guardian) and the employer which is then registered with the Department of Employment and Training � An ETES Form which demonstrates when the student will be at work, school and training will need to be negotiated with the Employer, Student, School, Parents and Training Provider � The nominated Training Provider will facilitate a Training Plan at the same time which outlines who, where and when the training component of the apprenticeship/traineeship will be delivered � The student must undertake paid employment with the business/industry for a minimum of 48 days per 12 month period � If students do not complete their traineeship/apprenticeship while at school, it will be required to convert into either a full time or part time arrangement as soon as they leave school � Unlike other apprentices and trainees, SBA and SBT students are not paid for the time spent undertaking training with the training provider (off the job) and do not accrue sick leave or recreation leave

Sch

oo

l B

ase

d A

pp

ren

tice

ship

s +

Tra

ine

esh

ips




How many days can the student work? SBAs and SBTS are required to work a minimum of 48 days in a 12 month period. Students attend work each week (in 2017, a Friday was preferred) and attend school on the remaining days. Time at work may also occur after school hours, on weekends and during school holidays. Students should be prepared to work during holiday periods unless the employer advises otherwise. School MUST ALWAYS be informed first of any planned changes to the set routine.

How does the training occur? The RTO is responsible for the issue of the qualification upon the students’ successful completion of all assessment requirements of the Training Plan. Whether the student is required to go and attend training with the Training Provider depends of the level of qualification and the personnel, facilities and resources available at the workplace. The majority of students will be able to complete all of their training and assessment on the job. Assessment is carried out by both the employer and RTO.

How do I choose which School Based Apprenticeship or Traineeship? There are more than 600 different SATS to choose from which means that before making a decision a student will need to consider:

• The type of environment they would like to work in • The things they are most interested in • What Traineeships or Apprenticeships are available • What skills would they like to learn • What subjects they could study at school to compliment the chosen Traineeship/Apprenticeship • Who they can talk to in the community in the areas that interest them to find out the positives and

negatives of the job

S

cho

ol

Ba

sed

Ap

pre

nti

cesh

ips

+ T

rain

ee

ship

s




Business Communication and Technologies

(Authority Subject)

Subject Description: Business Communication and Technologies offers students opportunities to engage in and understand a range of administrative practices through real-life situations and business simulations. Students examine the broader social, cultural and environmental implications of business activities with a focus on the essential skills of communication and the use of business specific technologies. Business Communication and Technologies encompasses theoretical and practical aspects of business issues in contexts students will encounter throughout their lives. This course of study engages students in learning activities that require higher-order cognition to analyse, evaluate and propose recommendations from multiple perspectives across a range of business contexts. These activities build skills to enhance their confidence and ability to participate effectively as members of the business world and as citizens dealing with issues emanating from business activity.

Why study Business Communication Technologies? � BCT is an authority subject, therefore it contributes to your OP � BCT will equip you with skills and information that will lead you to employment, TAFE study or Tertiary study, plus be used by you as a consumer in your day-to-day dealings with the business community.

Topics: - Business Environments - Industrial Relations - Managing People - Workplace Health & Sustainability - Managing Workplace Information - Financial Administration - International Business - Social Media

Bu

sin

ess

C

om

mu

nic

ati

on

s a

nd

T

ech

no

log

ies

(B

CT

)




Further Study Opportunities: TAFE/Other training organisations

• Certificates in Business

• Diplomas in Business

Universities

Degrees

• Business (Communication)

• Business (International Business)

• Education (BCT)

Graduate Diplomas

• Business Administration

• Communication

Graduate Certificates

Bu

sin

ess

C

om

mu

nic

ati

on

s a

nd

T

ech

no

log

ies

(B

CT

)




Dance (Authority Subject – BSDE Studio Dance)

Subject Description: Dance engages the mind, body and spirit and provides opportunities for the development of physical, expressive, “critical, imaginative, appreciative and perceptive abilities” (Bannon & Sanderson 2000). Students develop as creative, complex thinkers, effective communicators, reflective and independent learners and participants in an interdependent world as they study and participate in various dance contexts, genres and styles.

What is studied? Students critically examine their experiences and understandings of dance and dance forms, exploring the interrelationship between practical and theoretical aspects of dance. Students learn to choreograph, perform and appreciate dance works. Through choreography and performance, students engage in problem solving and critical reflection in individual and group circumstances. Through choreography, students explore, manipulate, integrate and structure movement to reflect an intent which may be to create meaning, express personal or social ideas, tell stories and entertain. Through performance, students gain understandings of technical competencies and expressive skills. Students examine how and why dance reflects the contexts in which it is created by reflecting on, responding to and evaluating various dance genres and styles. Students then use these understandings to inform their dance making and appreciation of dance works.

Workload: Students will be expected to spend approximately three hours per week at home working on their assignments and practical exercises. Students are also required to attend a before school lesson twice a week with the Brisbane School of Distance Education. This is conducted two mornings a week at 8am in a supervised classroom at Burnett State College.

Da

nce

=

S

tud

io

Da

nce




Course Outline: As stated above, Dance is a two year course, studied through the Brisbane School of Distance Education and with a Dance Instructor at Burnett State College. Year 11 is a developmental year and as a result all assessment is formative. This means that results from Year 11 are not used in the calculation of levels of achievement at the end of Year 12. The Year 11 course gives students the opportunity to develop a range of skills and techniques in theory, performance and choreography.

Prerequisites: The School of Distance Education course is intended for senior students who already have significant Dance experience, either through school courses in junior, or through an outside studio. Beginners to Dance would find it extremely difficult to catch up on the expected skills and knowledge.

Assessment: Students are assessed through the dimensions of Choreography, Performance and Appreciation. In Choreography, students develop dance works in response to stimuli to convey their choreographic intent. In Performance, students demonstrate their technical and expressive skills through the performance of dance works. In Appreciation, students provide an extended response that may involve solving a problem, expressing and justifying a point of view, explaining and evaluating an issue, applying concepts or theories to a circumstance, or critiquing a dance work.

Requirements: For safety in practical work, students will need to have jazz shoes and foot thongs, a black leotard and black tights, a contemporary costume, hip hop costume and musical theatre costume – these will be used over the full two years of the course. These do not need to be expensive, and the Dance Instructor can provide more information and suggestions about suppliers at the start of the course. Students are also required to perform at school functions, community events and a showcase at the end of each year. Solos, duos or trios may be required but most performances will be in groups. Students will also need to provide their own costumes for their choreography tasks and the Dance Instructor can provide more information and suggestions for these and where to obtain them.

Da

nce

=

S

tud

io

Da

nce




Authority English

(Authority Subject)

Subject Description: While English in Years 7-10 provides students with basic skills to cater for future life roles, English in Years 11-12 takes on a different emphasis. It places greater importance on the promotion of maturity in the students, and developing them as independent learners and as individual and productive members of society. Our course uses themes as a vehicle for the study of language, textual studies, the development of literacy and consideration of important or relevant contemporary issues. During the course students will encounter a wide range of other people's experiences and views both past and present. These may come from similar or different cultures. They are also encouraged to compare these with their own. In this way our students should develop their ability to understand how the cultural context influences the meaning of texts, the textual features that make meaning, and how all these aspects of the texts work together to make meaning.

Aims: The English course should develop the students’ capacity to listen with care, speak with confidence, adopt reading strategies suitable to the material, use a variety of writing styles where appropriate and think critically and clearly. English should also foster in the students: - the development and/or refinement of their values and points of view - a thinking attitude towards contemporary problems and issues

Relevance:

The study of English is essential to the development of a person's own level of comprehension and expression in all aspects of modern life. A high result in English is most important for any student considering further study after Year 12. Due to the high literacy demands of this course, only students who achieve an A or B grade in Year 10 English will be considered appropriate candidates for entry in to Authority English.

Workload: Students are expected to work consistently throughout the course and must expect to devote home time to their set homework and assignments in addition to continuous revision and general reading. Students are also expected to display initiative and forward planning in relation to the completion of homework and assessment tasks.

En

gli

sh




Assessment: English students will be required to complete both written and oral assessment pieces. In order to pass Authority English, students need to demonstrate sound understanding in both the written and oral components.

Course Outline: Both written and oral tasks will consist of persuasive, informative or analytical tasks that will cover various texts such as prose, poetry, drama (including a Shakespeare component), popular culture media and multi-media. Texts will cover a range of purposes and audiences. Both written and oral tasks are weighted separately and students must demonstrate a pass in both in order to be successful in Senior English. Due to changes being implemented in the Senior Syllabus in 2018, this outline may vary slightly in keeping with external requirements in 2017. Semester I: The World of Advertising Australian Playwrights Semester II: Australian Novel Australian Films Semester III: Courage and Prejudice The War of the Words Semester IV: The Big Bad Bard Poetry in Protest

En

gli

sh




English Communication

(Authority Registered Subject - not included for OP calculation)

Subject Description: An alternative English course provided for students who do not wish to study Authority English. This course is an Authority Registered subject. Students most suited for this course would be those who are seeking apprenticeships or immediate entry into the work force after Year 12. The course places great importance on the promotion of maturity in the students and their development as independent learners and as individual and productive members of society.

Aims: This is a course which prepares students with the communication skills required in the workplace as well as those skills required by students to allow them to evaluate written and spoken communication effectively.

Workload: Students are expected to work consistently throughout the course and to display initiative and forward planning in relation to the completion of homework and assessment tasks. They are expected to devote sufficient time in and out of class to complete set tasks and assignments in addition to continuous revision and general reading.

Pre-Requisite Advice: Students who experienced difficulty attaining a ‘C’ semester result in Junior English would benefit from enrolling in this course.

Assessment: A variety of written and spoken techniques will be employed to assess student performance. Students complete 5 or 6 pieces per year with a balance between written and spoken pieces. They are linked to the three components (see below) and are designed to allow maximum opportunity for success. A result will be awarded with the highest being VHA to lowest VLA..

En

gli

sh

Co

mm

un

ica

tio

n




Course Outline: The course has been designed specifically to meet the literacy demands of the workplace and everyday living experiences. While the Authority English subject is literature based, this course is more oriented to authentic experiences or workplace expectations. Students are often given tasks to complete that mirror tasks they could be asked to perform in the workplace. Other tasks are specifically designed to promote acceptance of personal responsibility and development of interpersonal skills such as planning and working with others in a collaborative manner. There is significant emphasis on the integration and use of IT in their assessment. Overall, the course aims to improve literacy levels of students. The four semesters that are covered in this subject are: 1. Aussie, Aussie, Aussie Students explore different Australian texts as well as look at how some famous Australians have

made an impact. Students will then explore Tourism Australia and explore how to sell an aspect of Australia culture to international tourists. Students will also study an Australian novel and how Australians teens are portrayed.

2. Popular Culture This semester is broken into two sections. The first part of the unit looks at music and how music

videos can have an impact on people. The second part looks at the law and in particular youth crimes.

3. What a Classic This semester starts with looking as classic films and questions whether their remakes have done

the original film justice. The World of Work Students explore the ways they can start to prepare themselves for life after school in the full – time

workforce. 4. Moving out of Home - Keeping Safe

In this final semester of English Communication, students create and produce a brochure on moving out of home. They examine issues that will impact on them when they leave home. Their last piece of assessment looks at the consequences that making poor choices can have on their lives.

En

gli

sh

Co

mm

un

ica

tio

n




Hospitality Practices (Authority-Registered Subject)

Subject Description:

The hospitality industry has become increasingly important economically in Australian society and is one of the largest employers in the country. It specialises in delivering products and services to customers, and it consists of different sectors, including food and beverage, accommodation, clubs and gaming. Hospitality offers a range of exciting and challenging long-term career opportunities across a range of businesses. The industry is dynamic and uses skills that are transferrable across sectors and geographic borders. Hospitality Practices enables students to develop knowledge, understanding and skills of the hospitality industry and to consider a diverse range of post school options.

Aims: The subject enables students to develop skills in food and beverage production and service. They work as individuals and as part of teams to plan and implement events in a hospitality context. In each year of the course students plan and implement at least one actual event in a hospitality context. Events provide opportunities for students to participate in and produce food and beverage products and perform service for customers in real -world hospitality contexts. As well, students examine and evaluate industry practices from the food and beverage sector.

Learning Experiences: A course of study consists of three core topics — navigating the hospitality industry, working effectively with others, and hospitality in practice. The core topics describe concepts and ideas and the associated knowledge, understanding and skills fundamental to the hospitality industry, and are delivered through electives. The three electives — kitchen operations, beverage operations and service, and food and beverage service — represent key employment areas within the food and beverage sector , enabling students to develop a solid understanding of the sector.

Relevance:

Students develop awareness of industry workplace culture and practices and develop the skills, processes and attitudes desirable for future employment in the sector. They have opportunities to develop personal attributes that contribute to employability, including the abilities to communicate, connect and work with others, plan, organise, solve problems, and navigate the world of work.

Ho

spit

ali

ty

Pra

ctic

es




Assessment:

Course Outline:

Hospitality Practices is a four semester course of study. Semesters 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four semesters as students develop greater independence as learners. Semesters 3 and 4 consolidate student learning.

Ho

spit

ali

ty

Pra

ctic

es




Mathematics

Mathematics is an integral part of a general education. It can enhance understanding of our world and the quality of our participation in a rapidly changing society. At Burnett State College, two levels of Mathematics are offered: Mathematics B and Mathematics A. When choosing a Mathematics subject students should consider the following questions:

• Do I find maths easy?

• Do I enjoy maths?

• Do I plan to study after Year 12?

• If I do plan to study: at what level, in what area and what are the prerequisites?

• If I plan to go into the workforce: what type of work do I plan to do ? Your answers to these questions can be used as a guide to choosing your subjects.

Ma

the

ma

tics




Mathematics B (Authority Subject)

Mathematics B aims to provide the opportunity for students to participate more fully in life-long learning. It provides the opportunity for student development of:

• knowledge, procedures and skills in mathematics

• mathematical modeling and problem-solving strategies

• the capacity to justify and communicate in a variety of forms. Topics studied are:

• Introduction to functions

• Rates of change

• Periodic functions and applications

• Exponential and logarithmic functions and applications

• Optimisation using derivatives

• Introduction to integration

• Applied statistical analysis Assessment is in the areas of: (i) Knowledge and Procedures (ii) Modelling and Problem Solving (iii) Communication and Justification During each semester two exams in each of the Knowledge & Procedures and Modelling & Problem Solving criteria and one assignment is completed. All assessment items include a Communication and Justification component.

Pre-Requisite Advice: It is desirable that the student consistently obtains at least a ‘B’ standard in Year 10 National Curriculum Advanced Mathematics before attempting Mathematics B.

Ma

the

ma

tics

B




Workload: Students should spend at least 30 minutes per night on this subject, less confident students may need to do more than this, especially in Semester 1. Students must realise that the work requirements are much higher than those expected in their Year 10 studies and they must adjust to this quickly in Year 11. Relevance: Mathematics B in Year 11 and 12 is a pre-requisite for many tertiary courses. Students who are unsure of these pre-requisites are advised to consult with the Guidance Officer or Head of Department.

Ma

the

ma

tics

B




Mathematics A (Authority Subject)

Mathematics A aims to provide the opportunity for students to participate more fully in life-long learning. It provides the opportunity for students to develop:

• knowledge and skills of computation, estimation and measurement

• a capacity to interpret and analyse information presented in a variety of forms

• the ability to make judgments based on evidence and reasoning

• a capacity to justify and communicate results in a variety of forms.

Topics studied: Core:

• Financial mathematics - Managing money 1 - Managing money 2

• Applied geometry - Elements of applied geometry - Linking two and three dimensions - Maps and compasses (Navigation or Land Measurement)

• Statistics and probability - Data collection and presentation - Exploring and understanding data

Elective topic:

• Operations research - Networks and queuing

Assessment is in the areas of: (i) Knowledge and Procedures (ii) Modelling and Problem Solving (iii) Communication and Justification During each semester two exams in each of the Knowledge & Procedures and Modelling & Problem Solving criteria and one assignment is completed. All assessment items include a Communication and Justification component.

Ma

the

ma

tics

A




Workload: Students should spend at least 30 minutes per night studying this subject. Core Revisit: If a student is not passing Mathematics A at the end of Semester 1 in year 12 they will be required to study a Core Revisit course for Semester 2 in year 12. This is to encourage as many students as possible to succeed in this subject. Relevance: It is anticipated that students studying this course will proceed to a wide spectrum of post-secondary situations, including direct entry to the workforce, some form of vocational training or tertiary study.

Ma

the

ma

tics

A




Engineering Skills (Authority-Registered Subject)

Subject Description:

The Engineering Skills subject focuses on the underpinning industry practices and production processes required to create, maintain and repair predominantly metal products in the engineering manufacturing industry. This subject provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills.

The subject includes two core topics — ‘Industry practices’ and ‘Production processes’. Industry practices are used by manufacturing enterprises to manage the manufacturing of products from raw materials. Production processes combine the production skills and procedures required to create products.

Aims:

A course of study in Engineering Skills can establish a basis for further education and employment. With additional training and experience, potential employment opportunities may be found in engineering trades as, for example, a sheet metal worker, metal fabricator, welder, maintenance fitter, metal machinist, locksmith, air-conditioning mechanic, refrigeration mechanic or automotive mechanic.

Learning Experiences: By doing manufacturing tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including technical drawings, demonstrate and apply safe practical production processes with hand/power tools and machinery, communicate using oral, written and graphical modes, organise, calculate and plan production processes and evaluate the products they create using predefined specifications.

Relevance:

A course of study in Engineering Skills can establish a basis for further education and employment. With additional training and experience, potential employment opportunities may be found in engineering trades as, for example, a sheet metal worker, metal fabricator, welder, maintenance fitter, metal machinist, locksmith, air-conditioning mechanic, refrigeration mechanic or automotive mechanic.

En

gin

ee

rin

g

Sk

ills




Assessment:

Engineering Skills is a four-semester course of study.

Semesters 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four semesters as students develop greater independence as learners.

Semesters 3 and 4 consolidate student learning.

Course Outline:

A course of study for Engineering Skills includes:

• core topics — ‘Industry practices’ and ‘Production processes’ — and their associated concepts and ideas integrated into units of work across Semesters 1 and 2, and further developed in Semesters 3 and 4

• electives — at least two electives. The electives included in Semesters 3 and 4 must have been introduced in Semester 1 or 2.

• units — four to eight units of work across the four-semester course of study, where each unit of work is based on one or more elective/s and related manufacturing tasks

En

gin

ee

rin

g

Sk

ills




Physical Education (Authority Subject)

Subject Description: In Australia, participating in and watching physical activity is culturally significant and deeply embedded in the national psyche. Physical activity is central to maintaining health, providing avenues for social interaction, developing self-worth and promoting community involvement. Physical Education would interest students who are physically active, enjoy a range of sports; participate in sport as a coach, or who would like to further their knowledge of the physical culture of Australia.

In Physical Education at Burnett State College; physical activity serves as both a source of content and data and the medium for learning. Learning is based in engagement in physical activity with students involved in closely integrated written, oral, physical and other learning experiences explored through the study of selected physical activities. Physical Education focuses on the complex interrelationships between psychological, biomechanical, physiological and sociological factors in these physical activities.

Subject matter is drawn from three focus areas which are learning physical skills, processes & effects of training & exercise; and equity & access to exercise, sport & physical activity in Australian society.

Aims: At Burnett State College the Physical Education course aims to allows student to become intelligent performers and physically educated by learning in, about and through physical activity.

Learning Experiences: Students will develop skills and understandings that allow them to contribute in an informed and critical way within varied physical activity contexts and roles. Learning will be developed in complexity and sophistication throughout the course, with the development of student abilities across the general objectives that reflect the depth of their skill acquisitions as well as developing psychological, biomechanical, physiological and sociological concepts within and across physical activities. Students will study increasingly complex and sophisticated subject matter and are encouraged to further develop as self-directed, interdependent and independent learners.

Relevance: Physical Education would provide a foundation for students who wish to pursue further study in human movement related fields such as sport development, management, marketing, sales, sponsorship & fundraising, sport & physical activity policy development, sport journalism , sport psychology & coaching, athlete conditioning & management, personal training and primary, middle & senior school teaching.

Workload: The homework load placed on students varies from semester to semester. The types of activities that this would involve are research, practical preparation for physical activities, study, set problems and construction of essays, research reports & multi-modal presentations.

Ph

ysi

cal

Ed

uca

tio

n




Assessment: In Physical Education, the dimensions of acquiring, applying and evaluating group the general objectives so that once skills and knowledge are acquired, they can be applied to a range of physical activity contexts and then evaluated to improve performance and strengthen & broaden understanding. Evaluation and reflection are used continually to provide feedback for future acquisition and application of behaviours, performance, knowledge and skills.

Assessment in Physical Education encourages students to be active, critically reflective and research orientated learners. Through the use of personalisation, assessment in Physical Education is contextualised and authentic. Personalisation enables students to make meaning of complex understandings by providing connections with their real-life contexts. Assessment involves students applying conceptual understandings from the focus areas to the physical activities they are studying and actively participating in physical activity.

Course Outline: The current course was developed in line with the QCAA Physical Education Syllabus. Students will study the same 4 physical activities throughout the two year course, while integrating psychological, biomechanical, physiological and sociological concepts.

Year 11 Year 12

Physical Component

Team Indirect Interceptive Volleyball or Badminton

Team Direct Interceptive

Touch Football

Team Direct Interceptive

Netball

Individual Performance Archery

Individual Performance Archery

Team Direct Interceptive Touch Football

Team Direct Interceptive Netball

Team Indirect Interceptive Volleyball or Badminton

Theory Component

Focus Area A – Motor Learning

Focus Area B – Exercise Physiology

Focus Area C – Access & equity in sport & physical activity

Focus Area A – Sports Psychology

Focus Area A – Biomechanics

Focus Area C Access & equity in sport & physical activity

Focus Area B – Training Programs

Focus Area C – Acces & equity in sport & activity

Practical Assessment

Physical performance in a variety of authentic contexts




Physical performance in a variety of authentic contexts with a focus on complexity




Theoretical Assessment

Research Analytical Exposition 800-1000 words

Unseen extended written exam 500 – 700 words

Reseach multi-modal presentation 3 – 5 minutes

Research folio 800 – 1000 words

Reseach multi-modal presentation 5 - 8 minutes

Research Analytical Exposition 1000-1500 words

Unseen extended written exam 600 – 800 words

Research report 1000 – 1500 words

Ph

ysi

cal

Ed

uca

tio

n




Recreation (Authority-Registered Subject)

Subject Description: Physical forms of recreation are growth industries in Australian society. These forms of recreation include social sport, fitness programs and outdoor pursuits. They are an intrinsic part of the Australian psyche and form a substantial part of leisure time.

Recreation focuses on the role recreation has in the life of individuals and communities. It is a subject that provides students with the opportunities to learn in, through and about recreation activities.

Recreation activities are defined as those requiring exertion and human activity, engaged in for competition, relaxation or simply enjoyment. Recreation activities include active play and minor games, challenge and adventure activities, games and sports, health-related physical activities, and rhythmic and expressive movement activities. Recreation builds on the knowledge, skills and understandings of the Australian Curriculum: Health and Physical Education syllabus.

Aims: At Burnett State College the Recration course aims to provide a unique opportunity for students to experience the challenge and fun of active participation in physical activity while developing beneficial vocational and life skills. The skills developed in Recreation may be oriented towards work, personal fitness, or general health and wellbeing.

Learning Experiences: Through the study of Recreation students will examine: • the relevance of recreation in Australian culture • the contribution recreation makes to health and wellbeing • factors that influence participation in recreation • how physical skills can enhance participation in recreation activities • how interpersonal skills support effective interaction with others • the promotion of safety in recreation activities • technology in recreation activities • how the recreation industry contributes to individuals and communities.

Relevance: Recreation would provide a foundation for students to develop their interpersonal abilities and encourage them to appreciate and value their involvement in recreation activities, and to continue their active participation in personal and community recreational activities in their adult life. A course of study in Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport.

Re

cre

ati

on

S

tud

ies




Workload:

The minimum number of hours of timetabled school time, including assessment, for a course of study developed from this subject area syllabus is 55 hours per semester. A course of study will usually be completed over four semesters (220 hours). A four-semester course of study for Recreation includes: • learning experiences that explore the core in Year 11 and further develop it in Year 12 • the core, integrated in four to eight units of work, which have been developed from one to eight elective recreation activities explored.

Assessment: The assessment techniques used for Recreation are as follows • Project • Investigation • Extended response to stimulus • Performance • Examination Schools design assessment instruments from the assessment techniques relevant to this syllabus. The assessment instruments students respond to in Semesters 1 and 2 should support those techniques included in Semesters 3 and 4.

Course Outline:

The current course was developed in line with the QCAA Recreation Syllabus. Semester Unit Title and outline Assessment Technique 1

Health and wellbeing (dimensions of wellness and physical activity) Water polo

Extended response to stimulus – written (400 – 700 words)

• Analyse client profile and suggest changes to improve health and wellbeing

Golf Continuous assessment across the unit – basic skills, participation in golfing activities, coaching of peers, OHS, peer and self evaluation

2

Event Management – Conduct a tournament

Project 1. Planning report (400 – 700 words) 2. Performance 3. Spoken task (1 ½ - 2 ½ minutes)

Badminton / Archery – participation in court games, archery activities, coaching peers

Performance – continuous assessment of skill development throughout the unit

3

First Aid and Lifesaving Performance – demonstration of health and safety mechanisms and procedures, continual assessment across the unit.

• Completing first aid course Coaching your team – delivering coaching sessions to junior students

Project 1. Planning report (500 – 900 words) 2. Performance and delivery of lessons 3. Spoken task (2 ½ - 3 ½ minutes)

4

Strength and conditioning: Resistance training

Written investigation (500 – 900 words) • Effect of physical activity on health • Understanding performance • Planning and implementing a training program

Lawn Bowls – Community involvement Performance – continuous assessment of skill development throughout the unit.

Re

cre

ati

on

S

tud

ies




Biological Science (Authority Subject)

Subject Description: Biology is the study of living things – their structure and function and how they interact with each other and with their surroundings.

Aims: This course aims to develop in students:

• a broad understanding of, and a sense of appreciation and responsibility for, the living world; and • insights into the scientific manner of investigating problems pertaining to the living world.

Relevance: Biology has great personal relevance to students since it is essentially a study of their own bodies and their interactions with the world around them. Understanding and skills gained in this course will provide a sound basis for decision-making throughout life. Completion of the course also provides a solid basis for success in any tertiary course involving science.

Pre-Requisite Advice: The course has both practical and theoretical components. To complete the theoretical component, students are expected to do a large amount of reading and be able to perform reasonably difficult mathematical calculations. Because of this, it is advised that students electing to study Senior Biology should have consistently attained at least a “B” standard in Year 10 National Curriculum Science, Advanced Maths (Maths 10A) and English.

Workload: To succeed in this course a minimum of 3 hours of homework is required per week involving reading, study and set problems. Additional work will be required as examinations approach. Assignments will be due at intervals throughout each semester.

Bio

log

ica

l S

cie

nce




Assessment: The assessment program for the course consists of: • Written Tasks (including formal examinations and stimulus response tasks); • Extended Response Tasks (including collections of organisms, construction of three-dimensional models, orals and field study reports); and • Extended Experimental Investigations and other practical work and reporting. Exit achievement levels are based on student performance in: • Understanding Biology; • Investigating Biology; and • Evaluating Biological Issues.

Additional Costs: A compulsory three-day field trip is an integral part of the practical component of the course. Students will need to pay approximately $70.00 for a field trip in Year 12.

Course Outline: Sem 1 Animals – Diversity, Taxonomy and Cell Biology Sem 2 Animal Physiology, Ecology Sem 3 Plant Physiology; Reproduction Sem 4 Genetics, Evolution

B

iolo

gic

al

Sci

en

ce




Chemistry

(Authority Subject)

Subject Description: This subject is devoted to the study of the properties of substances and the way they interact. The course approaches the subject through experimental work, research tasks and problem solving.

Aims: Chemistry aims to provide a sound base of theoretical knowledge and valuable experimental experience as a preparation for further studies or a good start in industry. Students are encouraged to understand: - (1) Chemistry as the central science (2) its enormous value to man in almost every area of life (3) the social responsibilities of a chemist.

Relevance: Senior Chemistry provides an understanding of the composition and behaviour of materials and a sound theoretical basis for further studies in Chemistry and other sciences. In its own right, Chemistry can lead to career positions in government, teaching and industry or it can be a necessary adjunct subject to other science areas such as biological, physiological and technological disciplines. For students not contemplating tertiary studies, it can provide a very useful background through its disciplined evaluation of the chemical world around us and through the provision of a sound training in the scientific method.

Pre-Requisite Advice: A consistent standard of ‘B’s in Junior Science, Maths & English is highly desirable. Chemistry becomes increasingly difficult as it progresses, and uses the more difficult concepts of Junior Mathematics. Because of this, it is advised that students electing to study Senior Chemistry should have consistently attained at least a “B” standard in Year 10 National Curriculum Science, Advanced Maths (Maths 10A) and English.

Ch

em

istr

y




Workload: To succeed in this course a minimum of 3 hours of homework is required per week involving reading, study and set problems. Additional work will be required as examinations approach. Assignments will be due at intervals throughout each semester. * Senior Chemistry is unitised, but each term’s work builds on and assumes competence in the work from the term before, therefore a consistent effort is required throughout the two years of the course.

Assessment: Students are assessed in three ways: (a) Supervised Assessment – Assessment completed under exam conditions (b) Extended Response Task – Assignments involving library/internet research (c) Extended Experimental Investigation – Experimental work investigating a chosen idea

Course Outline: During the course students will acquire knowledge of a range of chemicals and chemical theories and will use this information in various contents. • It’s a Material World • Shipwrecks and Salvage • Transport and Energy, a necessary evil • The Air Up There • Water, Water Everywhere, but not a drop to drink • Swimming Pools: a Matter of Balance • Drugs: Friends, Foes and Forensic Fun

Ch

em

istr

y




Physics (Authority Subject)

Subject Description: Physics is the study of matter and energy, the physical laws of nature expressed in mathematical form and the application of these principles to the development of technology. The subject is based as much as possible on experiment. The senior Physics course that is based on real-world contexts. In each context a number of topics that relate to a particular application of Physics are studied together, rather than as separate small units.

Aims: This Physics course plans to develop Queensland secondary students’ understanding and appreciation of Physics in real-world contexts. It is directed towards encouraging students to think creatively and rationally about Physics related issues and to communicate effectively in a range of genres. This approach is consistent with that of the Years 1-10 Syllabus in Science. Through intellectual engagement, diligence and rigour, students have the opportunity for intellectual reward and to develop the competence and confidence to respond to challenges that will arise in further education, in Physics related careers, or as citizens engaged in relevant social debate. They should enjoy Physics as an exciting and challenging part of education that helps them interpret their world and improves the quality of their lives.

Relevance: Senior Physics is a pre-requisite subject and an important lead-in for engineering and many science courses in most tertiary institutions. It is also an important subject in a range of medical and pharmacy courses and to a lesser extent in the agriculture and physiotherapy courses. It must be regarded as a primary choice for students who anticipate entering these courses. It is certainly a desirable choice for those seeking entry to secondary science teaching, other medical/health care courses or various apprenticeships (especially the electrical trade). The Armed Services require Physics for pilot training and recommend it for training and apprenticeships (in electrical engineering and communications). In general, the course will provide any student with a useful background for many careers in industry and commerce.

Pre-Requisite Advice: Senior Physics is for the mathematically inclined. A consistently high standard of achievement, at least a “B” each semester, in Year 10 National Curriculum Science, Maths and English is needed if students are to have a fair chance of success.

Ph

ysi

cs




Workload: To succeed in this course a minimum of 30 minutes homework is required per night involving reading, study and set problems. Additional work will be required as examinations or other major assessment tasks approach.

Assessment: Assessment is based on a range of tasks throughout the course with a steady development towards more difficult assessment items. The types of assessment items include: short experimental investigations, extended experimental investigations, non-experimental research investigations, stimulus-response tasks, written tests. Later assessment is more important in determining exit levels of achievement. Lab reports are due at various times during the course.

Ph

ysi

cs




Modern History

(Authority Subject)

Subject Description: Through the study of Modern History, students can understand why our modern world is the way it is. They can understand the processes of change and continuity that have shaped today’s world, their causes, and the roles people have played in those processes. At a personal level, Modern History helps students to identify their social location, their place in time and their heritage within a distinctive culture. Students develop these understandings through processes of literacy, critical inquiry, debate and reflection and by empathising with the views of others.

Aim: The principal aim is to provide students with an introduction and an understanding of the history of modern times through an extensive range of themes and inquiry topics. Themes develop broad concepts, such as hope, power, change/conflict, cooperation and the environment. Through such an understanding the student should gain an increased awareness of the major historical developments which have shaped the modern world, as well as their place and role in it.

Relevance: For most students the subject serves the purpose of broadening their general knowledge and academic skills. Career options range from journalism, to sociology, diplomacy, law, teaching and the like. It should also be noted than many Science-oriented degrees such as medicine now require students to undertake a communication subject at University. Senior Modern History would aid these students greatly. As well, recent review of the Senior Authority English programme has resulted in a change in focus that looks at the literature of other places, cultures and eras. This means that those who study Modern History are often better prepared to approach these units of study in English. The skills and abilities developed through Modern History will also equip students to deal more effectively with many components of the QCS Test.

Pre-Requisite Advice: At Burnett State College all students undertake studies in History and Geography under the Australian Curriculum until Year 10 and the case is similar in Mundubbera. As a result, students should have the basic skills and content required for Modern History. It is to be noted, however that Modern History is oriented towards academic study and thus only those who have performed well in Social Science and English (B or above) could expect to do well. Note:Students who wish to study Modern History must be enrolled in Authority English as the particular writing skills required in History are of the same standard as the Authority English course.

Mo

de

rn

His

tory




Workload: Students are expected to work consistently throughout the course and to display initiative and forward-planning in relation to the completion of homework and assessment. The workload varies but is based largely on historical inquiry, research, reading, writing and discussion. Students could expect to spend approximately 2.5 -3 hours per week on homework/study.

Assessment: Assessment techniques in Modern History are designed to facilitate the development of processes and skills over a two-year course of study. Students will be assessed in each of four categories of assessment: • Test essays in response to historical sources • Written research assignments in response to inquiry questions • Multimodal presentations that may include non-written and visual presentations such as video, powerpoint, podcasts or interactive CD-ROM materials, • Short response tests and response to stimulus tests

Course Outline: The Senior Modern History course offers a wide range of themes to cater for a combined Year 11 and 12 class. Year A students (2018) will study a course entitled – Beliefs, Power, Conflict, Diversity and Hope. Students will engage five Inquiries focusing on the idea that political, economic, racial and religious beliefs have created conflicts throughout the world. Year B students (2017) will study a course entitled Australia and the World through five Inquires. The advent of external exams will impact the content of the coursefrom 2019 onwards.

Year A Course (2018)

Historical Theme Inquiry Topic History of Ideas and Beliefs Study of Russia Communism and USA

Capitalism Studies of Power The Nazi Definition of Power Studies of Conflict The Cold War and The Cuban Missile Crisis Studies of Diversity & Hope Indigenous Australia

Year B Course (2017)

The Individual in History Gandhi’s India

National History Communist China Imperialism in SE Asia and the Vietnam War

Australian in the World – Fears, Threats and Foreign Policy

Studies of Change Student Inquiry (Individual Choice)

Mo

de

rn

His

tory




Visual Art (Authority Subject)

Subject Description: Visual Art involves the production of artworks (Making) and the appreciation of artworks (Appraising) over a two year course of study. This course should not be seen as a soft option or a form of relaxation from other subjects, but as an integral part of the Senior Course. While Year 10 Visual Art is not a pre-requisite, it is preferred. Students should be enrolled in Authority English in order to successfully complete the written assessment for this course.

Aim: In general terms the Visual Art course is designed to help students develop: the use of imagination, the powers of creative expression; decision making and problem solving skills; an understanding of themselves and their world; self-confidence; a sense of worth and respect; consideration of others.

Relevance: In a world that has become increasingly visually orientated, an understanding of Visual Art as communication is vitally important. One can begin to understand and appreciate other individuals and communities more readily through their visual art than through verbal means. It also has the capacity to enrich and enlarge the students’ perception and to develop their critical faculties. Apart from the general life skills discussed above this course would be of assistance to any student looking towards any of the careers associated with Visual Art eg. all levels of education, architecture, design.

Workload: Students will be expected to spend approximately three hours per week at home working on their assignments and the completion of class exercises.

Course Outline: As stated above, Visual Art is a two year course. Year 11 is a developmental year and as a result all assessment is formative. This means that results from Year 11 are not used in the calculation of levels of achievement at the end of Year 12. The Year 11 course gives students the opportunity to develop a range of skills and techniques in both 2D and 3D media. Both semesters in Year 11 are divided into thematic units (Concepts). In Year 12, students investigate and explore two selected themes (Concepts) and work to apply skills and techniques learned in Year 11 to independently produce resolved pieces of work for each of the Concepts studied. Media areas studied during the Visual Art course include: Drawing, Painting, Printmaking, Sculpture, Ceramics and Textiles.

Vis

ua

l A

rt




Assessment: Year 11: � One Experimental Folio per unit of work (Making). There are four units in Yr11. � Visual Diary documentation of the the Making process for each unit of work � A written Artist Statement for each folio of work � A folio of written responses about art works (Appraising) 600 words � A response to stimulus essay exam (Appraising) 600 words � A research/analytical essay assignment (Appraising) 800 words-1000 words Year 12: � Body of Work 1: (Making) • Body of Work 2: (Making) • An Extended Written Task 800 – 1200 words (Appraising) • An Oral Presentation 8-10 mins (Appraising) � Another Appraising Task Or Another Making Task

Post-Verification Task

Vis

ua

l A

rt




Introduction to VET at Burnett State College

This has been written to provide students, parents and caregivers with important information about the vocational education and training (VET) qualifications offered at Burnett State College.

The information provided represents the key points of various VET policies and procedures developed by this College. A copy of the VET Student Handbook outlining the College’s VET policies and procedures can be obtained via the school website if you wish further clarification on any of this content.

All of the VET courses offered by this College lead to nationally recognised qualifications – a certificate (if all of the requirements of the qualification are completed) or a statement of attainment (for those parts that are successfully completed where the full qualification is not completed). This certificate/statement of attainment will be recognised in all eight states/territories in Australia.

Information pertaining to the qualification/s of interest or accredited course can be sourced from the following pages in this booklet. Burnett State College will ensure it will have the appropriate human and physical resources to deliver and assess any course currently on the College’s scope of registration. If the College loses access to these resources, the College will provide students with alternative opportunities to complete the course and the related qualification.

As an RTO the College will observe all Australian, state and territory laws governing Vocational Education and Training. The College will also meet all legislative requirements of the National VET Regulator Act 2012, Education (General Provisions) Act 1989, Education (General Provision) Regulation 2000, Vocational Education, Training and Employment Act 2000, Education (Work Experience) Act 1996, Vocational Education and Training Act 2000, Education (Overseas Students) Act 1996, Child Protection Act 1999, Commission for Children and Young People Act 2000, Workplace Health and Safety Act 1995, Anti-Discrimination Act 1991, Disability Services Act 1992, Freedom of Information Act 1992 and Privacy Act 2001 as they relate.

Fees The College charges a VET Administration Fee which is payable by students who are undertaking Certificate I or II instruction in any vocational training area. This is a flat annual fee that is incurred regardless of the number of qualifications the student undertakes.

Certificate I - $15.00

Certificate II - $25.00

Some courses will include additional fees or competencies to be obtained by the student. Students who enrol past the commencement of the school year will be charged student fees at a pro-rate basis for the duration of the school year. The College operates on a no refund policy for the VET Administration Fee with the exception of those students who withdraw their enrolment prior to the third week of instruction or the College is unable to provide the services to complete the training and assessment. If students are successful in achieving a qualification to be issued with their certificate they must be up to date with their school fees.

Intr

od

uct

io

to

VE

T




VETiS Fee Free

Currently Burnett State College promotes two VETiS Fee Free qualifications, the Certificate II in Agriculture and the Certificate II in Tourism. The VETiS Fee Free funds allow all Queensland secondary school students in Years 10, 11 and 12 to access VET within any recognised qualification across a range of industries in a school environment; however VET investment funding can only be used for those qualifications identified as employment stream qualifications. Students who complete a Certificate II level qualification at school are still eligible to access further Queensland Government subsidised training post-school such as Year 12 fee-free training and the Certificate 3 Guarantee. Students undertaking VETiS, which is resourced by the VET investment budget, will be funded to complete one employment stream qualification at the certificate II level.

In short students can only undertake one VETiS Fee Free course whilst undertaking their secondary education.

USI Students undertaking nationally recognised training from 2015 are required to have a Unique Student Identifier (USI). This includes nationally recognised training delivered as part of the Vocational Education and Training (VET) in Schools programmes. VET in Schools training is undertaken by students including as part of their senior secondary certificate. This training earns credits towards a nationally recognised VET qualification within the Australian Qualifications Framework. Creating a USI account is free. The online USI account will keep an individual’s training records in one place so it’s available anytime on computers, tablets or smart phones. As Burnett State College is a registered training organisation, from 1 January 2015, before we can issue a student with their certificate or statement of attainment, we must ensure the student has a valid USI. Burnett State College will assist students to generate a USI during Year 10 Crossroads. For more information about USI’s you can visit the following website: www.usi.gov.au

Support Burnett State College will establish the needs of their students, and deliver services to meet their individual needs where applicable. All students at this College will have involvement with some or all of the following processes, designed to establish their educational needs: • SET plans • subject selection processes • career guidance services Students have access to a wide range of support, welfare and guidance services at this College, including:

• VET teachers • Head of Departments • Subject Area Coordinators • Career Counsellor/Guidance Officer • RTO Manager • Deputy Principal • Principal • Learning Support teachers

Intr

od

uct

io

to

VE

T




Competency Assessment

In order to be successful in gaining competency, students must demonstrate consistent application of knowledge and skill to the standard of performance required in the workplace. Students must be able to transfer and apply skills and knowledge to new situations and environments.

In most subjects assessment tasks are completed a number of times throughout the year. Results for each assessment item will be marked on a student profile sheet (or similar document) using terms such as Satisfactory or Unsatisfactory, or working towards competence. This assists students to become competent as their skills improve.

Final records of assessment of competencies will be awarded as either:

• C for Competent • NYC for Not Yet Competent

Complaints and Appeals Complaints and appeals are managed by the College in a fair, efficient and effective manner. The College will create an environment where student’s views are valued. Complaints arise when a student is dissatisfied with an aspect of the school RTO’s services, and requires action to be taken to resolve the matter. Appeals arise when a student is not satisfied with a decision that the school RTO has made.

Recognition of Prior Learning (RPL)

All VET students have access to a procedure that gives RPL at this College. RPL is an assessment process that assesses an individual’s level of knowledge and skills against individual or multiple units of competencies.

Credit Transfer All VET students have access to a procedure that gives credit transfer at this College. Refers to the granting of credit to students of exact units of competency they have completed previously. Institutions or training organisations can grant credit to students for studies or training completed at the same or another institution or training organisation.

Further information can be found in the Student Handbook which is located on the Burnett State College website or in the office. If you wish further clarification on any of this content, feel free to contact the Head of Department Senior Schooling at the College.

Intr

od

uct

io

to

VE

T




AHC10 – Agriculture, Horticulture, Conservation and Land

Management

AHC20110 Certificate II in Agriculture

RTO 0526 – TAFE Queensland – South West (Kingaroy Campus)

This course is an AVETIS funded course.

Course Overview This standalone VET course, introduced in 2013, gives students the opportunity to complete a Certificate II in Agriculture, AHC20110. It will be offered in partnership with the Kingaroy campus of the TAFE Queensland – South West, and will be run at Brian Pastures Research Station. The Certificate II in Agriculture contributes 4 points towards a QCE when successfully completed. Partial completion can be credited at 50% of units completed for 2 points. Students will be required to complete 17 competencies to be eligible for their certificate. This consists of 2 core competencies (AHCOHS201A – Participate in OHS processes and AHCEWRK209A – Participate in environmentally sustainable work practices), plus 15 elective units, which have been set by TAFE Queensland – South West to ensure a consistent approach to delivery across all schools in their region. Participants will be required to complete theory and practical assessment for each competency. Students will need to complete the full two year course to be eligible for the Certificate Each Wednesday, students will travel to Brian Pastures and work at the research station to gain experience and knowledge in irrigation systems, machinery operation, cattle handling and management, pork production, chemical safety and use, citrus production, and a range of other areas. At times, students may travel to the Kingaroy TAFE campus for instruction or assessment, and to other venues for specialist training not available at Brian Pastures.

Delivery details about this course at Burnett State College The information above is supplied by TAFE Queensland – South west, and below is information from Burnett State College about other details not managed by TAFE.

Timetabling: This course runs mainly on Fridays – students will be involved all day each Friday as well as for some normal lesson time during the week. The full day block each week is necessary to allow time to travel to different venues and then have worthwhile amounts of time for major work in the field.

AH

C2

01

10

Ce

rtif

ica

te I

I in

Ag

ricu

ltu

re




To allow a full work day at Brian Pastures and other workplaces, in negotiation with students and parents, we will work to make arrangements to start work earlier than normal on Wednesdays. Travel to Brian Pastures or other venues will be on the College bus departing at 7.30 am and returning by 3pm for students to catch regular buses home. Out of town students will need to arrange transport or car-pooling to get to school early on those days or stay with friends the previous night in Gayndah. These early starts will begin as early as possible in term 1, but we can allow a week or two with 8:30am starts at the beginning of the year for arrangements to be made for bus students. This arrangement has worked well in the past and students gained a lot of benefit by being at work to start with the Brian Pastures staff.

Pathways: This Certificate will give students a good start in studies at an Agricultural College if they wish to specialise in a particular field at the Certificate IV or higher level, excellent employability skills, and a very practical background to University study in agriculture, agronomy, vet science and other agricultural areas.

Assessment: Assessment in this subject will be a combination of practical tasks such as machinery operation and cattle handling, and written assessment to check students’ knowledge of livestock husbandry, horticulture and farm practices.

Safety Equipment and Clothing Requirements: As this is a course where most of the work is practical and on-farm, all students must have appropriate clothing and safety equipment. As a minimum, students will need long work pants/jeans, a shirt with a collar and preferably long sleeves and a wide-brimmed hat (not a cap) for sun protection, steel-capped work boots, and a basic PPE kit (personal protective equipment - ear plugs, safety sunglasses, and dust masks) that will be available from the School office at minimum possible cost. The College will be working with AgForce to supply long sleeve work shirts at a subsidised low cost for the students after the course starts in the new year.

Transport and Other Costs: A subject fee applies to this course. Most of this course will be carried out away from the School, at Brian Pastures Research Station and a range of cattle, citrus, and pork producing properties. The College will be arranging transport to as many of these as possible and will cover most of these costs. The course also includes a number of other excursions to participate in particular training programs such as horse riding skills. The cost of these cannot be determined until they are organised.

AH

C2

01

10

Ce

rtif

ica

te I

I in

Ag

ricu

ltu

re




AHC10 – Agriculture, Horticulture, Conservation and Land Management

AHC32816 Certificate III in Rural Operations

Course Overview This standalone VET course, introduced in 2016, gives students the opportunity to complete an advanced, trade-level qualification in agriculture – the Certificate III in Rural Operations, AHC32816. Burnett State College is the Registered Training Organisation (RTO) for this course, and will be run at Brian Pastures Research Station. This course is an extension option for students with significant rural experience and is a follow on for students who have already completed their Certificate II in Agriculture. It may also be suitable for those who are able to progress through the Certificate II in Year 11 and have the opportunity for extra practical experience on a farm outside of school hours. The Certificate III in Rural Operations contributes 8 points towards a QCE when successfully completed. Partial completion can be credited at 25%, 50% and 75% of units completed for 2, 4 and 6 points respectively. It is important that students who start the Certificate III course finish it while at school, as completing it with an outside provider will be expensive, or “use up” the student’s government-funded Certificate III Guarantee. Students will need to complete the full set of required units of competency to be eligible for either Certificate. Each Friday, students will travel to Brian Pastures and work at the research station to gain experience and knowledge in irrigation systems, machinery operation, cattle handling and management, pork production, chemical safety and use, citrus production, and a range of other areas. The course includes a total of 16 units of competency which are chosen to suit the range of agricultural industries in the Central Burnett area. At times, students may travel to instruction or assessment at other venues for specialist training or tasks not available at Brian Pastures. Timetabling This course runs mainly on Fridays – students will be involved all day each Friday as well as for some normal lesson time during the week. The full day block each week is necessary to allow time to travel to different venues and then have worthwhile amounts of time for major work in the field. To allow a full work day at Brian Pastures and other workplaces, in negotiation with students and parents, we will work to make arrangements to start work earlier than normal on Fridays. Travel to Brian Pastures or other venues will usually be on the College bus departing at 7.30 am and returning by 3pm for students to catch regular buses home. Out of town students will need to arrange transport or car-pooling to get to school early on those days or stay with friends the previous night in Gayndah. These early starts may begin part way through term 1 to allow time at

AH

C3

28

16

Ce

rtif

ica

te I

II i

n R

ura

l O

pe

rati

on

s




the start of the year for arrangements to be made for bus students. This arrangement has worked well in the past and students gained a lot of benefit by being at work to start with the Brian Pastures staff. Where this course leads: This Certificate will give students a good start in studies at an Agricultural College if they wish to specialise in a particular field at the Certificate IV or higher level, excellent employability skills, and a very practical background to University study in agriculture, agronomy, vet science and other agricultural areas. Completing the Certificate III at Burnett State College could mean a saving on future training costs if students go on to further more advanced agricultural training.

Assessment

Assessment in this subject will be a combination of practical tasks such as machinery operation and cattle handling, and written assessment to check students’ knowledge of livestock husbandry, horticulture and farm practices.

Student's results will be recorded as either competent or not yet competent for each unit. If a student is deemed not competent in any element of the certificate course, they have the opportunity to resubmit assessment to demonstrate competency. As for all VET courses, there are minimum standards for attendance and responsible behaviour that must be met for successful completion of the course.

Please note: Students are not awarded an A – E rating for this certificate course. The modules that they have gained competency in will be recorded on their Queensland Certificate of Education.

Safety equipment and clothing requirements:

As this is a course where most of the work is practical and on-farm, all students must have appropriate clothing and safety equipment. As a minimum, students will need long work pants/jeans, a shirt with a collar and preferably long sleeves and a wide-brimmed hat (not a cap) for sun protection, steel-capped work boots, and a basic kit (fencing pliers and personal protective equipment - ear plugs, safety sunglasses, and dust masks) that will be available from the College office at minimum possible cost. The College will be working with AgForce to supply long sleeve work shirts at a subsidised low cost for the students after the course starts in the new year.

Transport and other costs:

A subject fee applies to this course.

Most of this course will be carried out away from the School, at Brian Pastures Research Station and a range of cattle, citrus, and pork producing properties. The College will be arranging transport to as many of these as possible and will cover most of these costs.

The course also includes a number of other excursions to participate in particular training programs such as horse riding skills. The cost of these cannot be determined until they are organised.

For comparison, completing a Certificate III in Agriculture or Rural Operations at a TAFE or similar outside institution would cost between $7000 and $8000.

AH

C3

28

16

Ce

rtif

ica

te I

II i

n R

ura

l O

pe

rati

on

s




BSB – Business Services

BSB20115 Certificate II in Business RTO – Burnett State College 31050

Subject Type: VET

Duration: Two years

Qualification Description: This qualification prepares students to perform routine business tasks and demonstrate fundamental operational knowledge working under direct supervision. Job roles include administration assistant, receptionist and office junior.

Entry Requirements: There are no entry requirements for this course.

Qualification Packaging Rules: Total Units = 12 (1 core unit and 11 elective units)

Core unit BSBWHS201 Contribute to health and safety of self and others

Elective units BSBCUS201 Deliver a service to customers BSBIND201 Work effectively in a business environment BSBINM201 Process and maintain workplace information BSBINM202 Handle mail BSBINN201 Contribute to workplace innovation BSBCMM201 Communicate in the workplace BSBITU201 Produce simple word processed documents BSBITU202 Create and use spreadsheets BSBITU203 Communicate electronically BSBSMB201 Identify suitability for micro business BSBSUS201 Participate in environmentally sustainable work practices BSBWOR202 Organise and complete daily work activities BSBWOR203 Work effectively with others BSBWOR204 Use business technology FNSACC301 Process financial transactions and extract interim reports

BS

B2

01

15

C

ert

ific

ate

II

in B

usi

ne

ss




Learning experiences: A range of teaching and learning strategies will be used to deliver the competencies. These may include: folios of work, in-class tests, scenario based activities, internet activities, simulated workplace activities and teacher observation.

Assessment Outline: Assessment is competency based and therefore no levels of achievement are awarded. Assessment for this qualification is continuous and units of competence have been clustered into groups and assessed this way.

Pathways: After achieving this qualification candidates may undertake: BSB30107 Certificate III in Business.

BS

B2

01

15

C

ert

ific

ate

II

in B

usi

ne

ss




ICT – Information and Communications Technology

ICT20115 Certificate II in Information,

Digital Media and Technology RTO – Burnett State College 31050

Subject Type: VET

Duration: 2 years

Qualification Description: This is a Stand Alone Vet subject that offers students the opportunity to gain a Certificate II in Information, Digital Media and Technology (ICT20115) upon completion of the two year course. This entry level qualification provides the foundation skills and knowledge to use information and communications technology (ICT) in any industry.

Entry Requirements: There are no entry requirements for this course.

Qualification Packaging Rules: Total Units = 14 (7 core units and 7 elective units)

Core unit BSBWHS201 Contribute to health and safety of self and others BSBSUS201 Participate in environmentally sustainable work practices ICTICT201 Use computer operating systems and hardware ICTICT202 Work and communicate effectively in an ICT environment ICTICT203 Operate application software packages ICTICT204 Operate a digital media technology package ICTWEB201 Use social media tools for collaboration and engagement

Elective units (7 chosen from this list) CUFDIG201A Maintain interactive content CUFDIG303A Produce and prepare photo images CUFPOS201A Perform basic vision and sound editing CUFSOU204A Perform basic sound editing ICTICT205 Design basic organisational documents using computing packages ICTICT206 Install software applications ICTICT207 Integrate commercial computing packages ICTICT209 Interact with ICT clients ICTICT210 Operate database applications ICTSAS201 Maintain inventories for equipment, software and documentation ICTSAS202 Apply problem-solving techniques to routine ICT malfunctions ICTSAS203 Connect hardware peripherals ICTSAS204 Record client support requirements

ICT

20

11

5

Ce

rtif

ica

te I

I in

In

form

ati

on

, D

igit

al

Me

dia

an

d T

ech

no

log

y




ICTSAS205 Maintain ICT system integrity ICTSAS206 Detect and protect from spam and destructive software ICTSAS207 Protect and secure information assets ICTSAS208 Maintain ICT equipment and consumables ICPDMT321 Capture a digital image ICTWEB301 Create a simple mark-up language document ICTWEB302 Build simple websites using commercial programs

Learning Experiences: A range of teaching and learning strategies will be used to deliver the competencies. These may include: folios of work, in-class tests, scenario based activities, internet activities, simulated workplace activities and teacher observation.

Pathways: ICT30115 Certificate III in Information, Digital Media and Technology, or a range of other Certificate III qualifications.

ICT

20

11

5

Ce

rtif

ica

te I

I in

In

form

ati

on

, D

igit

al

Me

dia

an

d T

ech

no

log

y

2018 2019 senior subject selection booklet · burnett state college - senior subject selection...

Documents