kilcoy state high school - kilcoyshs.eq.edu.au amount of learning t a set standard in a set pattern...

KILCOY STATE HIGH SCHOOL

SENIOR SECONDARY

HANDBOOK

2018

Expecting the Best, Achieving Success

2

Senior Secondary Handbook

CONTENTS

Principal’s Introduction ……………………………………………………………………………………………………. 3

How do I choose a pathway …………………………………………………………………………….…………………. 5

QCE Requirements ………………………………………………………………………………………........................ 6

Queensland Certificate of Education ……………………………………………………………………………………. 7

Pathways ………………………………………………………………………………………………….………………... 8

Additional Learning Options …………………………………………………………………………….………………… 9

Subject Selections ………………………………………………………………………………………......................... 10

Tertiary Entrance and Making Career Decisions …………………………………………………….......................... 11

Senior Secondary Overview ……………………………………………………………………………......................... 13

Subject Quick Reference Guide OP Subjects …………………………………………………………………………. 14

Subject Quick Reference Guide NON OP Subjects.…………………………………………………………………. 15

School-Based Apprenticeships and Traineeships …………………………………………………………………….. 17

Homework Policy …………………………………………………………………………………………………………. 19

Assessment Policy ……………………………………………………………………………………………………….. 21

Agricultural Science (Authority Subject) ……………………………………………………………………………….. 24

Ancient History (Authority Subject) ……………………………………………………………………………………... 25

Biological Science (Authority Subject) …………………………………………………………………………………. 26

Chemistry (Authority Subject) …………………………………………………………………………………………… 27

English (Authority Subject) ………………………………………………………………………………………………. 28

Geography (Authority Subject) ………………………………………………………………………………………….. 30

Graphics (Authority Subject) …………………………………………………………………………………………….. 31

Mathematics A (Authority Subject) ……………………………………………………………………………………… 32

Mathematics B (Authority Subject) ……………………………………………………………………………………… 34

Mathematics C (Authority Subject) ……………………………………………………………………………………… 35

Physical Education (Authority Subject) ………………………………………………………………………………… 36

Physics (Authority Subject) ……………………………………………………………………………………………… 37

Visual Arts (Authority Subject) …………………………………………………………………………………………... 39

Agricultural Practices (Authority Registered) ………………………………………………………………………….. 41

Business Studies (Authority Registered) ………………………………………………………………………………. 42

Building and Construction Skills (Authority Registered) ……………………………………………………………… 43

Drama in Practice (Authority Registered) ……………………………………………………………......................... 44

English Communication (Authority Registered) ………………………………………………………………………. 46

Furnishing Skills (Authority Registered) ……………………………………………………………………………….. 47

Hospitality Practices (Authority Registered) …………………………………………………………………………… 48

Information and Communications Technology (Authority Registered) ……………………………………………… 50

Prevocational Mathematics (Authority Registered) …………………………………………………………………… 52

Recreation (Authority Registered) ……………………………………………………………………………………… 53

Science in Practice (Authority Registered) ……………………………………………………………………………. 54

Visual Arts in Practice (Authority Registered) …………………………………………………………………………. 55

Certificate II in Engineering Pathways (Vocational and Educational Training) ……………………………………. 56

Vocational Education ……………………………………………………………………………………………………. 60

TAFE ……………………………………………………………………………………………………………………….. 61

University Early Start Programs and Brisbane School of Distance Education and Virtual Schooling …………… 63

G:\Coredata\Office\SCHOOL\Enrolment Package\2018\SENIOR Secondary handbook 2018.doc Version 100625 3


PRINCIPAL’S INTRODUCTION The world our students are entering is one based on constant change. Preparing students for their futures requires a curriculum and cultural commitment to exit outcomes based on the National Goals of Schooling. This commitment ensures our students are resilient and excited participants within our global community and should feel confident in making a contribution to the world in which they live.

Our Junior School has set the foundations for creating independent, responsible and dynamic learners, learners that can now take advantage of the range of subject offerings available through our senior secondary phase and the partnerships they have created beyond the school.

Our school vision Expecting the Best, Achieving Success provides a focus and conveys the meaning of why we are here and that for which we strive. It is woven into the very fabric of our culture. We will achieve our vision because:

We have a strong foundation of values that are the standards for everything we do

We have an unrelenting focus on quality outcomes for students

We deliver world class education

Our school values are the stepping stones that guide our students in their thoughts and actions and instil the essence of that which makes us unique. These values form the very heart of our school culture, we are:

Prepared – We all arrive at class on time, with all equipment required to complete the lesson and with a positive frame of mind ready to engage in the learning program for the day

Engaged – We focus on our learning and involve ourselves by listening, asking questions and participating in the lesson

Performing – We are recognised as individuals with our own personal skills and abilities. We are expected to utilise these skills and abilities to the upper limit, so that our potential is maximised

Aspiring – We look forward to a successful future, and strive to develop a positive image of our future lives

Responsible – We take responsibility for learning outcomes. We recognise what it means to be successful and should be able to put into place actions to ensure the future likelihood of success

Our vision has been designed to implement Education Queensland’s goals of improving the quality of the educational experience in State Schools for all students and increasing the number of young Queenslanders who complete 12 years of schooling by the age of 24.

As a Queensland State School we strive to provide a world class education that assists young Queenslanders to love learning, develop judgement and a sense of responsibility, understand the past and prepare to embrace the future.

We endeavour to equip young people for the future to enable them to contribute to a socially, economically and culturally vibrant society.

Adam Colley Principal

4




Introduction

The Senior Secondary Handbook is a guide to planning your senior education pathway. It will provide you with information regarding this next phase of your secondary schooling, including subject selection, qualifications and tertiary entrance. Contained in this handbook are outlines of all units of study offered at Kilcoy State High School for students undertaking year 11 in 2018. Please note that subjects only run where sufficient student numbers exits for the classes. This decision is at the discretion of the school. Please use this guide to assist you in planning your pathway for 2018 and beyond. You will then be able to discuss and confirm your choices at your SET Plan interview. The Queensland Government requires every student in Year 10 to complete a Senior Education and Training Plan (SETP). The SET Plan interview is an individual student appointment with a member of staff. The purpose of the SET Plan is to assist students in structuring their senior phase of learning around their abilities, interests and ambitions.

Key dates:

Tuesday 1 August 2017 Beyond Schools Expo / Subject Selection Information Evening

Thursday 24 August 2017 SET Plan Interviews (Year 11 2018) Kilcoy State High School Students

Thursday 31 August 2017 SET Plan Interviews (Year 11 2018) Woodford State School Students

How do I choose a pathway?

Important questions to consider when choosing a pathway and selecting subjects:

o What do I want to do with my future?

o Do I want to study at University or TAFE?

o What are the prerequisites for the University course I am interested in?

o Are there any subjects or subject combinations that may give me an advantage?

o Am I interested in an apprenticeship or trade?

o What am I good at?

o What do I enjoy doing?

o What were my best subjects in years 9 and 10?

o Have I met the prerequisites for year 11 entry into my subjects?

o Are my year 10 grades strong enough for me to be able to cope with the work in years 11 & 12?

If you haven’t already, discuss the answers to these questions with your parents, a Guidance Officer or your Care teacher. You may wish to write down your answers to refer to when making your subject selections.

6


QCE REQUIREMENTS

NB: Students can plan their QCE pathway and track their progress towards a QCE in their learning account on the Student Connect website at www.studentconnect.qcaa.qld.edu.au

To gain a QCE

students need:

an AMOUNT of LEARNING at a SET STANDARD in a SET PATTERN

20 Credits Sound achievement, Pass or equivalent

At least 12 credits from An additional 8 credits Meet Literacy and

Completed CORE + from a combination of any + numeracy requirements

COURSES OF STUDY courses of study

LEARNING OPTIONS AND CREDIT VALUES:

CORE CREDIT PREPARATORY CREDIT ENRICHMENT CREDIT ADVANCED CREDIT

At least12 credits are needed from CORE A maximum of 6 credits can contribute A maximum of 8 credits can contribute A maximum of 8 credits can contribute Authority or Authority- Subject registered

4 per course 4 Semesters

Certificate I vocational qualification – maximum of 2 can count

2 or 3

A level of a recognised certificate or award in areas such as music, dance, drama, sport and community development

1

A one semester university subject undertaken while at school

2

A Senior External Examination 4

VET Certificate II 4 Employment skills development program – only 1 can count

2

A negotiated community or self-directed project.

1

A two semester university subject undertaken while at school

4

VET Certificate III-IV* 5,6,7 or 8

Tailored training program 4 Re-engagement program – only 1 can count

2

160 hours (20 days) of structured workplace learning that an employer endorses

1

Units of competencies in a diploma or advanced diploma over at least a semester (or its equivalent)

2 International learning program 4

School-based apprenticeships and traineeships Cert III competencies On-the-job training

Up to 2

4

Short course in literacy or numeracy developed by the QCAA

1 per

course

Authority extension subjects (eg. English Extension)

2

ACHIEVE THE REQUIRED STANDARD…. and INCLUDE LITERACY AND NUMERACY….

COURSE OF STUDY SET STANDARD LITERACY NUMERACY Authority subjects and Authority registered subjects

At least a Sound Level of Achievement

At least a Sound Level of Achievement in a semester of an Authority registered English subject; or

At least a Sound Level of Achievement in a semester of an Authority or Authority registered mathematics subject: or

Vocational education and training Competence Competence in VET modules LIT 204 or LIT 205: or Competence in VET modules NUM 204 or NUM 205: or

University courses/subjects/units undertaken while still as school

At least a pass as defined by the course

A pass in literacy course recognised by the QCAA (NRS Level 3 or above); or

A pass in a numeracy course recognised by the QCAA (NRS Level 3 or above); or

International learning course of study

At least a pass as defined by the course

At least a Sound Level of Achievement in the Literacy strand of Authority registered Literacy and Numeracy; or

At least a Sound Level of Achievement in the Numeracy strand of Authority registered Literacy and Numeracy; or

Recognised awards and certificates Awarded At least a C on the Queensland Core Skills Test At least a C on the Queensland Core Skills Test

Workplace, community and self-directed

At least a pass as defined by the project

* Some Certificates III and VI are exempt and will attract less than 8 credits + Students studying a program consisting of only Authority-registered subjects must achieve at least a sound in 18 of the required 20 credits. Up to 2 from part-complete subjects may be Limited Achievement. (Semester 1 or 2 only)

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



Queensland Certificate of Education (QCE) Kilcoy State High School expects all students completing Year 12 to attain a QCE as a minimum qualification standard. The Queensland Certificate of Education (QCE) qualification will be awarded to eligible students by the Queensland Curriculum and Assessment Authority (QCAA). The QCE offers flexibility in what, where and when students learn. This means that not all learning needs to take place at school. The QCE recognises broad learning options – academic, vocational education, workplace learning and university subjects. Different types of learning attract different numbers of credits. The QCAA stipulates that:

You need:

An amount of learning At a set standard In a set pattern

to gain a QCE

20 credits

Sound Level of Achievement, Pass or equivalent

At least 12 credits from core courses of study

plus an additional 8 credits from a

combination of any courses of study

But a maximum of 6 credits from Preparatory courses of study

And meet literacy and numeracy requirements

8


Pathways Students at Kilcoy State High School have more than one pathway option available to them within the QCE qualification.

Pathway 1: OP (Overall Position)

Suitability For students who wish to gain entry to University study through academic performance

Eligibility & conditions 1. Must complete at least 20 semesters of study in Authority (OP) subjects 2. Must complete at least three of these subjects for four semesters 3. Must sit the Queensland Core Skills (QCS) test

Subject selection Must have met minimum pre-requisites for

English and Mathematics Must select at least five Authority (OP) subjects

An OP is a student’s position in a state-wide ranking system, which places Year 12 students in order of merit for the

purposes of tertiary entrance only

o It indicates how well a student has done in comparison to all other OP-eligible students in Queensland

o Students are placed in one of 25 OP bands from OP1 (highest) to OP25 (lowest)

o Levels of Achievement (LOAs) in Authority Subjects contribute to your OP

o Authority-Registered Subjects do not contribute to your OP

o Most students wishing to gain an OP will study six authority subjects,

o You can study one Authority-Registered subject (or a VET certificate) with five authority subjects and still be eligible for an OP

Pathway 2: Selection Rank

Suitability For students who wish to gain entry to University or TAFE study through performance in subjects that do not contribute to an OP, such as Authority Registered subjects or VET certificates

Eligibility & conditions 1. Must complete at least 20 semesters of study in any combination of Authority-registered and certificate subjects 2. Must complete at least three of these subjects for four semesters 3. Must apply for further study through QTAC (Term 3)

Subject selection Must have met minimum pre-requisites for English

and Mathematics Must select a combination of at least five Authority (OP) and/or Authority Registered subjects

A Selection Rank (of up to 99) score is determined by individual achievement

o Completed Certificate III and IV courses offered through school and TAFE equate to a Selection Rank of 68 and 72 respectively

o Ranks can be improved by sitting the QCS test for OP ineligible students

o A Rank Estimator can be accessed through the QTAC website: http://www.qtac.edu.au/Schools/Resources.html

http://www.qtac.edu.au/Schools/Resources.html



Additional Learning Options The flexibility of the Queensland Certificate of Education allows students to embrace a number of different pathways to education and training while still attending school. For example, students can:

o undertake a school based traineeship or apprenticeship

o undertake a Certificate or Diploma level course offered at school

o attend TAFE to begin or complete a Certificate I – IV or Diploma course

o enrol in one or two subjects at university

School-based Certificate & Diploma courses Several Certificate II, III and IV courses are offered directly through our faculties here at school through external providers as a part of the regular learning program. The benefits of selecting a certificate course offered through the school include:

o Students can access a practical course that relates directly to their future career

o Students can gain valuable points towards their Queensland Certificate of Education (completed Certificate III Courses generally contribute 8 points towards the 20 points required for a QCE)

o Students can improve their chances of tertiary study by gaining a minimum QTAC Selection Rank (A Certificate III attracts a Selection Rank of 68 which is equated to an OP of approximately 15)

o Students will not be required to travel off-site to complete the qualification, as they are undertaken at school as a part of the regular learning program

Vocational Education & Training (VET) through External Providers If the certificate courses we offer through the school do not fit with your future plans, you can also undertake a Certificate qualification through a TAFE course or other provider. Vocational Education offers students the opportunity to complete full qualifications alongside their secondary schooling and is a great study option for students seeking work, TAFE or university entrance beyond year 12. Benefits of undertaking a certificate or diploma level course through TAFE include those listed above, and in addition:

o Students will be better prepared for further study, having experienced the requirements of adult learning within a supported environment

o Students will receive a foundation of study that is both experiential and practical

o Students will be provided with a qualification that would allow direct entry into the workforce

Vocational Education qualifications can provide an excellent foundation of knowledge for further university study and are often considered favourably by many receiving organisations. Students electing to complete a vocational qualification will still complete an additional 5/6 subjects to study at school as a part of their senior secondary curriculum.

For further information on available Vocational Education qualifications please see the Vocational Education

Coordinator Mr Tucker located in A block.

University subjects Year 11 and 12 students of exceptional academic ability in a particular field may choose to apply for a University subject offered through the University of Queensland’s ESP program, Griffith University’s GUESTS program or the Queensland University of Technology’s START QUT program or University of Sunshine Coast HEAD START program. Entry requirements vary, however students generally need to have B average in year 11. Each of the universities has its own application form and process. Applications for Semester 1 are generally due in October of the previous year. If you are interested in applying, you need to discuss your suitability for the program with your parents and the relevant Head of Department, who will be able to provide you with advice and assistance in submitting your application. For further information, please visit the program websites: https://www.qut.edu.au/study/high-school-programs/start-qut http://www.usc.edu.au/learn/courses-and-programs/headstart-program-year-11-and-12-students http://www.usq.edu.au/headstart http://www.uq.edu.au/esp/ http://www.griffith.edu.au/pathways/guests-program

https://www.qut.edu.au/study/high-school-programs/start-qut

http://www.usc.edu.au/learn/courses-and-programs/headstart-program-year-11-and-12-students

http://www.usq.edu.au/headstart

http://www.uq.edu.au/esp/

http://www.griffith.edu.au/pathways/guests-program

10


Subject Selections Selecting your subjects In order to maximise your performance and reach your goals, you should study the subjects that you enjoy and do well at. It is a good idea to keep your options open by taking prerequisite subjects, however, if you choose subjects that you find too difficult, or that are not suited to you, you may actually reduce your results.

This can impact on the OP or Selection Rank you achieve. If a university or TAFE course you are interested in has a prerequisite subject you find too difficult at school, you should think about how you will be able to achieve what is required by that course at the university level.

Year 11 & 12 students: o MUST study either English OR English Communication.

o MUST study either Mathematics B, Mathematics A or Prevocational Mathematics

o MUST study 6 subjects in both Year 11 and Year 12

o CHOOSE any combination of 6 subjects (including English and Maths choices). Three additional electives (back-up subjects) should also be listed in order of preference.

o STUDENTS electing to undertake English Communication should select not more than 3 additional Authority (OP) subjects

o STUDENTS wanting to study Mathematics C must also study Mathematics B

o RECOMMENDED: Students wanting to study Physics are strongly encouraged to study Mathematics B

Every effort will be made to ensure that student preferences are accommodated, subject to student numbers and timetable constraints.

How do I choose? Choose your subjects according to the following:

o Subjects you enjoy

o Subjects you perform well in

o Subjects that you need as tertiary prerequisites, as listed in the Tertiary Prerequisites booklet (given to Year 10 students in Term 3)

DO NOT choose your subjects for the following reasons: 1. “My friend is taking that subject”. There are usually several classes in a subject, so even if you are doing the same subjects, you won’t necessarily be in the same class.

2. “I do/don’t really like the teacher”. There is no guarantee that you will have any particular teacher.

3. “Someone told me that the subject is fun (or easy, or interesting)”. It may be enjoyable/ easy/ interesting for someone but not necessarily for you. Make up your own mind based on what you enjoy.

4. “Someone told me that the subject is boring”. See point 3.

5. “Someone told me that I do/ don’t need that subject for the course I want to take at university”. Check tertiary prerequisites or see a Guidance Officer.

Choose very carefully At Kilcoy State High School ‘blocks’ of subjects (i.e. groups of subjects that are programmed at the same time on the timetable) are determined BEFORE the students have chosen their subjects. Subject changes are therefore not always possible and are only permitted at certain times. Multiple subject changes in the senior phase of learning can also impact on both a student’s OP eligibility and QCE eligibility (see QCE requirements table).

Senior (Year 11 & 12) subjects are grouped into three categories: Authority Subjects

o contribute to your OP o weighted equally by the QCAA o in these subjects work will be classified as formative and summative assessment o if you change your program of study after one or more semesters, this subject could still contribute to your OP

Authority-Registered Subjects o do not contribute to the OP o Students are able to take a full set of Authority subjects, a full set of Authority Registered subjects, or any

mixture of the two

Vocational Subjects Opportunities exist for students to start a school based apprenticeship, traineeship or TAFE course while at school and this vocational pathway can be done in conjunction with Authority or Authority-Registered courses of study. Students interested in these courses need to contact the Vocational Education Coordinator (located in A Block).



Tertiary Entrance

Queensland Tertiary Admissions Centre (QTAC) Most school leavers wishing to enter further study apply for university or TAFE entrance through QTAC. Both OP and Selection Rank pathway students can be made an offer through QTAC. Applications are made online, and generally open in early August. A number of courses also have additional entry requirements, such as sitting the UMAT (Medicine), an audition (Performing Arts) or submitting a portfolio (Visual or Fine Arts). Further information about entrance requirements and course pre-requisites can be found on the QTAC website.

Bonus Ranking Scheme A number of Queensland Universities operate Bonus Rank Schemes for Year 12 students applying to commence tertiary study at these universities. These schemes recognise achievement in a range of study areas. Bonus Ranks are applied by QTAC following the lodgement of a QTAC application at the end of Year 12. Bonus Rank schemes are currently operated by: Australian Catholic University Griffith University Queensland University of Technology Southern Cross University The University of Queensland University of Southern Queensland University of the Sunshine Coast Bonus Rank Schemes can vary for each university so it is important to investigate each of the university admissions websites for current details of applicable bonus rank schemes.

Making Career Decisions

Step 1 Understand the basic concepts o Career decision making is not magic. o No one else can make the decision for you. o You must be actively involved in the process. o It is never too late to start. o There is not one ‘ideal’ occupation for you. There may be several occupations that will give you the

satisfaction you want from work. o In all likelihood you will have several occupations during your working lifetime. The career decision you

are making now is not necessarily a lifetime decision.

Step 2 Look inwards – develop a profile of yourself What do you want from a job? Think about it. Do you want to:

o Work with other people or by yourself? o Work outdoors or indoors? o Sit at a desk or be physically active? o Work with ideas or apply ideas (hands on) or do both? o Help people in some way? o Make a lot of money? o Be always learning on the job? o Have lots of variety and activity? o Have a structured, predictable workday? o Feel that the job you have is a secure job? o Work intensely on a project and see it through to the end? o Feel you are contributing to the community? o Work with particular things or people e.g. engines, animals, children, the elderly, etc.?

12


What do you do best? What are your strengths? Are they in:

o Humanities, mathematics, science, etc.? o Working with ideas, words, things, etc.? o Working with people? o Working with your hands? o Working with computers or machines?

What other things influence your decision? Perhaps: o The opinions of family and friends? o The availability of employment? o Your age? o Staying in the local area? o A physical or medical condition?

What occupational ideas have you already thought of? You can add to these ideas by completing a career questionnaire from one of the following websites.

o My future – My guide www.myfuture.edu.au o Australian Careers – Career quiz o Career Quiz

Step 3 Look outwards – gather information Read about the jobs in your occupational ideas list. The following resources will help you and explore the Guidance Officer website for more information.

o My future – The facts www.myfuture.edu.au o Job guide book – all Year 10s will receive a copy o Job guide website – http://www.jobguide.deewr.gov.au/ o Job Outlook – www.jobsearch.gov.au/joboutlook o Tertiary Prerequisites – all Year 10s in Term 3 receive a copy

Next you need to talk to people who are already employed in the occupations on your list. Do not be afraid to do this, as most people are prepared to help you with your career research if you are polite, prepared with questions, and do not waste their time. Use your own networks (parents’ friends, your friends, parents, neighbours, etc.) and the Yellow Pages to contact people in jobs you are interested in. Develop questions to ask them. Some possible questions are:

o What do you do in a typical work day? o What do you like about the job? o What do you dislike about the job? o What is the recommended training to prepare for the job? o Are there alternative training pathways? o Are there people in the same occupation who do different things from you? o Is there someone else you think I should speak to? o Where do you go from here in this job?

It is helpful to discuss your findings with a friend or relative who knows you well and you feel comfortable talking with. Other peoples’ insights can sometimes help us clarify our thinking. Talk to people – the Guidance Officers, teachers, relatives and friends. Attend University Open Days and the Tertiary Studies Expo. Check the Guidance notice boards

Step 4 Prioritise the jobs By this time you should be able to put the jobs you have selected in order of your preference.

Step 5 Plan a training pathway Because of your research, you will already know the various pathways to obtaining your occupational goal. Select the pathway that best suits you. This information will now make it easier for you to start completing your Senior Education Training Plan (SETP).

Step 6 Act on your plan Seek assistance from your Guidance Officers if you need help with this process.

http://www.myfuture.edu.au/

http://www.myfuture.edu.au/

http://www.jobguide.deewr.gov.au/

http://www.jobsearch.gov.au/joboutlook



SENIOR SECONDARY OVERVIEW

All students in Senior Secondary at Kilcoy State High School study six subjects. English or English Communication is compulsory and each student must also study at least one Mathematics subject.

Community Discovery Enterprise Investigation

Ye

ar

11

/12

Authority Subjects

English

Ancient History

Geography

Authority Subjects

Biological Science

Chemistry

Physics

Agricultural Science

Visual Art

Authority Subjects

Graphics

Authority Subjects

Mathematics A

Mathematics B

Mathematics C

Physical Education

Authority Registered Subjects English Communication

Drama in Practice

Authority Registered Subjects

Agricultural Practices

Science in Practice

Visual Arts in Practice


Information and Communication

Technology

Hospitality Practices

Business Studies

Furnishing Skills

Building and Construction Skills


Prevocational Mathematics

Recreation

Vocational Education & Training Certificate II in Engineering

Pathways

Complementary Pathway Options (VET Courses) promoted through Kilcoy SHS

Certificate II in Rural Options

Certificate II in Hospitality

Certificate II in Public Safety (Firefighting Operations)

Certificate II in Public Safety (SES)

Certificate II in Conservation and Land Management

Other programs available through TAFE/RTO

PLEASE NOTE: SUBJECTS ARE NOT ABLE TO RUN UNLESS THE NUMBER OF STUDENTS SELECTING THEM IS SUFFICIENT.

14


SUBJECT QUICK REFERENCE GUIDE: OP SUBJECTS

Subject Prerequisite Required Guidelines for selecting this subject Course

Fees Agricultural Science

No prerequisites Students need to be achieving at least a C in English and Science. It would be advantageous if students have studied and achieved at least a C in Junior Agriculture.

Nil

Ancient History Achieved success in Year 10 English and Humanities

Students need to be achieving at least a C in Year 10 Humanities and English to be adequately prepared for this subject.

Nil

Biology Achieving at least a B in Year 10 Science

Students considering this subject should be achieving A or B results in Year 10 Science. Nil

Chemistry Achieving A or B in Year 10 Science Students considering this subject should be achieving A or B results in Year 10 Science. It is also recommended that the student also be enrolled in Maths B.

Nil

English Achieving A or B in Year 10 English Students should have an interest in reading, viewing and performing literature and media. Students considering English need to be achieving A or B results in Year 10 English. Tertiary bound students should select this subject.

Nil

Geography Achieving at least a C in Year 10 English and Humanities

Students need to be achieving at least a C in Year 10 Humanities and English to be adequately prepared for this subject.

Nil

Graphics Achieving a minimum of a B in Year 10 English and ideally achieved success in Year 10 Graphics.

Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Graphics.

Nil

Mathematics A No prerequisites but students should have passed Year 10 Maths (at least C)

This subject is designed for students who wish to remain OP eligible but do not require upper level maths as a pre-requisite for their post-Year 12 courses.

Nil

Mathematics B Achieving A or B in Year 10 Maths This subject is sometimes a mandatory pre-requisite for several university courses, especially in the maths, science and engineering fields. Students considering Maths B need to be achieving A or B results in Year 10 maths.

Nil

Mathematics C Achieving A or high B in Year 10 Maths and must be enrolled in Maths B

An upper level maths subject. Students MUST also be enrolled in Maths B, and must be achieving A or upper B results in Year 10 Maths.

Nil

Physical Education

No prerequisites but ideally achieving a C in Science, HPE and English

Students need to be achieving at least a C in Year 10 Science and Maths, it is advisable for students to have achieved sound results for years 9 and/or 10 HPE. This subject demands a high standard of active participation and commitment, both in and out of school hours, and is considered to be a highly academic subject.

Nil

Physics Achieving A or upper B in Year 10 Maths and Science and also enrolled in Maths B

This subject requires a very high degree of mathematical and science ability. Students MUST also be

enrolled in Maths B, and must be achieving A or upper B results in Year 10 Maths and Science.

Nil

Visual Art No prerequisites but achieved success in Junior Art

Students need to be achieving at least a C in English. It would be advantageous if students have studied and achieved at least a C in Junior Art.

$60

Additional costs may apply for excursions, entry fees and other activities.



SUBJECT QUICK REFERENCE GUIDE: NON OP SUBJECTS Subject Prerequisite Required Guidelines for selecting this subject Course

Fees Agricultural Practices

No prerequisites This subject comprised of 4 semesters of Authority-registered Agriculture & Horticulture. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Agriculture.

Nil

Business Studies

No prerequisites This subject comprised of 4 semesters of Authority-registered Business. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Business, have good computer skills and an interest in business.

Nil

Certificate II in Engineering Pathways

No prerequisites but advantage if studied junior Industrial Technology

Delivered by TAFE Queensland Skills Tech leading to MEM20413 Certificate II in Engineering Pathways. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Industrial Skills.

$60

Building and Construction Skills

No prerequisites but advantage if studied junior Industrial Technology

This subject comprised of 4 semesters of Authority-registered Building and Construction Skills. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Industrial Skills.

$60

Drama in Practice

No prerequisites This subject comprised of 4 semesters of Authority-registered Drama in Practice. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Drama.

Nil

English Communication

No prerequisites This subject is an acceptable pre-requisite for the majority of TAFE courses after Year 12 & is primarily designed for students focussing on vocational outcomes. Consult the tertiary pre-requisites handbook for further details.

Nil

Furnishing Skills No prerequisites This subject comprised of 4 semesters of Authority-registered Furnishing Skills. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Industrial Skills.

$60

Hospitality Practices

No prerequisites Although there are no pre-requisites, this subject demands a high standard of active work, participation and commitment in practical aspects, both in and out of school hours. Students and their parents must be prepared to supply all cooking ingredients for practical cookery lessons as a condition of enrolment into this subject.

$60

Information and Communication Technology

No prerequisites This subject comprised of 4 semesters of Authority-registered ICT. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Business and/or have good computer skills and an interest in IT.

Nil

Prevocational Mathematics

No prerequisites This subject is an acceptable pre-requisite for the majority of TAFE courses after Year 12 & is primarily designed for students focussing on vocational outcomes. Consult the tertiary pre-requisites handbook for further details.

Nil

Recreation No prerequisites This subject is designed for students who have an interest in fitness and recreation. This subject demands a high standard of active participation and commitment, both in and out of school hours. There is some theory work.

Nil

Science in Practice

No prerequisites but achieved success in Junior Science

This subject comprised of 4 semesters of Authority-registered Science. This subject is designed for students who have an interest in general science but do not require an upper level science as a pre-requisite for their post-Year 12 courses. Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Science.

Nil

Visual Arts in Practice

No prerequisites Although Junior Art is not a prerequisite for this subject, it would be advantageous if students have studied and experienced a degree of success in this subject prior to undertaking it.

$60

Additional costs may apply for excursions, entry fees and other activities.

16


Subject Quick Reference Guide cont.

Notes:

This guide is to be read in conjunction with the school’s Senior Handbook, the current Job Guide and the Tertiary Studies Prerequisites Handbook.

Subjects above marked # are Authority subjects and contribute towards an OP.

Students MUST have a minimum of 5 Authority subjects to be eligible for an OP.

The number of QCE credits above are only awarded if the student completes the courses at a minimum level of sound achievement for authority and authority registered subjects, and complete all certificates offered for the VET subjects.

The availability of some subjects will be dependent on sufficient enrolments. Subject without sufficient enrolments will not be offered.

All students and their parents are advised that if enrolling into authority subjects (marked #

above) a very high level of commitment is required throughout the course if they are to be

successful. It is expected that students will undertake the full amount of recommended

homework/study (currently 2 to 3 hours per weekday at approximately three days per week)

Note: Students following an OP/Rank pathway can expect in excess of 2 – 3 hours.



SCHOOL-BASED APPRENTICESHIPS and TRAINEESHIPS

SUBJECT CODE: SAT’s

PRE-REQUISITES:

Compulsory: Work Placement in area of interest. School Based Traineeships aim to prepare students:

for the world of work.

by supplementing their school education.

by developing industry accepted skills.

by improving their confidence and maturity.

A School-Based Traineeship is a formal vocational education and training pathway. Students successful in obtaining a school-based traineeship will be required to enter into legal contracts and agreements. One such contract is the Training Agreement. The Training Agreement is a legally binding agreement between the employer, the employee (the student) and legal guardian (if the employee is under the age of 18), which identifies the training required of the employee, the Supervising Registered Training Organisation (S.R.T.O.) and outlines the obligations of all parties to the Agreement. In addition, a Training Plan, detailing the Training Program (modules or competencies to be achieved) and method of delivery, must be drawn up by the S.R.T.O. For Apprenticeships, the trend is to move away from a “time served” system, to one based on the attainment of competencies.

Traineeships may be commenced and completed by students during their final two years at school. If a student wishes to pursue a career in this industry after Year 12, and is successful in gaining further employment, credit is given for the completed traineeship. That is, a student could seek employment as a “second year” apprentice. However, this will vary from industry to industry.

ASSESSMENT: Assessment will occur “on the job” and “off the job” by qualified Supervising Registered Training Organisation assessors. Assessment is competency based.

SPECIAL REQUIREMENTS/COMMENTS: Kilcoy State High School has a specific process all students must follow in order to be eligible for a school-based traineeship. The process is in place to maximise the potential of a student to be successful in the traineeship.

Students will need to:-

Attend information sessions with parents/carers

Undertake work readiness preparation sessions

Undertake 5 days of Work Experience in their own time

Demonstrate long-term commitment

Be required to undertake Off-the-Job training with a Supervising Registered Training Organisation (S.R.T.O.) usually in the school holidays.

Understand travel may be necessary to access some traineeship placements.

18


POSSIBLE ADDITIONAL ACCREDITATION

Certificate II or III in Traineeship Industry Area

Students, once signed up for a school based traineeship and after displaying commitment and success, may make application through the Principal to only study 5 subjects at school. If approval is granted to only study 5 subjects, students will focus on their VET theory during their off-line lessons.

ASSESSMENT A variety of different assessment instruments are used. In some subjects students may be required to complete assignments as well as sit for tests. Each subject in this booklet indicates the type of assessment used. The most important reason for assessment is for students to learn from their mistakes. Some assessment is also used to decide the level of achievement the student will be awarded when exiting from a subject. At Kilcoy High School we call this summative assessment. Assessment which is for learning purposes only is called formative assessment.

COMPETENCY BASED ASSESSMENT Competency Based Assessment is the process of collecting evidence and making judgements on the nature and extent of progress towards the performance requirements set out in a standard, or a learning outcome, and at the appropriate point, making the judgement as to whether competency or the learning outcome has been achieved.



HOMEWORK POLICY The classroom is the place where much of the learning takes place.

However, real understanding (+ transferring knowledge for short to long term memory) is achieved when, outside the classroom, students:

revise the work introduced in class

test their understanding

apply their newly acquired knowledge / skills

extend their reading;

and summarise the information obtained in class or from the textbook. This

additional work comes under the heading home learning. Home learning comprises of:

set homework - this is negotiable and will be checked by the teacher

revision of work covered in class or on any one day – revision involves more than just reading the material - it involves note taking i.e. looking for main ideas of the speaker / writer and then writing them out in your own words - be concise which does not mean just writing down main headings but includes the explanation and / or information - notes should be neat, orderly and legible and should be a summary of the main facts

assignment work and / or test / exam preparation

Home learning provides students with an opportunity to work independently and develop greater responsibility for their own learning. For home learning to be effective students should:

have a regular routine and time

develop a weekly home learning planner (modify it after two weeks if there are problems)

have an area where they can learn without unnecessary distractions

have a short break every 45 - 60 minutes

focus on what they are doing

ask for teacher assistance if, after reading and thinking about a section of work, they still have difficulty understanding it

Recommended times for home learning:

Junior Secondary (i.e. Years 7 - 8) 45mins - 1 hour per weekday at approximately three days per week

Middle Secondary (i.e. Years 9 – 10) 1 - 2 hours per weekday at approximately three days per week

Senior Secondary (i.e. Years 11 - 12)

2 - 3 hours per weekday at approximately three days per week Note: Students following an OP/Rank pathway can expect in excess of 2-3 hours.

20


Assignments/Homework/Organisation

All students will be engaged in completing in-depth learning tasks that require investigation, application and synthesis of knowledge. These tasks will challenge students and require them to be committed learners.

Student Responsibilities

Develop a plan for completing tasks on time and add due dates to student diary

Complete all work by due dates (including drafts and final products)

Ask for assistance when needed

Use class time assigned for assessment tasks/assignments efficiently

Special consideration including extension requests are to be negotiated with the appropriate Leader of Learning BEFORE the due date

A medical certificate is required for incomplete or late work, (in the senior school, to comply with QCAA requirements), but an explained absence (note from parents) will be sufficient in junior secondary

Teacher Responsibilities

Support students in planning to complete tasks by due dates

Provide some class time for completion of tasks

Provide detailed task and criteria sheets for student reference

Contact parents/guardians for support when work is incomplete or late

Liaise with Leaders of Learning and School administration for persistent incomplete or late work

Provide feedback to students re performance in tasks/assignments

Parent/Guardian Responsibilities

Discuss with student tasks/assignments due for the term

Encourage student to plan and work towards task completion through appropriate time management

Assist student in accessing resources needed for task completion

Contact class teacher for support if required



ASSESSMENT POLICY

WHY SHOULD WE HAVE A POLICY? The policy has been developed to be fair to all students and to ensure that students meet their obligations for completion of a course of study.

Policy

Drafting Drafting assignments is a consultative process – it is essential that assignment progress is checked. Teachers need to assign a ‘general’ result for draft.

All assignment task sheets should have a ‘draft due’ written on them.

Teachers need to provide adequate class time to complete assignments to a ‘sound’ standard.

Submitting

assignments Assignments should be submitted in the subject lesson on the date

indicated on task sheet.

Unless specifically indicated assignments will not be accepted by email.

The loss of data or failure of computer hardware will not be

accepted as grounds for a late assignment.

Late

Assessments If appropriate documentation is attached – full credit can be given.

Seniors require a medical certificate.

An “Application for Assessment Extension or Special

Consideration” form needs to be filled in and attached to documentation.

If no documentation, achievements are based on draft work only.

Non-submission

of work The teacher should attach to the criteria sheet, draft notes, work from

detention time or photocopying of book work. Levels of

achievement are based on the quality of draft work.

For students in the Senior School, in extreme cases of non-submission or lack of evidence the student will not be credited with a result for that subject.

Plagiarism If evident in student work, students involved should be asked to re-submit a different task/question.

Extensions of

time for

Assessment

work:

Extensions must be negotiated (on form available at office/student diary) with the Head of Department for approval. The Head of Department will consult with the teacher.

Application for extension should be made prior to the due date.

Some ‘special consideration’ circumstances can be applied for ‘after the event’.

Selective

updating The syllabus outlines the conditions under which this can happen.

This usually involves submitting additional tasks when students have achieved atypical or unrepresentative results.

Communication Teachers are to communicate to parents if drafts for assignments are NOT completed.

If assignments are still not submitted or tests/orals not completed, contact (via HOD) should be made with home.

All non-submissions, failure to complete drafts or late assignments should be recorded in the students file on OneSchool.

22


ASSESSMENT A variety of different assessment instruments are used. In some subjects students may be required to complete assignments as well as sit for tests. Each subject in this booklet indicates the type of assessment used. The most important reason for assessment is for students to learn from their mistakes. Some assessment is also used to decide the level of achievement the student will be awarded when exiting from a subject. At Kilcoy High School we call this summative assessment. Assessment which is for learning purposes only is called formative assessment.

ASSESSMENT CALENDAR All students will be issued with their own copy of a semester calendar listing due dates for assessable assignments and tests. A copy will also be provided on the Website.

EXAMINATIONS Students should be present for all examinations according to the assessment calendar. Students absent for scheduled tests must provide the school with parental notification via telephone or in writing. In the case of illness, a medical certificate is required for senior students while parental notification via telephone or in writing will suffice for junior students. Students will complete the exam on return to school as soon as possible as per arrangements made by the Head of Department of the subject concerned.

CONDITION FOR PROGRESSION TO NEXT SEMESTER Whether the students are to receive credit or not, students must submit all assignments listed on the assessment calendar. The assessment must be completed to a standard satisfactory to the school.

Recognition of Prior Learning Recognition of Prior Learning (RPL) refers to the determination on an individual basis of competency of a person through previous formal or informal training, work experience or life experience. All students undertaking VET related subjects, units and/or certificate courses are able to apply for RPL.

Student Complaints/Appeals The school is committed to providing a learning environment in which complaints and appeals are responded to promptly, with minimum upset/distress and maximum protection to any parties concerned and ethical responsible management of complaints/appeals, transparency in decision-making processes and a visible accessible and fair complaints process.



Authority Subjects (OP Subjects)

24


Au

tho

rity

Su

bje

ct:

AG

S

AGRICULTURAL SCIENCE

OVERVIEW

Agriculture is a dynamic field of science that deals with plant agronomy, animal husbandry and sustainable management of agricultural production systems. As human activities, industries and resource demands increase and diversify, agricultural scientists, managers and producers encounter opportunities and challenges associated with the sustainable management of resources.

Agricultural Science provides opportunities for students to explore agricultural concepts and systems and to investigate agricultural issues and problems. Students engage with the agricultural industry through the integration of three areas of study: plant science, animal science and agribusiness. Sustainable resource management underpins the course of study as students consider factors impacting on agricultural production systems.

A course of study in Agricultural Science can establish a basis for further education and employment in the fields of agriculture, horticulture, agronomy, food technology, aquaculture, veterinary science, equine science, biotechnology, environmental management, business, marketing and agricultural education, research and development.

COURSE OUTLINE

Agricultural Science enables inquiry-based learning through which students conduct primary and/or secondary research into agricultural issues and problems.

Topics studied throughout the course will be based around the following areas of study:

plant science

animal science

agribusiness

The following sustainable resource management factors will be integrated into the areas of study:

plant and animal management

Soil and water management

climate and weather

land management

ASSESSMENT

Assessment techniques utilised in this subject include:

extended response tasks, such as extended research response and extended response to stimulus.

examinations, including short response tests and extended response tests.

GUIDELINES FOR SELECTING THIS SUBJECT

To be eligible to study this subject students must have achieved an A, B or C standard in Year 10 Science.

ADDITIONAL COSTS

Nil

LEADS TO...

Further education and employment in the fields of agriculture, horticulture, agronomy, food technology, aquaculture, veterinary science, equine science, biotechnology, environmental management, business, marketing and agricultural education, research and development.



Au

tho

rity

Su

bje

ct:

AH

S

ANCIENT HISTORY

OVERVIEW Through the study of Ancient History, we can understand how the modern world has been influenced by the peoples and achievements of the distant past. Through a study of early peoples and cultures, we 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. We develop these understandings through processes of critical inquiry, debate and reflection, and by empathising with the views of others.

COURSE OUTLINE The program offers an extensive range of themes and inquiry topics that will be delivered according to student interests. Some themes deal with specific geographic regions and civilisations such as society and government in Greece and Rome. Others allow students to use a central concept, covering civilisation from Europe, Asia and South America, such as religion, inventions and power. Excursions allow students to experience history first hand with museum trips and a hands on archaeological dig.

ASSESSMENT Assessment in senior Ancient History is criterion-based and is designed to help students to demonstrate achievement in the objectives of the syllabus. The criteria used are: Planning and using a historical research process, Forming historical knowledge through critical inquiry, and Communicating historical knowledge. Students will be assessed in each of four categories of assessment: test essays in response to historical sources, research assignments in response to inquiry questions, multimodal presentations that may include non-written and visual presentations such as video, Powerpoint or artistic materials, and short response tests and response to stimulus tests.

GUIDELINES FOR SELECTING THIS SUBJECT Students achieving an A or B in Humanities and/or English will be adequately prepared for this subject.

ADDITIONAL COSTS

Nil

LEADS TO... While such a course has few direct career opportunities, the methodologies used offer students a broad enquiry approach to understanding their society and as such, equip them for broader fields of research in anthropology, archaeology, political analysis and museum curatorship, as well as preparing them for university research techniques and essay writing skills. However, parents and students must seek professional advice on current career pre-requisites prior to choosing any senior subjects.

26


Au

tho

rity

Su

bje

ct:

BS

C

BIOLOGICAL SCIENCE OVERVIEW

Biological Science is often described as the study of the phenomenon of life in all its manifestations. It encompasses studies of the origin, development, functioning and evolution of living systems and consequences of intervention in those systems.

Biological Science is an integrated academic study drawing on many branches of knowledge in attempting to understand living processes and systems in which there is complexity of interacting factors.

Biological Science provides students with an insight into the scientific manner of investigating problems pertaining to the living world and the processes of science which lead to the discovery of new knowledge. It provides students with a deeper understanding and an enhanced aesthetic appreciation of the living world. Participation in Biological Science enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. Studies of Biological Science will assist students in foreseeing the consequences for the living world of their own and society's activities. This will enable them to participate as informed and responsible citizens in decision making processes, the outcomes of which will affect the living world.

COURSE OUTLINE

A study of Biological Science will develop in students a cooperative approach to learning and an acceptance of responsibility for their own actions and education. This course involves a study of higher level concepts involving theory and scientific processes.

Topics studied throughout the course include:

Organic Batteries

The Body at War

Environmental Studies

Animal Antics

Sex and Reproduction

Genetics and Biotechnology

Why are Things Different

Things are A Changing

* A minimum of 10 hours field work is a compulsory component of the course. Studies will be undertaken at various ecosystems, including rocky shore and fresh water habitats.

ASSESSMENT

Practical projects, researching, laboratory investigations and field work are an important part of the course. These activities are incorporated into assessment tasks equalling 75% of the total assessment program, the remainder being made up of class tests.


To be eligible to study this subject students must have achieved an A, B or C standard in Year 10 Science and English.

ADDITIONAL COSTS

Approximately $30

LEADS TO... Understanding of biological concepts, as well as general science knowledge and skills, is relevant to a range of careers, including those in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism. This subject will also provide a foundation for students to critically consider contemporary biological issues and to make informed decisions about these issues in their everyday lives.



Au

tho

rity

Su

bje

ct:

CH

M

CHEMISTRY

OVERVIEW Today, more than ever, humans need to understand both themselves and their environment. Both consist of matter, and chemistry as the science of matter can be regarded legitimately as central in its relation to other branches of natural science.

COURSE OUTLINE Extensive reading is required for students to understand the new concepts and practical work is used to reinforce major points of the course. The course is both theoretical and applied, with considerable problem solving.

Chemistry is studied in terms of contexts and real-world applications of chemical principles.

The contexts studied are:

wine production and analysis.

chemicals on the farm and garden.

energy alternatives.

what’s in a medicine?

take me to the river.

the air we breathe.

gold fever.

ASSESSMENT

Students are assessed for both formative and summative purposes using a variety of techniques –

Written tests – multiple choice, written answer, extended response tasks.

Extended Response Tasks – research assignment, multimedia presentation.

Extended Experimental Investigation – conduct experiments and analyse results.


To be eligible to study this subject students must have achieved an A or B standard in Year 10 Mathematics and Science.

Study of Mathematics B in Year 11 would assist with this subject.

ADDITIONAL COSTS

Nil

LEADS TO...

An understanding of chemistry is relevant to a range of careers, including those in forensic science, environmental science, engineering, medicine, pharmacy and sports science. Additionally, chemistry knowledge is valuable in occupations that rely on an understanding of materials and their interactions, such as art, winemaking, agriculture and food technology. Some students will use this course as a foundation to pursue further studies in chemistry, and all students will become more informed citizens, able to use chemical knowledge to inform evidence-based decision making, and engage critically with contemporary scientific issues.

28


Au

tho

rity

Su

bje

ct:

EN

G

ENGLISH

OVERVIEW

The English course in the Senior School is designed to:

build on the competence and confidence attained by the end of year 10.

develop critical literacy skills.

develop the ability to communicate effectively in a variety of situations.

promote greater competence and maturity in the application and appreciation of language and literature as they occur in an employment and tertiary oriented environment.

COURSE OUTLINE

The English course builds on the basic skills gained in the Junior School, with increasing emphasis being placed on the student's responsibility for planning and organising his/her own work.

Unit 1: True Blue

Students examine the way texts represent the nation in which we live and play a role in shaping Australian identity. A range of Australian poets and poems, traditional short stories, film will provide the basis for this study. Students will demonstrate understanding through a multimodal presentation that explores poetic features, discourses and/or readings. They will also create a film review persuading a public audience about representations of Australian life.

Unit 2: Minorities and the Marginalised

This unit focuses on literary texts which offer representations of group/s marginalised in our society due to religious, refugee, racial, educational or social status, disability or sexuality. This study draws on understandings about the novel as a literary genre. Students will explore ideas in a analytical essay in response to studied literature.

Unit 3: All the World a Stage

Students undertake an in depth study of a complete literary or drama text. Students will be encouraged to value the world in which they live and understand better the worlds of others as they consider the events and ideas focused on by the play text. Assessment will involve intervening in the chosen text to write an additional scene.

Unit 4: Representing Reality

This unit focuses on the analysis of visual texts that are perceived as or claim to be factual (film and television documentaries, current affairs reports). Students focus on examination and analysis of how visual and auditory features, selection and sequencing of subject matter, persuasive techniques and language use work together to create representations of concepts, individuals, groups, times and places. As a culmination, students will pitch an idea for a documentary that expresses a perspective on a topic they have selected from texts studied.

Unit 5: The Human Condition

Students explore how a variety of texts can reveal/reflect the human condition – its failings, successes and frailties. They will critically evaluate different representations of the human condition and relationships in response to a range of poetry and short story texts. A presentation designed to give a sense of a poet and his/her poetry will explore how the human condition is addressed in their work. Students will also write a narrative (short story) based on a poem.



Au

tho

rity

Su

bje

ct:

EN

G

Unit 6/7: Conflict of Conscience

This unit provides the opportunity to explore a variety of themes (integrity, empathy, power etc) through written and visual texts. Of particular focus will be the characters and authors of texts that challenge and question the status quo of their time, place and culture. Students will complete an analytical essay and persuasive speech exploring character and issues in literary texts.

Unit 8: Heroes and Villains

In this culminating unit students will have the opportunity to study and choose texts that construct heroes and anti-heroes. They will explore texts as ideology and consider the marginalisation of groups and values. Assessment is a feature article and a multi-modal presentation.

ASSESSMENT Students are encouraged to both write and speak for a variety of audiences in varying situations. The process writing approach where students plan, write and continually review their work is used in conjunction with regular consultation with the teacher. Students, who plan carefully and leave themselves plenty of time for this consultation and review, greatly profit by the approach. Over the course of the year students complete approximately 6 assessment pieces. The usual breakdown would be 4 written and 2 spoken pieces.

GUIDELINES FOR SELECTING THIS SUBJECT Students should have an interest in reading, viewing and performing literature and media; with an A or B result achieved in Year 10 English to be eligible to study this subject.

ADDITIONAL COSTS

Nil

LEADS TO … A sound achievement or better in English is a prerequisite for entrance to most university/college courses and is an essential core for a wide range of career opportunities.

30


Au

tho

rity

Su

bje

ct:

GE

G

GEOGRAPHY

OVERVIEW Geography is the study of the Earth's surface as the space in which people live. Geography includes studies of space, places and people-environment relationships.

COURSE OUTLINE In Year 11 and 12, there are four semester themes offered in Geography with core units being chosen within each theme as follows:

Theme 1 Managing the natural environment: Focus unit 1: Responding to natural hazards Focus unit 2: Managing catchments

Theme 2 People and Development: Focus unit 3: Sustaining communities Focus unit 4: Connecting people and places

Theme 3 Social Environments: Focus unit 5: Living with Climate change Focus unit 6: Sustaining biodiversity

Theme 4 Resources and Environment: Focus unit 7: Feeding the world’s people Focus unit 8: Exploring the geography of disease

ASSESSMENT Assessment is varied and involves essay tests, short answer tests, research reports, field work, and practical skills such as mapping, photo and statistical analysis. Students will be expected to attend up to two field trips per year (1 per semester). These may involve travel by bus beyond the local area.

GUIDELINES FOR SELECTING THIS SUBJECT Students achieving an A or B for Humanities will be adequately prepared for this subject.

ADDITIONAL COSTS

Approximately $25

LEADS TO... It is unusual to see a job asking specifically for a "Geographer" except in the academic field. However, geography graduates are employed as soil conservationists, industrial researchers, city planners, researchers in various State Government Departments, environmental consultants as well as marketing careers related to geographic information systems. However, parents and students must seek professional advice on current career pre-requisites prior to choosing any senior subjects.



Au

tho

rity

Su

bje

ct:

GP

H

GRAPHICS

OVERVIEW

Graphics is a course that develops skills in interpreting, generating and creating graphical communication. The course engages students in making judgements and justifying decisions to achieve clear communication and compliance with standards and conventions. The vast majority of work undertaken in Graphics is completed electronically utilising 3D modelling software with supporting work and research often taking the form of sketches.

COURSE OUTLINE

Students study a range of drawing forms embracing plane shapes and three dimensional objects and shapes. Using basic understanding of projection, development, standards of drawing presentation, students learn to solve design problems associated with industrial design, architecture and graphic design.

Students learn by routine and practical experiences in the classroom. Using a variety of exercises, teachers challenge students to apply knowledge and skills to solve graphical problems and to communicate original ideas and designs. In addition to routine class work, students are required to complete folio tasks and assignment projects. Students are encouraged to think purposefully, critically and independently.

ASSESSMENT

The course is delivered through the utilisation of the “Design Process”. This model is applied

using three contextual units:

Industrial Design

Built Environment Design

Graphic Design

An assessment outline for graphics consists of:

Research projects resulting in a folio of drawings to show resolution of a design.

Extended response tests to assess ability to present graphical solutions to problems.


Students achieving a B in Year 10 Graphics and English will be adequately prepared for this subject. Access to a personal computer, capable of running CAD software, outside of school hours is an essential requirement.

Graphics is an Authority subject, and as such, students considering studying it must be prepared to commit themselves to completing approximately 3 hours of homework per week to supplement work undertaken in class.

ADDITIONAL COSTS

Nil

LEADS TO…

Graphics is considered a desirable tool for all graphical design fields. The study has developed from technical drawing through art and animation into video and television, which are vital components in many professions and vocations.

Graphical occupations include:

architectural designer

cartographer

electronic media / illustrator

graphic designed (publishing / advertising)

landscape designer

town planner

32


Au

tho

rity

Su

bje

ct:

MA

A

MATHEMATICS A

OVERVIEW

This subject is designed to raise the level of competence in the mathematics required for intelligent citizenship.

COURSE OUTLINE

Mathematics A has been divided into three main core areas and one extension area.

Financial Mathematics

Students are encouraged to develop a working knowledge of the types of financial transactions and decisions which they are most likely to meet in the immediate future. They will also look at underlying conditions of financial institutions in order to help them make informed decisions with respect to borrowing and investing.

Applied Geometry

Students are encouraged to develop a working knowledge of some geometrical concepts and relationships in two and three dimensions. This is to be accomplished in life-related contexts. Students will be looking at practical situations in construction areas, in particular representing three-dimensional constructions in two dimensions.

Statistics and Probability

This unit provides students with an understanding of the concepts involved in describing and summarising data, enabling them to make informed decisions on the validity of a data set and statistics. Inferences will be made about populations from data samples including business, medicine, recreation ecology, welfare and planning. Calculators and computer software will be used in this unit.

Extension Topic

This topic is compulsory and is designed to allow the students to broaden their appreciation for applied mathematics. Students must complete one full topic extension. These topics may include:- Linear Programming, Networks and Queuing, Further statistics, and the Mathematics of Chance.

ASSESSMENT

Student assessment will be judged on the following 3 criteria:

(i) Communication and Justification (a) communicating (b) justifying (ii) Knowledge and Procedures (a) learned results and procedures (b) use of mathematical instruments (iii) Modelling and Problem Solving (a) applying mathematics in life-related situations (b) applying mathematics in purely mathematical contexts

A variety of assessment techniques may be used; under the general headings:

(i) written traditional tasks (eg class tests) (ii) written non-traditional tasks (eg report writing) (iii) oral tasks (iv) practical tasks using instruments



Au

tho

rity

Su

bje

ct:

MA

A


Students will choose this subject if they are aiming to achieve an OP for possible tertiary entrance. Students in mainstream maths classes achieving a C standard or better should be able to cope with the requirements of this subject. Students who have studied Foundation Maths in Years 7 – 10 would require an A or B in that subject to consider choosing this subject.

ADDITIONAL COSTS

Nil

LEADS TO…

This subject will help students gain access to university courses through the OP process. This course will also assist students who are hoping to enter a TAFE course which has a mathematical component.

34


Au

tho

rity

Su

bje

ct:

MA

B

MATHEMATICS B

OVERVIEW

Mathematics B is designed to raise the level of competence in the mathematics required for intelligent citizenship, to increase student's confidence in using mathematics to solve problems and to provide the basis for further education at a Tertiary Level.

COURSE OUTLINE

The following topics are to be offered as an integrated, spiralling curriculum:- (1) Applied Geometry (2) Functions (Introduction) (3) Rates of Change (4) Periodic Functions (5) Exponential and Logarithmic Functions (6) Optimisation (Derivatives and Operations Research) (7) Financial Mathematics (8) Integration (9) Applied Statistical Analysis

ASSESSMENT

Student assessment will be judged on the following 3 criteria: (i) Communication and Justification (a) communicating (b) justifying (ii) Knowledge and Procedures (a) learned results and procedures (b) use of mathematical instruments (iii) Modelling and Problem Solving (a) applying mathematics in life-related situations (b) applying mathematics in purely mathematical contexts

A variety of assessment techniques may be used under the general headings:

(i) written traditional tasks (eg class tests) (ii) written non-traditional tasks (eg report writing) (iii) oral tasks (iv) practical tasks using instruments.


To be eligible to study this subject students must have achieved an A or B standard in Year 10 Mathematics. Students that have not achieved success in advanced work during year 10 will find Senior Maths B to be challenging.

ADDITIONAL COSTS

Nil

LEADS TO…

Students studying this subject will most likely be heading towards a university subject with some form of mathematical focus. Studying this subject might also be beneficial for students considering electrical trades through TAFE.



Au

tho

rity

Su

bje

ct:

MA

C

MATHEMATICS C

OVERVIEW Mathematics C is designed to give students the opportunity to extend their mathematical knowledge into new areas, and hence will provide an excellent preparation for the study of mathematics at a university level in a variety of fields, such as Mathematics, I.T. and Engineering.

COURSE OUTLINE

The following topics will be offered as an integrated, spiralling curriculum:-

(1) Group Theory (2) Real and Complex Number Systems (3) Matrices (4) Vectors (5) Calculus (6) Structures and Patterns (7) Dynamics (8) Linear Programming

ASSESSMENT

Student assessment will be judged on the following 3 criteria: (i) Communication and Justification (a) communicating (b) justifying (ii) Knowledge and Procedures (a) learned results and procedures (b) use of mathematical instruments (iii) Modelling and Problem Solving (a) applying mathematics in life-related situations (b) applying mathematics in purely mathematical contexts

A variety of assessment techniques may be used under the general headings:

(i) written traditional tasks (eg class tests) (ii) written non-traditional tasks (eg report writing) (iii) gathering data using a variety of technologies


To be eligible to study this subject students must have achieved an A standard in Year 10 Mathematics and have a genuine enthusiasm for Maths.

You must be studying Mathematics B in Year 11. Physics, although not obligatory, would be of assistance.

ADDITIONAL COSTS

Nil

LEADS TO… Students studying this subject will most likely be heading towards a university subject with some form of mathematical focus. Studying this subject might also be beneficial for students considering electrical trades through TAFE.

36


Au

tho

rity

Su

bje

ct:

PE

D

PHYSICAL EDUCATION OVERVIEW

Physical Education provides students with the opportunity to study a variety of physical activities with subject matter that is relevant and inclusive to each activity. Physical Education also allows students to become physically educated and self directed, interdependent and independent learners, whilst learning in, about and through physical activity. It is the aim of this subject to understand the importance of physical activity to the lives of individuals and groups and the role that physical activity plays in the Australian community, with particular emphasis on the Kilcoy lifestyle.

COURSE OUTLINE

Students electing this subject will undertake a developmental course of study building on the basic concepts studied throughout Year 10.

The course overview allows for the study of four physical activities over the 2 year course. These activities are derived from 4 categories which include direct interceptive, indirect interceptive, performance and aesthetic activities. The school has selected one activity from each area to allow for a wide and diverse range of student abilities and interests. These 4 activities are studied in a term revisited approach, whereby each activity is studied for one term in Year 11 and in Year 12.

The subject matter involved over the course of study includes the following:

The Learning of Physical Skills (skill acquisition; psychology of learning physical skills; bio-mechanical bases of learning of physical skills.)

Process and Effects of Training and Exercise (energy for physical performance; training, exercise and physical performance; acquiring and evaluating physical performance capacities)

Sport, Physical Activity and Exercise in Australian Society (body culture and physical activity; lifestyle leisure, recreation and physical activity; money, media, power and physical activity)

The Physical Activities currently being studied include; Soccer or Tennis, Swimming and Water Polo.

ASSESSMENT

Students will be assessed on both practical and theoretical components of the course, under three distinct criteria of Acquiring, Applying and Evaluating. These relate to how well students can acquire relevant subject matter, and how well they are able to relate this information to different situations and to their own performance.


Students achieving an A, B or C in Year 10 Science, Health and Physical Education, and English will be adequately prepared for this subject. The course demands a high standard of active participation and commitment, in and out of school hours, and can be considered as a highly academic subject.

ADDITIONAL COSTS At times sporting activities at venues outside of Kilcoy High School grounds will involve extra cost. Eg. Use of Kilcoy Sports Centre / Gymnasium. Approximately $70

LEADS TO…

The study of physical education could assist students with university access, as the subject does contribute towards the calculation of an OP. This subject could also assist students with a view to a career in the health/fitness industries.



Au

tho

rity

Su

bje

ct:

PH

Y

PHYSICS

OVERVIEW

The development of understanding of physical phenomena occurs in Physics by means of methods of inquiry that have been refined over the past three hundred years. A culture of physics has emerged that values methods of precise measurement, reproducible experimentation and powerful mathematical relationships. Today, these methods continue to contribute to the development and provision of new information, ideas and theories to explain observations and experiences. The study of Physics provides students with a means of enhancing their understanding of the world around them, a way of achieving useful knowledge and skills and a stepping stone for further study. An understanding of Physics adds to and refines the development of students’ scientific literacy.

COURSE OUTLINE

The subject matter of Physics is derived from the key concepts and key ideas which are progressively developed over the course of study through six to twelve units of work. The key concepts are organised under the headings of Forces, Energy and Motion.

Forces The nature of a force.

forces that act on objects influence their state of equilibrium.

forces are able to influence the motion and shape of objects.

forces that act on objects influence their internal energy.

Energy Energy may take different forms originating from forces between, or relative motion of, particles or objects.

energy is conserved.

energy transfer processes provide us with different ways of using and dealing with energy and radiation and these have different social consequences and applications.

Motion Motion can be described in different ways

motion can be analysed in different ways

motion can be described using various models and modern theories

How do students learn? In selecting learning experiences, teachers have many opportunities to offer interesting activities, especially:

researching from primary and secondary sources

accessing and using computers, including internet research

undertaking national science initiatives and competitions

developing decision-making skills

interpreting data from wide-ranging sources, including media

analysing current strategies or policies of the issue being investigated

analysing strategies and evaluating effectiveness or improvements

applying the principles of research ethics formulating hypotheses and testing them through fieldwork, experiments, interviews and

research

predicting impact of recommendations of a science report/experiment

proposing and/or implementing strategies for improvement

solving problems

engaging in active research projects, independently and with groups and teams

38


Au

tho

rity

Su

bje

ct:

PH

Y

participating in forum discussions and debates

sharing information mutually beneficial to the group

advocating for change

How are students assessed?

Schools use a wide range of assessment techniques to determine the relationships between student achievement and the exit criteria of the course (Knowledge and conceptual understanding, Investigative processes, and Evaluating and concluding). Assessment techniques in this syllabus are grouped under categories and may include:

extended experimental investigations — within this mandatory category, instruments are developed to investigate a hypothesis or to answer a practical research question

supervised assessments — within this mandatory category, instruments such as written tests are used, and conducted under supervised conditions to ensure authentication of student work

extended response tasks — within this category, instruments are developed in response to a Physics question, circumstance or issue and while they are essentially non-experimental they may draw on primary experimental data.

How can parents help?

Parents can help students by:

providing a supportive environment in the home

discussing physics issues, such as those seen on TV documentaries, with their children

providing access to various sources of information

encouraging their children to work cooperatively within the family group

being understanding of the time commitment students may need to devote to the study of Physics

offering their services (if they work in a relevant industry) as guest speakers, work placement providers for students, or demonstrators of skills applicable to particular units of work


To be eligible to study this subject students must have achieved an A or B standard in Year 10 Mathematics.

Study of Senior Mathematics B in Year 11 is mandatory.

ADDITIONAL COSTS

Approximately $50

LEADS TO…

Studying Physics provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. It will enable students to become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. The subject will also provide a foundation in physics knowledge, understanding and skills for those students who wish to pursue tertiary study in science, engineering, medicine and technology.



Au

tho

rity

Su

bje

ct:

AR

T

VISUAL ART

OVERVIEW

Art is an important part of the development of students. The Visual Art course at Kilcoy State High School develops creativity and diverse thinking. It involves the acquisition of knowledge and understanding of the visual arts and skills appropriate to the production and understanding of art. It develops discrimination and appreciation of the existing world around us.

COURSE OUTLINE

Art involves application, visual literacy and appraising artworks (talking and writing about artworks and what they mean). Students will experiment with the following media:

drawing

painting

print making

mixed media

sculpture/installation/ceramics

construction/assemblage

video animation

computer generated art

ASSESSMENT

Students are exposed to a variety of media, processes and techniques. The course begins with teacher nominated themes and focuses, eventually allowing students to nominate their own focuses. Students are assessed on their ability to make art and to communicate meaning in art. Assessment includes folios of practical work compiled during the course of study and exams, assignments and visual journals. Students use the inquiry learning model, researching, developing, resolving and reflecting.

Please note: Practical assessment items and appraising tasks are given equal weighting in this subject.


Although Junior Art is not a prerequisite for this subject, it would be advantageous if students have studied and experienced a degree of success in this subject in Junior Secondary School prior to undertaking Visual Art. The course demands students achieving an A, B or C in Year 10 Art.

ADDITIONAL COSTS

Subject fees apply to this subject and if during the course subject fees are unpaid after Semester 1, students will be required to change subjects.

LEADS TO...

The Senior Visual Art course provides: * Preparation for Life (students are able to think broadly and adapt to a variety of situations) * Vocational Preparation - Art is invaluable preparation for many vocations including:

• Architecture • Teaching • Fashion • Set design/ construction • Advertising • Animation • Illustration • Sign writing • Graphic design • Interior design

* Preparation for Tertiary study:

Most Universities, Art Colleges and TAFE colleges require the presentation of a folio of practical work as part of the selection process for entry into Art courses. The Senior Visual Art course provides material for this folio.

40



(Non OP subjects)



Au

tho

rity

Reg

iste

red

: A

GU

AGRICULTURAL PRACTICES

OVERVIEW

Agricultural Practices provides opportunities for students to build their understanding of expectations for work in agricultural settings and develop an understanding of career pathways, jobs and other opportunities available for participating in and contributing to agricultural activities.

Agricultural Practices includes two areas of study, ‘Animal studies’ and ‘Plant studies’, which focus on building knowledge and skills suited to practical situations in agricultural workplaces. ‘Safety and management practices’ are embedded across both areas of study and focus on building knowledge and skills in working safely, effectively and efficiently in practical agricultural situations. These practices include skills needed to work effectively as an individual and as part of a team, to build relationships with peers, colleagues and wider networks, to collaborate and communicate appropriately with others, and to plan, organise and complete tasks on time. These skills are valued in all settings where people work together, and therefore position students for successful transition to work, training and other collaborative environments. A course of study in Agricultural Practices can establish a basis for further education, training and employment in agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as agricultural shows.

COURSE OUTLINE

Topics studied throughout the course will be based around the following areas of study:

Machinery operations

Animal identification and health

Water supply systems and infrastructure

Plant production

Animal husbandry

From paddock to plate

Issues of reproduction

ASSESSMENT

Assessment in agricultural and horticultural studies is designed to enable students to demonstrate achievement in the objectives of knowledge and understanding, problem solving, and work-related skills. Assessment techniques may include teacher checklists, objective and short answer tests, extended response tasks, response to stimulus tasks and projects.


There are no requirements for the subject, but students should have an interest in agriculture and a good ability to follow directions and work safely.

ADDITIONAL COSTS

Approximately $50

LEADS TO…

A course of study in Agricultural Practices can establish a basis for further education, training and employment in agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as agricultural shows.

42


Au

tho

rity

Reg

iste

red

: B

SQ

BUSINESS STUDIES

OVERVIEW Business Studies focuses on the knowledge, understanding and skills related to participation and work in business contexts. Business Studies focuses on providing opportunities for students to learn in, through and about business activity.

By undertaking Business Studies, students will explore the business practices valued in business workplaces. These business practices include business fundamentals, financial literacy, business communication and business technology. Students will explore, develop and learn the business practices required in business contexts through four business functions. The business functions include; Working in administration; Working in finance; Working with customers; and Working in marketing.

COURSE OUTLINE In the Business Study Area Specification, the study area core is a body of knowledge and concepts associated with business workplace culture and practices, and the development of skills, processes and attitudes crucial for making valid decisions.

The four aspects of the study area core include:

Business fundamentals

Financial literacy

Business communication

Business technology

These aspects are delivered in conjunction with ‘Business functions’ units which include: Administration, Finance, Customers and Marketing.

ASSESSMENT A variety of assessment techniques will be used throughout the course. These may include:

Objective and short-answer responses

Projects (individual and/or group)

Non-written presentations (eg. multimedia presentation, a seminar presentation)

Procedural applications - this involves application of manual and/or computerised procedures to produce business documentation.


Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Business, have good computer skills and an interest in business.

ADDITIONAL COSTS

Approximately $50

LEADS TO… A course of study in Business Studies can establish a basis for further education and employment in the fields of office administration, data entry, retail, reception, small business, finance administration, leisure activities and broader life roles.



Au

tho

rity

Reg

iste

red

: B

SK

BUILDING AND CONSTRUCTION SKILLS

The Building and Construction Skills subject focuses on the underpinning industry practices and construction processes required to create, maintain and repair the built environment. It 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 ‘Construction processes’. Students explore the knowledge, understanding and skills of the core topics through selected industry-based electives in response to local needs, available resources and teacher expertise.

By doing construction tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including information and drawings, safely demonstrate fundamental construction skills and apply skills and procedures with hand/power tools and equipment, communicate using oral, written and graphical modes, organise, calculate and plan construction processes and evaluate the structures they create using predefined specifications.

A course of study in Building and Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.

ASSESSMENT

In Building and Construction Skills there are three criteria from which a student’s exit level of achievement is derived:

Knowledge and understanding

Analysing and Applying

Producing and Evaluating.

The criteria are of equal weighting in determining a student’s exit level of achievement. Students may be assessed in a number of ways including:

Practical projects

Practical examination

Written examination


Students undertaking Building and Construction Skills are required to supply and wear the following items of safety clothing EVERY lesson.

Personal safety glasses

Solid top shoes as per the school’s uniform policy

Long hair and loose clothing MUST be restrained appropriately (hat or hairnet)

A hat is required for outdoor work

ADDITIONAL COSTS

Subject fees apply to this course however these fees only cover basic course requirements. If during the course subject fees are unpaid after Semester 1, students will be required to change subjects.

LEADS TO…

A course of study in Building and Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.

44


Au

tho

rity

Reg

iste

red

: D

RP

DRAMA IN PRACTICE

OVERVIEW Drama in Practice has been developed as a two-year program of study for a broad range of students. The course aims to develop confident and creative communicators who can work as individuals and in teams to analyse, evaluate and communicate their thoughts effectively in a variety of written and spoken mediums.

Unit One: Realism This introductory unit will provide students with a foundation in the elements of drama while developing their knowledge and understanding of the conventions of Realism. Students will develop an understanding of Realism’s purposes: to entertain and challenge.

Unit Two: Epic Theatre This unit will challenge, empower and educate students through various historical, political and sociological contexts. Students will develop an understanding of key themes including classism, power, inequality, ownership, judgement, injustice and propaganda found in the work of modern dramatists.

Unit Three: Theatre of the Absurd Students will explore the art of directing by shaping and managing dramatic action to realise a dramatic vision in this unit.

Unit Four: Primary Ties This unit requires students to devise, prepare and present a ‘Theatre for Young People’ performance for Kilcoy Primary School students.

Unit Five: Elizabethan Theatre Students will investigate Elizabethan theatre through dramatic and historical contexts, to realise the meaning and relevance of Shakespeare’s work.

Unit Six: Cinematic Theatre By utilising a diverse range of contemporary dramatic conventions including the integration of cinematic theatre conventions with live performance, students will explore various youth issues.

Unit Seven: Verbatim Theatre Throughout this unit students will explore and experiment with styles, forms and context to deliver a performance of dramatic life stories for a community group (with the purpose to inform, chronicle, celebrate and entertain).

Unit Audition: The Audition This final unit will provide students with the opportunity to prepare for an audition using a selection of dramatic principles and practices in order to entertain, challenge, inform and celebrate.



Au

tho

rity

Reg

iste

red

: D

RP

ASSESSMENT Assessment tasks will be designed to assess students in the following dimensions:

Knowing and understanding elements and principles of drama

Applying and analysing dramatic elements and principles

Creating and evaluating dramatic performances

Tasks could include:

Extended responses to stimulus (e.g. critique of a live play)

Performance (e.g. acting, directing, designing)

Projects (e.g portfolios, scripts, multimodal presentations)

GUIDELINES FOR SELECTING THIS SUBJECT Although junior Drama is not a prerequisite for this subject, it would be advantageous if students have studied, and experienced a degree of success in this subject prior to undertaking Drama in Practices.

ADDITIONAL COSTS

Nil

LEADS TO… Students who successfully complete modules may gain advanced standing/credit transfer into a range of courses or qualifications offered by other registered training organisations. Students may consider careers as Actors – film, TV and theatre, stage managers, set and costume design for stage and TV, events managers, community and youth arts officers, writers and dramaturges and drama teachers. For further information on job pathways go to the Australian Apprenticeships Pathways website, www.aapathways.com.au (search for job pathway charts).

http://www.aapathways.com.au/

46


Au

tho

rity

Reg

iste

red

: E

NC

ENGLISH COMMUNICATION

OVERVIEW The English Communication (workplace) Study Area Specification does not count towards an Overall Position but is an approved course of study which establishes a basis for students’ further learning. It will develop essential communication skills while building on the needs and interests of students who select it and assist in accelerating students through TAFE courses in a range of vocational fields. (Assessment is criterion based and students will exit with a level of achievement: high, sound etc.)

COURSE OUTLINE At the end of the two year period students receive recognition on their Senior Statement. Students will participate in English Communication through a thematic approach, focusing on work, community and leisure over the two year course. Examples of themes from the program of study that incorporate these modules include ‘The Travel Industry’, ‘Workplace Survival’, ‘Stories of Me’ and ‘Inspirational Films’.

ASSESSMENT All assessment instruments involve real-life or life-like contexts. 50-70% of tasks are non-written while 30-50% is written. Non-written tasks include oral presentations and practical activities (eg. organising events). Speaking is a compulsory course component.

GUIDELINES FOR SELECTING THIS SUBJECT There are no requirements for the subject, but students who have an interest in developing essential communication skills to enhance employment or after-school opportunities are encouraged to enrol.

ADDITIONAL COSTS

Nil

LEADS TO …. On successful completion of English Communication, you will:

Be able to carry out a limited range of entry-level employment tasks, such as those requiring basic literacy skills in comprehension, giving and receiving information, working effectively in a team, writing simple work-based documents, making simple analyses of documents and resources, dealing with customers and clients.

Possess a range of skills, attitudes and knowledge that will assist you in roles not specifically related to employment, for example as a student and as a citizen in general.



Au

tho

rity

Reg

iste

red

: F

SK

FURNISHING SKILLS

OVERVIEW Furnishing Skills is a authority registered subject that develops life skills that directly apply to a technical or industrial field and that help students adjust to the changing demands of society.

In general, all students should be able to use their creativity and derive satisfaction from working with materials, tools and machines while they gain the skills they need to prepare themselves for future employment as well as recreation and leisure.

COURSE OUTLINE A course in Furnishing Skills comprises: • a mandatory core study area integrated throughout the course • specific units of study which focus on the Furnishings industry.

The subject has been designed as a project-based or activity-based course that emphasises using current industry practice and safe technological processes to solve problems or complete tasks in a workshop or simulated workplace environment.

Key elements include:

Introduction to the furnishing industry

Safety in the furnishing workplace

Drawing interpretation and setting out

Selection and application of hand and power tools

Selection and application of static machinery

Materials selection, construction and assembly of a product

Surface preparation and finishing

ASSESSMENT In Furnishing Skills there are three criteria from which a student’s exit level of achievement is derived:

Knowledge and understanding

Analysing and Applying

Producing and Evaluating.

The criteria are of equal weighting in determining a student’s exit level of achievement. Students may be assessed in a number of ways including:

Practical projects

Practical examination

Written examination


Students undertaking Furnishing Studies are required to supply and wear the following items of safety clothing EVERY lesson.

Personal safety glasses

Solid top shoes as per the school’s uniform policy

Long hair and loose clothing MUST be restrained appropriately (hat or hairnet)

ADDITIONAL COSTS

Subject fees apply to this course however these fees only cover basic course requirements. If during the course subject fees are unpaid after Semester 1, students will be required to change subjects.

LEADS TO… A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trade roles including furniture-maker, wood machinist, cabinet-maker, shopfitter, upholsterer, furniture restorer.

48


Au

tho

rity

Reg

iste

red

: H

PJ

HOSPITALITY PRACTICES Hospitality is an area of study that provides students with a range of interpersonal skills with a general application in personal and working life, as well as with specific knowledge and skills related to employment within the industry. The hospitality industry has become increasingly important in Australian society as a source of expanding employment opportunities. This subject is designed to provide an understanding of the role of the hospitality industry as well as the structure, scope and operation of related activities. The hospitality industry provides the context and standards in which students not only learn to understand the industry’s workplace culture and practices, but also develop the skills, processes and attitudes crucial for making valid decisions about future career paths. This subject also enables students to investigate hospitality as a source of leisure activities, life skills, or as an avenue for further study.

COURSE OUTLINE

Students will complete this subject over 4 semesters completing 5 underpinning topics of the core study area that are integrated with 3 elective areas.

COURSE DETAILS

Core study areas: The hospitality industry Communication for the hospitality industry Cultural awareness for the hospitality industry Workplace health, hygiene and safety procedures in the hospitality industry Hospitality event management.

Elective study areas Food production Beverage Production Food and Beverage Service

ASSESSMENT

Whilst undertaking this Authority Registered subject; Hospitality students will be assessed on both practical and theoretical components of the course under the three criteria; knowledge and understanding, examining and applying, planning and evaluating.

Assessment methods may include:

Practical Tasks Practical Cookery Exam

Objective and Short Response Exams

Industry research Task

Function Event



Au

tho

rity

Reg

iste

red

: H

PJ


There are no prerequisite subjects for Hospitality.

ADDITIONAL COSTS

Subject fees apply to this subject and if during the course subject fees are unpaid after Semester 1, students will be required to change subjects. This fee covers weekly cooking ingredients and consumables.

LEADS TO… The skills gained in Hospitality will help prepare students for a variety of entry level roles within the hospitality industry. Students interested in gaining certificate II or III level qualifications are encouraged to investigate courses offered through the school’s VET partnerships and discuss this with the Guidance Officer. For further information on job pathways go to the Australian Apprenticeships Pathways website, www.aapathways.com.au (search for job pathway charts)


50


Au

tho

rity

Reg

iste

red

: IC

J

INFORMATION AND COMMUNICATIONS TECHNOLOGY

OVERVIEW

Computers are an integral part of today’s work, study and leisure, and students must know how to use them effectively, efficiently and ethically. Most social environments involve the use of information and communication technology in some form for entertainment, educational and recreational purposes.

Study in Information and Communications Technology is concerned with using ICTs to provide practical solutions to real life or simulated real-life problems. The subject provides flexibility to accommodate new and emerging technologies, and the wide range of interests and abilities of the students who study it. By using a task-oriented approach instead of a tool-oriented approach, emphasis is placed on using ICTs to solve problems or complete tasks.

COURSE OUTLINE

Topics studied throughout the course will incorporate the following core principles:

Use ICTs competently

Manage time and resources effectively and efficiently

Communicate and work with others

Engage in self-directed learning

Make informed decisions

Employ safe and healthy procedures in the use of ICTs

Use ICTs ethically

Strive for excellence and aim for quality

Possible contexts of study may include:

Multimedia authoring

Game development

Animation

3-D modelling

Robotics

Digital still imaging

Digital video

Online communication

Network fundamentals

Digital audio

Document production

Website development

Managing data

ASSESSMENT

Assessment in Information and Communications Technology is designed to enable students to demonstrate achievement in the objectives of functionality and presentation of a product, and working, managing and reflecting on a process. Assessment techniques may include:

multimedia or single media presentations

production design, development and construction

case study reports

research projects

simulations; or a combination of tasks.



Au

tho

rity

Reg

iste

red

: IC

J


Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Business and/or have good computer skills and an interest in IT.

ADDITIONAL COSTS

Nil

LEADS TO …. A course of study in Information and Communication Technology can establish a basis for

further education and employment in many fields especially the fields of ICT operations, help

desk, sales support, digital media support, office administration, records and data

management, and call centres.

52


Au

tho

rity

Reg

iste

red

: P

VM

PREVOCATIONAL MATHEMATICS

OVERVIEW

Prevocational mathematics is designed to help students improve their numeracy skills by consolidating mathematical concepts covered during earlier years of schooling. It may involve the recovering of concepts missed or not fully understood by students. This course aims to build student confidence in mathematical processes through the application of basic numeracy skills and life-related mathematical applications. This course aims to help students make meaning out of maths.

COURSE OUTLINE

During the 4 semesters of this course, students learning experiences will include: - number (whole numbers, fractions, decimals, percentages, ratios etc.) - data (organising, displaying and interpreting) - location and time (maps, timetables, travel plans etc.) - measurement (units of measurement for length, mass, area etc.) - finance (earning income, investing, borrowing, banking etc.)

ASSESSMENT AND REPORTING Student achievement will be measured against three criteria

- KNOWING (knowledge of content, facts, basic skills etc.) - APPLYING (ability to use knowledge to solve problems) - EXPLAINING (ability to use language to describe mathematical procedures)

Students will be graded on an A – E scale depending upon the results they achieve. There are no vocational outcomes available to students who undertake this course.

WHO SHOULD UNDERTAKE THIS COURSE? Prevocational Mathematics is a study area specification, and as such results achieved will not contribute to the calculation of an OP (Overall Position). This course is best suited to students who have experienced difficulties in mathematics during previous phases of schooling and who do not require a QCAA Mathematics course to be included in their subject choices (Maths A, B or C).


Students who do not require an OP and who are not particularly strong in maths should consider this subject. Students who are reasonably proficient at maths are advised not to choose this subject as it may not involve enough challenge to maintain engagement.

ADDITIONAL COSTS

Nil

LEADS TO… This subject will help to consolidate basic math skills for students to be able to engage mathematically in today’s world.



Au

tho

rity

Reg

iste

red

: R

CJ

RECREATION

OVERVIEW

Recreation provides students with an opportunity to participate in physical activity, while

developing skills necessary for and beneficial to life. Whether these skills are oriented towards

work, fitness or recreation, students will develop their interpersonal skills, to learn and function

in varied situations, and to acquire specific knowledge and skills related to further training and

employment.

Students will be involved in many different learning experiences, including: engaging in and observing recreation activities; planning and organising activities; working with others and in teams; making decisions and solving problems; gathering and comprehending information from a range of sources; organising and analysing information; conducting surveys; using technology; compiling reports; and communicating ideas and information in a variety of modes and genres.

COURSE OUTLINE

The Recreation study-area core is a body of knowledge, concepts and skills that provides part of the framework for exploring relationships between learning in, about and through recreation activity. It allows students to recognise the benefits of recreation activities. It is progressively developed and integrated in units of work through key learning experiences. The basis of the study-area core is:

Recreation, you and the community — examining the effects of recreation on individuals and communities

Physical activity and healthy lifestyle — investigating the role of physical activity in maintaining good health

Safety, risk awareness and health concerns — evaluating strategies to promote health and safety

Interpersonal and group dynamics — investigating personal and interpersonal skills to achieve goals.

This course will focus mostly on the playing of sport, but there is still a written/theory component. The blend between the two would be roughly two lessons per week of practical sport, and one lesson per week of theory. The theory component of this course is not of the same level of difficulty as that which is in the Authority PE course.

ASSESSMENT

Assessment will be reflective of the course combining a mix of theory and practical work. Results achieved in this course will not contribute towards the achievement of an Overall Position.


Students who enjoy playing sport, but don’t enjoy the theory side of Physical Education, should consider this subject. The focus of this subject is on skills and skill development, with a lesser focus on the theory.

ADDITIONAL COSTS

At times sporting activities at venues outside of Kilcoy High School grounds will involve extra cost. Eg. Use of Kilcoy Sports Centre / Gymnasium.

LEADS TO…

This subject will help students with a view to a career in the fitness/community health industries.

54


Au

tho

rity

Reg

iste

red

: S

CP

SCIENCE IN PRACTICE

OVERVIEW

To have an informed voice in charting the future of society and to effectively participate in society and everyday life, where science and technology play significant and increasing roles, students need to be scientifically literate.

Science in Practice contributes to developing scientifically literate individuals who are interested in and understand the world around them by talking about science issues. They are able to identify questions, investigate and draw evidence-based conclusions. By questioning claims made by others about scientific matters, students will be able to make informed decisions about the environment and their own health and well-being.

COURSE OUTLINE

Topics studied throughout the course will be based around the following course organisers:

science in the workplace

resources, energy and sustainability

health and lifestyles

environments

discovery and change

Contexts of study may include:

red claw / aquaponics

SCUBA

forensics

winemaking

lifestyle diseases

first aid

sport performance

water quality

powering our lives

ASSESSMENT

Assessment in science in practice is designed to enable students to demonstrate achievement in the objectives of knowing, investigating and connecting. Assessment techniques may include supervised exams, response to stimulus, short response items, research tasks, portfolios of work, reports, oral reports, demonstrations, set-up and maintenance of systems and organising and delivering presentation tasks (such as Science Week events).


There are no requirements for the subject, but students should have an interest in science and a good ability to follow directions and work safely.

ADDITIONAL COSTS

Nil

LEADS TO…

A course of study in Science in Practice is inclusive and caters for a wide range of students with a variety of backgrounds, interests and career aspirations. It can establish a basis for further education and employment in many fields, e.g. animal welfare, food technology, forensics, health and medicine, the pharmaceutical industry, recreation and tourism, research, and the resources sector.



Au

tho

rity

Reg

iste

red

: V

AP

VISUAL ARTS IN PRACTICE

OVERVIEW

Art is an important part of the development of students. The Visual Arts in Practice course at Kilcoy State High School develops creativity with a focus on community involvement. This subject focuses on students engaging in art-making processes and making virtual or physical visual artworks for a purpose. This occurs in two to four of the following areas — 2D, 3D, digital and 4D, design, and craft.

COURSE OUTLINE

Visual art in practice involves the study of 3 core topics:

Visual mediums, technologies and techniques

Visual literacies and contexts

Artwork realisation It also incorporates the following areas of study, with examples of options:

2D – mixed media, journal, photography

3D – ceramics, sculpture, wearable art

Digital and 4D – animation, film

Design – public design, costume and stage design, illustration

Craft – decorative crafts, fashion crafts, functional crafts

ASSESSMENT

Students are assessed on their comprehension of art-making processes as well as their ability to communicate and evaluate concepts and ideas. Assessment techniques may include projects, products, extended response to stimulus or investigations.

Please note: Practical assessment items and written tasks are given equal weighting in this subject.


There are no requirements for the subject, but students should have an interest in art and a good ability to follow directions and work safely.

ADDITIONAL COSTS


LEADS TO...

A course of study in visual arts in practice can establish a basis for further education and employment in fields of design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.

56


Vo

cati

on

al an

d E

du

cati

on

al T

rain

ing:

VE

P

Partnership with Schools Program

MEM20413 Certificate II in Engineering Pathways

Program Description

This school-based program is designed to give students an introduction to an engineering or related working environment. Students will gain skills and knowledge in the areas of engineering industry. The focus is on engineering tools and equipment to produce or modify objects.

Career Pathways Career opportunities in the manufacturing and engineering industry include:

Designer Diesel fitter

Fitter & turner Lab Tech

Machinist Moulder

Metal fabrication worker Sheet metal worker

Pattern Maker Technical officer

Further study options Certificate III (apprenticeship) in a specialist manufacturing or engineering area of the

student’s choice Certificate IV and Diploma level engineering study Students may receive credit for relevant competencies towards a related

apprenticeship

Delivery mode TAFE Queensland SkillsTech partners with schools enabling the school’s teacher to

deliver trade training in their school. TAFE Qld SkillsTech provides the school with

mentor support and advice on the training delivery and student assessment to ensure a

high standard and industry-relevant training is delivered.



Competencies

Code Core/Elec Nominal Hours Title

MEM13014A Core 10 Apply principles of occupational health and safety in the work environment

MEMPE005A Core 20 Develop a career plan for the engineering and manufacturing industry

MEMPE006A Core 80 Undertake a basic engineering project

MSAENV272B Core 30 Participate in environmentally sustainable work practices

MEM16006A Elective 20 Organise and communicate information

MEM16008A Elective 20 Interact with computing technology

MEM18001C Elective 20 Use hand tools

MEM18002B Elective 20 Use power tools/hand held operations

MEMPE001A Elective 60 Use engineering workshop machines

MEMPE002A Elective 40 Use electric welding machines

MEMPE003A Elective 40 Use oxy-acetylene and soldering equipment

MSAPMSUP106A Elective 30 Work in a team

QCE Credits: 4 NB: Units may be subject to change

Further information

Students interested in joining the program should contact the school VET Coordinator.

58


Vo

ca

tio

na

l an

d E

du

cati

on

al T

rain

ing:

VE

P

ASSESSMENT

The majority of the assessment in Certificate II in Manufacturing Technology is practical in nature, however evidence gathered towards competencies may be collected using a variety of techniques. These include:

completed practical projects

teacher observations during workshop sessions

teacher questioning

and the completion of checklists

Some written assessment will also take place to assess elements of the course that cannot be assessed through practical work. Techniques used may include:

formal testing

compilation of written material

completion of Work Plans.

Safety in the workplace is an important aspect of the course and will be evident in student projects and assessment.

Assessment of the units of competency is competency based. Competency-based assessment is the process of collecting evidence and making judgments on whether or not the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.


Although junior Industrial Technology is not a prerequisite for this subject, it would be advantageous if students have studied, and experienced a degree of success in this subject prior to undertaking Certificate II in Engineering Pathways.

Students undertaking Certificate II in Engineering Pathways require the following items of equipment:

Overalls

Personal Safety Glasses

A4 theory book

Students are required to provide and wear their own safety glasses and protective

footwear each lesson, students not willing to do this should not take this subject. For further information on job pathways go to the Australian Apprenticeships Pathways website, www.aapathways.com.au (search for job pathway charts)

OTHER INFORMATION

This is a Stand Alone subject. Therefore students DO NOT receive a level of achievement.

ADDITIONAL FEES





OTHER COURSES OF STUDY

60


Vocational Education

Kilcoy SHS offers outstanding Vocational Education programs. Students have the opportunity to participate in quality learning programs, working towards certificates in the following subjects:

Certificate II in Rural Operations (External Provider: UQ Gatton)

The Certificate II in Rural Operations course has been developed to provide students with the opportunity to experience and develop a diverse range of skills for students and to prepare for the workforce. Students will also focus on Occupational Health and Safety training, and gain hands-on skills to work with crops, machinery and livestock, tractors, chemicals, and quad bikes. The Cert II will be delivered over 2 years and will commence in Year 11.

Certificate II in Hospitality (External Provider)

The Certificate II in Hospitality course will provide tailored and flexible training with a focus on engaging, interactive and completion driven training and employment outcomes for students. Students in Year 11 and 12 with this industry as a career in mind are offered this opportunity. It will be completed within one school year.

Certificate II Public Safety (Fire Fighting Operations) (External Provider:

QFES)

This program is only accessible to students 16 years of age and over. Students are required to join a local brigade as a Registered Junior. All Personal protective Equipment required is provided free of charge and all manuals and learning resources. Participants are automatically covered by QFES Rural Operations insurance and Work Cover policies. On completion of the qualification students become an active Volunteer firefighter and earn four Credits towards their QCE.

Certificate II in Health Support Services, AllevE8 (External Provider: TAFE

East Coast)

AllevE8 is a Department of Education & Training ‘school to work’ transition program which prepares students in all aspects of employment, whilst they are still at school. It includes a 20 week (1 day per week) work placement and completion of Certificate II in Health Support Services over the full Year 12 year. Some of the benefits to students open up employment opportunities and career pathways, develop employability skills and achievement of up to 6 QCE points.

Certificate II in Transport and Logistics, GenR8 (External Provider: Brisbane

TAFE)

GenR8 is a Department of Education & Training ‘school to work’ transition program for Year 12 students wanting to enter the Transport Logistics & Supply Chain industry. The program runs over the full Year 12 school year. It combines 20 weeks of structured work placements (1 day per week) with a recognized qualification (Certificate II in Logistics). At completion of the program, Year 12 students are securing a range of employment opportunities including apprenticeships, traineeships, permanent, part time and casual employment.



TAFE

BRISBANE NORTH INSTITUTE OF TAFE (BNIT) - Caboolture Campus

How does it work? Brisbane North Institute of TAFE offers the opportunity for high school students in year 10 (must be 14 years, 9 months), year 11 and year 12 a range of training options eg: BNIT one day a week during the school term over two years to complete a Certificate II or Certificate III. Alternately, in some programs, if a school has the required student numbers and the necessary resources there is the possibility of running the program from the school site.

How to students participate in courses? Study should be identified in the students SET Plan. Prior to commencement of TAFE courses schools/students must post/email/fax completed New Students Details form to BNIT on 3258 5315 by the end of September. The school will receive notification in October of students who have been successful in gaining a place in programs for the following year. Students will be sent a letter to their home address over the holidays advising them also.

What fees do students pay? School students who undertake a nationally recognised VET qualification at TAFE as part of their senior studies will pay no tuition fees where the qualification is part of, or progresses towards, a Certificate III or higher level qualification (as per the Queensland Skills Plan). However the following associated costs will be charged. Material fees will be advised prior to course commencement as they vary in each course. An administration fee of $30 per student is to be paid yearly. These fees must be paid prior to commencement of a program. International fees will apply to all international students. No refund is available once course commences. Schools are to advise BNIT School Liaison Officer of any students who wish to withdraw from the program. Some courses require students to purchase a text book.

Attendance It is important that students, schools, and parents commit to the program to ensure students attend all scheduled classes. This will greatly enhance their opportunities to successfully complete all units of competency. Students missing classes during a term will be at risk of not successfully completing their program.

62


Student Support

Schools and TAFE work together to provide access to a range of vocational courses.

Students gain vocational skills and academic qualifications while studying their Queensland Certificate of Education (QCE).

Delivery on a school site is an option in some courses.

Deadline for all applications are required to be lodged to the BNIT Schools’ unit by the last

Friday of Term 3 each year. To view courses offered at the BNIT - Caboolture Campus visit the website below

http://tafebrisbane.edu.au/about-us/locations/caboolture

View courses available at TAFE Queensland Brisbane's Caboolture campus.

Year 11 School

Year 12 School

Diploma at BNIT

Undergraduate degree

Queensland Certificate of

Education (QCE) with BNIT Certificate

Diploma study (credits given

on Year 11 and 12 training)

University (students receive up to one year of

credit for Diploma) or employment

Employment – Apprenticeship / Traineeship

Year 11 School

Year 12 School

Diploma at BNIT

Undergraduate degree

Queensland Certificate of

Education (QCE) with BNIT Certificate

Diploma study (credits given

on Year 11 and 12 training)

University (students receive up to one year of

credit for Diploma) or employment

Employment – Apprenticeship / Traineeship

http://tafebrisbane.edu.au/about-us/locations/caboolture

http://tafebrisbane.edu.au/course-search/search.php?q=&ci%5B%5D=Caboolture



Please Note: Participation in these courses is subject to students being able to make their

own transport arrangements.

UNIVERSITY EARLY START PROGRAMS Some universities offer Early Start Programs to Year 12 students. These programs allow eligible year 12 students to study semester units from various degree programs. This study provides credit towards a student’s QCE. If successful students are offered direct entry to the program of study related to the unit or units they have completed while at school. FOR MORE INFORMATION PLEASE ASK THE GUIDANCE OFFICER, DEPUTY PRINCIPAL OR PRINCIPAL.

BRISBANE SCHOOL OF DISTANCE EDUCATION and VIRTUAL

SCHOOLING Opportunity may exist for students to study some subjects not offered by our school through the School of Distance Education (SDE) or the Virtual Schooling Service (VSS). The choice is restricted to the more academic subjects. For SDE subjects, students are sent published materials on a regular basis and must complete and return set tasks by specified due dates. Students may be able to phone or email their teacher for some guidance, however SDE does not conduct regular phone lessons. VSS subjects are delivered through a combination of on-line lessons and independent study. Student on-line lesson times are determined by the VSS and students may need to come out of other classes to participate. Work missed from classes will then need to be caught up in the student’s own time. In general, students who enrol in SDE or VSS must be able to work independently to a very high degree, must be totally committed to meeting course requirements and deadlines, and must be achieving at least an A or B standard in Year 10 English and Maths if they are to be successful. Parents are advised that semester fees may apply for these modes of study, and are generally non-refundable if the student terminates their study during the course. Students interested in this

mode of study must seek advice and approval from the school administration.

kilcoy state high school - kilcoyshs.eq.edu.au amount of learning t a set standard in a set pattern...

Documents