senior pathways handbook - chinchillashs.eq.edu.au€¦ · pathways evening – year 10 into year...

2020

Senior Pathways Handbook

MESSAGE FROM THE PRINCIPAL

Dear Students and Parents, In Years 11 and 12, there are opportunities available for you to personalise your pathway towards your future aspirations. Preparation for tertiary and further education, vocational education and a range of other learning pathways are available for you. The purpose of this Handbook is to assist you in your preparation for Year 11 and Year 12 at Chinchilla State High School by providing important information about the subjects that are available to students as they enter the Senior Phase of Learning. It is essential that whenever you are given the opportunity to select subjects, you approach the process carefully. You should consider not only your needs, but carefully consider your proven aptitude, your abilities and areas of interest. It is expected that you will show increasing responsibility for your own learning and behaviour and that you will take advantage of the wide variety of opportunities to be involved in co-curricular activities. Our main emphasis with our senior secondary students is to facilitate learning so that it becomes second nature to them for the rest of their lives. In this context “learning” is more than just remembering what was covered in classes during lessons. It is about students:

seeking feedback about their actions/behaviours;

analysing their personal successes/failures;

determining appropriate responses;

making the necessary behavioural adjustments.

In addition, students will be encouraged to develop skills like emotional resilience necessary for coping with continuous (or discontinuous) change, time management and entrepreneurial behaviours and skills that will be important tools for their futures. The ability to be self-motivated and self-directed individuals is also highly valued as part of the senior schooling program at Chinchilla State High School. I am confident that Chinchilla State High School will provide challenges and opportunities for all senior secondary school students as they enter the final phase of the formal school education. I look forward to working with you to make the experience both enriching and rewarding. We hope that Year 11 and 12 proves to be both rewarding and challenging and look forward to seeing you working hard to achieve your potential. Ian Insley Principal

STATEMENT OF PURPOSE

At Chinchilla State High School our School Vision is: Learning together for a happy and productive future.

Our main focus every day is: Teaching and learning in a safe, disciplined environment.

STATEMENT OF SCHOOL VALUES

Our School Vision is underpinned by our TEAM Core Values.

This document is accurate as at 30 July 2019. Consult website for latest version. 3

CONTENTS PAGE

General Information

Message from the Principal 2

Contents 3

Purpose of this Handbook 4

Senior Schooling Policy 4

SET Plan 5

Creating a SET Plan 5

Senior Education Profile 5

QCE 6

QCIA 6

Senior Subject Syllabuses 6

Australian Tertiary Admission Rank (ATAR) Eligibility

7

General Syllabuses 8

Applied Syllabuses 9

QCE Brochure 11

QCE Learning Options 13

Plan your Pathway 14

QCIA Brochure 15

Career Exploration 15

Which Subjects? 16

Subject Restrictions 17

Vocation Education and Training (VET) 18

Students with disabilities 58

Subject information

ENGLISH / HUMANITIES

English Subjects

English 20

Essential English 21

Humanities Subjects

Ancient History 23

Legal Studies 24

Modern History 25

MATHS / SCIENCE

Maths Subjects

General Mathematics 27

Mathematical Methods 28

Specialist Mathematics 29

Essential Mathematics 30

Science Subjects

Biology 32

Chemistry 33

Physics 34

HEALTH & PHYSICAL EDUCATION / LOTE

Health 36

Physical Education 37

Early Childhood Studies 38

Sport and Recreation 39

TECHNOLOGY

Accounting 41

Design 42

Agricultural Practices 43

Building and Construction Skills 44

Business Studies 45

Hospitality Practices 46

Industrial Graphics Skills 47

Industrial Technology Studies 48

Information & Communication Technology 49

Certificate I Business (BSB10115) 50

Certificate II Engineering Pathways (MEM20413)

50

Certificate I Information, Digital Media and Technology(ICT10115)

51

THE ARTS

Dance 53

Drama 54

Music 55

Visual Art 56

Visual Arts in Practice 57


THE PURPOSE OF THIS HANDBOOK

This handbook is developed to assist students and parents to make informed decisions regarding study options and pathways for Year 11 and 12 at Chinchilla State High School. It is part of a process designed to expose both students and parents to as much knowledge, experience and advice as possible. A wise choice of subjects has vitally important bearing on results and outcomes from school, success in studies and the range of options available for further study or for entry to a desired vocation. The Senior Phase of Learning is a very different educational experience from previous years. Subjects are more demanding in respect to both the quantity and the quality of work required. Students need to be realistic in terms of their previous results, efforts and future interests. Under the current Queensland Government’s package of education and training reforms, young people must stay at school until they complete Year 10 or have turned 16, whichever comes first. After that, they are required to:

participate in education or training for 2 more years,

OR gain a Certificate III vocational qualification or higher,

OR gain a New Queensland Certificate of Education (QCE),

OR turn 17,

OR choose to go into employment, working at least 25 hours per week, whichever comes first. To assist with selecting a pathway, there must be a plan. This plan is called the Student Education and Training Plan or SET Plan. The SET Plan allows students to detail their intended learning outcomes or activities after Year 10. The SET Plan will be completed in conjunction with the subject selection process. This handbook provides a brief outline of the subjects available in Year 11 and 12 at Chinchilla State High School. It is not presumed that students and parents will know all the required information. Therefore, each student and parent will be required to book an interview with a teacher who will assist in planning for their Senior Phase of Learning and beyond. SET Plan interviews will be conducted over two days, on the 13 August and 14 August 2019. Parents and students are encouraged attend the Senior Pathways Evening – Year 10 into Year 11 Subject Information Night, which will be held at school on 5 August. SET Plan interviews will be booked via our SOBS interviewing booking system. While many Year 10 students do not have definite occupational goals, they should have clear ideas of their abilities and interests, and match this with realistic ambitions. The Senior Phase of Learning can be a rewarding and useful experience if students are motivated, have a positive attitude and have attainable goals. It is important to enter Year 11 with an appropriate course of study and a positive plan based on sound advice. Please note: All information in this handbook is current at the time of publication, but is subject to change.

SENIOR SCHOOLING POLICY

Preamble Chinchilla State High School is committed to providing a breadth of opportunities and programs for senior school students. The School will challenge students at all levels, support them in setting and attaining realistic personal academic goals and remain committed to excellence at all times. It will also guide students in selecting and attaining credentials from a variety of pathways for successful transition post school. The staff will support all students throughout their senior years at the school. They will also share the responsibility with parents and students for assisting each student in attaining his/her educational goals. Senior students need to be self-motivated and mature in the approach to their studies. They will be required to adopt effective study routines and commit to working in an increasingly independent way. They will be expected to work as part of the Year group and achieve their very best. Policy

Chinchilla State High School will provide a range of high quality academic and vocational studies options.

Chinchilla State High School staff will provide personal monitoring and goal setting for all students in its support of the students’ academic and vocational pursuits.

Students will be expected to approach their studies in a diligent manner, access available support services if needed, be accountable for their actions and responsible for their learning.

Parents will be expected to support their children and work collaboratively with Chinchilla State High School.

Each Year 10 student will participate in a senior education and training planning process beginning with the submission of an individual Student Education and Training (SET) plan. The plan will be endorsed by the student’s parents but will only become operational for the student once approved by the Chinchilla State High School.


In addition to its ongoing support and advice Chinchilla State High School will implement, in consultation with the student and his/her parents, a targeted support plan for students who achieve less than a "C" grade (or VET equivalent) in any senior subject, at the end of a term. If a student does not achieve the agreed outcomes of the plan, the school may require the student to amend or change their subjects or course, including the student’s participation with a school-based traineeship or apprenticeship.

Failure to comply with the requirements of this policy will be considered a breach of Chinchilla State High School’s Responsible Behaviour Plan for Students. In addition, students whose behaviour amounts to a refusal to participate in the education program may have their enrolment cancelled.

SET PLAN: SENIOR EDUCATION & TRAINING PLAN

There are many different pathways that can lead to rewarding careers. It is not unusual for people to move between differing career paths and occupations or educational levels throughout lives. It is possible to move between TAFE and University, work and study, apprenticeship to professional career. The SET Plan process asks students to consider where their aspirations lie after school. The SET Plan is designed to map individual learning pathways through the Senior Phase of Learning to assist students to successfully transition from school to their next phase of learning. The SET Plan may:

work as a ‘road map’ to help students achieve learning goals during the Senior Phase of Learning.

include flexible and coordinated pathways options.

assist to examine further learning options across education, training and employment sectors.

help students to communicate with parents/guardians about their learning pathways, and

help students communicate with the school about their learning pathways.

CREATING A SET PLAN

SET Planning is the process by which students commit to a plan for the Senior Phase of Learning (Year 11 and 12). In the SET Plan interview, students will discuss the level of education they wish to complete, interests and abilities aligning with fields or jobs and their intended course of study. A student’s plan must be matched with their proven ability for the best chance of success. It is a confidential document negotiated between student, parents/guardians and the school.

Students will be required to discuss and provide some plans around the following:

Future aspirations

Further study – University or TAFE

Interests and abilities and selecting subjects that align.

Setting learning goals for Year 11 and 12.

Achieving certificates within the Senior Education Profile.

Please note: A SET Plan is a ‘fluid’ document, whereby students are encouraged to monitor their progress and alter it based on updated goals and ambitions. The SET Plan should reflect their success and achievements throughout their Senior Phase of Learning. This interview and SET Plan establishment could be one of the most useful processes you participate in while you are at school.

SENIOR EDUCATION PROFILE

Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:

statement of results

Queensland Certificate of Education (QCE)

Queensland Certificate of Individual Achievement (QCIA).

For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-qualifications/sep.

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


STATEMENT OF RESULTS

Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed.

A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE.

QUEENSLAND CERTIFICATE OF EDUCATION (QCE)

Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.

The school will assist and track students’ progress towards achieving their QCE during Year 11 and 12. Students can also track their progress through their Learning Accounts using their Learning Unique Identifier (LUI). Learning accounts are accessed on Student Connect (https://studentconnect.qcaa.qld.edu.au/).

QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT (QCIA)

The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.

The Statement of Participation lists activities that a student has undertaken, for example, community-based learning, work placement or work experience, extra-curricular activities, community access programs or mentor programs with employers.

SENIOR SUBJECTS

The QCAA develops three types of senior subject syllabuses — General, Applied and Short Courses. Results in General and Applied subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.

Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course.

All General and Extension subjects will consist of an external examination.

Typically, it is expected that most students will complete these courses across Years 11 and 12. All subjects build on the P–10 Australian Curriculum.

GENERAL SUBJECTS

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

APPLIED SUBJECTS

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


SHORT COURSES

Short Courses are developed to meet a specific curriculum need and are suited to students who are interested in pathways beyond senior secondary schooling that lead to vocational education and training and establish a basis for further education and employment. They are informed by, and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A grade of C in Short Courses aligns with the requirements for ACSF Level 3. For more information about the ACSF see: https://www.education.gov.au/australian-core-skills-framework.

SENIOR EXTERNAL EXAMINATION

The Senior External Examination consists of individual subject examinations provided across Queensland in October and November each year by the QCAA. The external examination contributes 50% towards the overall exit result for all Mathematics and Science subjects and 25% for all of the General subjects.

UNDERPINNING FACTORS

All senior syllabuses are underpinned by:

literacy — the set of knowledge and skills about language and texts essential for understanding and conveying content

numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of

situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities

to use mathematical knowledge and skills purposefully.

GENERAL SYLLABUSES AND SHORT COURSES

In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by:

21st century skills — the attributes and skills students need to prepare them for higher education, work and engagement in a

complex and rapidly changing world. These include critical thinking, creative thinking, communication, collaboration and

teamwork, personal and social skills, and information & communication technologies (ICT) skills.

APPLIED SYLLABUSES

In addition to literacy and numeracy, Applied syllabuses are underpinned by:

applied learning — the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts

community connections — the awareness and understanding of life beyond school through authentic, real-world interactions

by connecting classroom experience with the world outside the classroom

core skills for work — the set of knowledge, understanding and non-technical skills that underpin successful participation in

work.

VOCATIONAL EDUCATION AND TRAINING (VET)

Students can access VET programs through the school if it:

is a registered training organisation (RTO)

has a third-party arrangement with an external provider who is an RTO

offers opportunities for students to undertake school-based apprenticeships or traineeships.

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) ELIGIBILITY

The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:

best five General subject results or

best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET

qualification.

The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.

https://www.education.gov.au/australian-core-skills-framework


ENGLISH REQUIREMENT

Eligibility for an ATAR will require satisfactory completion of a QCAA English subject.

Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language.

While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.

GENERAL SYLLABUSES

STRUCTURE

The syllabus structure consists of a course overview and assessment.

GENERAL SYLLABUSES COURSE OVERVIEW

General syllabuses are developmental four-unit courses of study.

Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE.

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

Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.

EXTENSION SYLLABUSES COURSE OVERVIEW

Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study.

Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners.

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

ASSESSMENT

UNITS 1 AND 2 ASSESSMENTS

Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2.

Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit.

Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.

UNITS 3 AND 4 ASSESSMENTS

Students complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject.

Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.

The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.


INSTRUMENT-SPECIFIC MARKING GUIDES

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

The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

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

As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.

EXTERNAL ASSESSMENT

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

common to all schools

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

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

The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.

APPLIED SYLLABUSES

STRUCTURE

The syllabus structure consists of a course overview and assessment.

APPLIED SYLLABUSES COURSE OVERVIEW

Applied syllabuses are developmental four-unit courses of study.

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

Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.

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

ASSESSMENT

Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.

Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4.

Applied syllabuses do not use external assessment.

INSTRUMENT-SPECIFIC STANDARDS MATRIXES

For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.


ESSENTIAL ENGLISH AND ESSENTIAL MATHEMATICS — COMMON INTERNAL ASSESSMENT

Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.

The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:

developed by the QCAA

common to all schools

delivered to schools by the QCAA

administered flexibly in Unit 3

administered under supervised conditions

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

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

SUMMATIVE INTERNAL ASSESSMENT — INSTRUMENT—SPECIFIC STANDARDS

The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.

The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.


CAREER EXPLORATION

Chinchilla State High School students have completed a Career Education program to assist them to develop intended outcomes which they will record within their SET Plans. Career exploration can also take several other forms:

Working through the ‘Job Guide’ available online.

Using online career information websites, e.g. Career Voyage.

Undertaking work experience (See HOD Technology about this opportunity).

Talking to teachers, family and friends about careers.

Visiting Career and University expos.

Accessing University websites.

Accessing Queensland Tertiary Admissions Centre (QTAC) website.


WHICH SUBJECTS?

It is important to choose senior subjects carefully as your decisions may affect the type of occupations your chose in the future, your success at school and your feelings about school. Students will select six subjects to make up their course of study (This will be done during the SET Plan interview). All students MUST select an English and Mathematics subject. The remaining four subjects should consist of subjects the student enjoys and in which they can achieve success. As an overall plan when choosing subjects, it is suggested to choose subjects:

you enjoy

in which you have achieved good results

which reflect your interest and abilities

which help you reach your career and employment goals

which develop skills, knowledge and attitudes useful throughout your life. These are general points, so it is wise to look in more detail at the guidelines outlined below. Guidelines

Find out more about occupational pathways. It is useful to have a few career ideas in mind before choosing subjects. If you are uncertain about this at present, then select subjects that allow for you to keep several career options open. Your Guidance Officer can help you get started here. Resources that you could also use to help you include:

www.myfuture.edu.au

The JobGuide book

Brochures from industry groups

The QTAC guide

The TAFE handbook

www.goingtouni.gov.au

Find out about the subjects offered at school.

General subjects. Your ATAR is dependent on how well you achieve in your subjects. Therefore, you need to choose subjects in which you have the best chance of doing well and which you will enjoy.

Applied subjects. These emphasise practical skills and knowledge relevant to specific industries.

VET subjects.

Check out the subject fully. Take these steps to ensure you understand the content and the requirements of each subject. a) Read the subject descriptions and course outlines b) Talk to the Heads of Departments and Teachers of the subjects c) Look at the books and materials used in the subjects d) Listen carefully at subject selection talks e) Fully understand the requirements of the subject – rigour required, assignments, exams, trips, camps, etc.

Choose a combination of subjects that suit your needs and abilities. Be sure to consider:

Vocational Education options – VET certificates, school-based Traineeship/ Apprenticeship options.

Tertiary entrance – Ensure you check prerequisite subjects for university/TAFE courses and complete 20 semester units of General subjects with at least 3 subjects remaining unchanged throughout Year 11 and 12.

Be prepared to ask for help.

Enter the SET Plan process with a good understanding and be open to advice.

Talk with Teachers, Head of Departments, Guidance Officer and Deputy Principals. They are all prepared to help.


SUBJECT RESTRICTIONS

Cancellations All subjects are dependent on sufficient numbers of students selecting the subject. If a subject does not attract the minimum number of students required, the subject will not be offered. In this case, the student will be notified as a soon as possible and will be asked to choose another subject. This is standard practice in all schools. As a Registered Training Organisation (RTO), Chinchilla State High School is registered to deliver specific nationally recognised vocational competencies. All VET certificates will only proceed if the school is able to meet registration requirements, such as qualified staff, physical resources, external facilities and sufficient numbers of students to run the subject. Should the school be unable to meet or maintain registration requirements, it will offer existing students one of the following options:

an alternative subject

an alternative strand of the same subject which does not contain the vocational competencies. Clashes After all students have completed their SET Plan interviews and subject selections, clashes in the timetable may become apparent. In this case, the student will be notified as a soon as possible and will be asked to choose another subject. Maximum class sizes Students who enrol late, or who submit late forms, may not be enrolled in the subjects of their choosing due to class size restrictions. Students who change their mind about subjects after their SET Plan interview need to be aware that they may not be accepted into a class and will remain on a waiting list. Changing your subjects Changes to subjects may be needed due to:

a continuing medical problems

family / personal change of circumstance

the uptake of a school-based Apprenticeship or Traineeship or a TAFE course

further career exploration

lack of success in chosen course of study which may put QCE at risk. All subject changes must be discussed with a Deputy Principal or Guidance Officer and supported by a parent/guardian. Changes are dependent on availability and recommendation of the new chosen pathway. Changes are carefully considered to ensure ATAR eligibility and QCE/QCIA attainment are not placed at risk. General Subjects: Students may change General Subjects until the end of Week 3 of Unit 1, or within, the first three weeks of Unit 2. Applied Subjects: Students may change into Applied Subject within the first three weeks of Unit 1, 2 or 3. No change will be made during Unit 4. VET Subjects: changes into VET subjects are general subject to external provider enrolment approval and can occur at any time with their approval.

Only in exception circumstances will a student be given approval to change subject at any other point.


VOCATIONAL EDUCATION AND TRAINING (VET)

VET refers to education and training that focuses on delivering skills and knowledge required for specific industries. It is a learning option for students in the senior phase of learning. Student achievement in subjects with vocational competencies receives credit towards qualifications recognised nationally within the Vocational Qualification Framework (VQF). Participating in VET can:

provide credit points towards the attainment of a Queensland Certificate of Education (QCE), and/or the attainment of a nationally recognised VET qualification

receive an industry specific vocational Certificate or Statement of Attainment

support student’s transitions to employment, vocational and higher education pathways Other benefits of participating in VET include (but are not limited to):

obtaining practical experience from work

gaining familiarity on how a workplace operates

developing employability skills

developing and improving interpersonal skills

allowing students to explore the potential career path they would like to pursue. Students at Chinchilla State High School can access VET in a number of ways including:

through Chinchilla State High School (30060) as a Registered Training Organisation (RTO)

through another Registered Training Organisation

through a school-based Apprenticeship or Traineeship. VET in Schools allows students to remain enrolled at school while completing vocational training delivered either by Chinchilla State High School’s RTO or by other external Registered Organisations. Chinchilla State High School has a complaints and appeals policy specific to the RTO operations: A complaint can be made to the school RTO regarding the conduct of

Chinchilla State High School, its trainers, assessors or other school RTO staff

Students’ of Chinchilla State High School

Any third parties providing services on behalf of Chinchilla State High School (if relevant). The appeals policy manages requests for a review of decisions, including assessment decisions, made by the RTO or a third party providing services on the RTO’s behalf. A copy of Chinchilla State High School’s complaints and appeals policy can be located online at https://chinchillashs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx Complaints or appeals should be directed to the Principal as CEO of Chinchilla State High School, [email protected]. Refer to complaints and appeals policy and procedure document for further information.


ENGLISH / HUMANITIES

English Learning Areas


ENGLISH Type of Subject General

Contact HOD English / Humanities QCE Credits 4

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A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations

2. establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences

3. create and analyse perspectives and representations of concepts, identities, times and places

4. make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to

take up positions

5. use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts

6. select and synthesise subject matter to support perspectives

7. organise and sequence subject matter to achieve particular purposes

8. use cohesive devices to emphasise ideas and connect parts of texts

9. make language choices for particular purposes and contexts

10. use grammar and language structures for particular purposes

11. use mode-appropriate features to achieve particular purposes.

Unit Unit Description Assessment

1 Perspectives and texts

Examining and creating perspectives in texts

Responding to a variety of non-literary and literary texts

Creating responses for public audiences and persuasive texts

Formative internal assessment 1 (FA1):

Extended response — written response for a public audience (25%)


Extended response — persuasive spoken response (25%)

2 Texts and culture

Examining and shaping representations of culture in texts

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

Creating imaginative and analytical texts


Extended response — imaginative written response (25%)


Examination — analytical written response (25%)

3 Textual connections

Exploring connections between texts

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

Creating responses for public audiences and persuasive texts

Summative internal assessment 1 (IA1):

Extended response — written response for a public audience (25%)


Extended response — persuasive spoken response (25%)

4 Close study of literary texts

Engaging with literary texts from diverse times and places

Responding to literary texts creatively and critically

Creating imaginative and analytical texts


Extended response — imaginative written response (25%)

Summative external assessment (EA):

Examination — analytical written response (25%)

Summative external assessment (EA): 25% Examination


ESSENTIAL ENGLISH Type of Subject Applied

Contact HOD English / Humanities QCE Credits Up to 4

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ays

A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations

2. use appropriate roles and relationships with audiences

3. construct and explain representations of identities, places, events and concepts

4. make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence meaning

5. explain how language features and text structures shape meaning and invite particular responses

6. select and use subject matter to support perspectives

7. sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts

8. make mode-appropriate language choices according to register informed by purpose, audience and context

9. use language features to achieve particular purposes across modes.


1 Language that works

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

Creating multimodal and written texts


Extended response — spoken/signed response


Short response exam (CIA)

2 Texts and human experiences

Responding to reflective and nonfiction texts that explore human experiences

Creating spoken and written texts


Extended response — Multimodal response Formative internal assessment (FA4):

Extended response — Written response

3 Language that influences

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

Responding to texts that seek to influence audiences


Extended response — spoken/signed response.


Common internal assessment (CIA)

4 Representations and popular culture texts

Responding to popular culture texts

Creating representations of Australian identifies, places, events and concepts


Extended response — Multimodal response Summative internal assessment (IA4):

Extended response — Written response


Humanities and Social Sciences Learning Areas


ANCIENT HISTORY Type of Subject General


Pat

hw

ays

A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. comprehend terms, issues and concepts

2. devise historical questions and conduct research

3. analyse historical sources and evidence

4. synthesise information from historical sources and evidence

5. evaluate historical interpretations

6. create responses that communicate meaning.


1 Investigating the ancient world Formative internal assessment 1 (FA1):

Examination — essay in response to historical sources (25%)


Independent source investigation (25%)

Digging up the past

Ancient societies — Beliefs, rituals and funerary practices

2 Personalities in their time Formative internal assessment 3 (FA3):

Investigation — historical essay based on research (25%)

Formative internal assessment (FA4):

Examination — short responses to historical sources (25%)

Perikles

Alexander the Great

3 Reconstructing the ancient world Summative internal assessment 1 (IA1):




Pompeii and Herculaneum

The Medieval Crusades

4 People, power and authority Summative internal assessment 3 (IA3):




Ancient Greece — the Persian Wars

Ancient Greece — the Peloponnesian War

Ancient Rome — the Punic Wars

Augustus



LEGAL STUDIES Type of Subject General


Pat

hw

ays A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement,

criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. comprehend legal concepts, principles and processes

2. select legal information from sources

3. analyse legal issues

4. evaluate legal situations



1 Beyond reasonable doubt

Legal foundations

Criminal investigation process

Criminal trial process

Punishment and sentencing


Examination — combination response (25%) Formative internal assessment 2 (FA2):

Investigation — argumentative essay (25%)

2 Balance of probabilities

Civil law foundations

Contractual obligations

Negligence and the duty of care


Investigation — inquiry report (25%) Formative internal assessment (FA4):

Examination — combination response (25%)

3 Law, governance and change

Governance in Australia

Law reform within a dynamic society


Examination — combination response (25%) Summative internal assessment 2 (IA2):

Investigation — inquiry report (25%)

4 Human rights in legal contexts

Human rights

The effectiveness of international law

Human rights in Australian contexts


Investigation — argumentative essay (25%) Summative external assessment (EA):




MODERN HISTORY Type of Subject General


Pat

hw

ays

A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. comprehend terms, issues and concepts

2. devise historical questions and conduct research

3. analyse historical sources and evidence

4. synthesise information from historical sources and evidence

5. evaluate historical interpretations



1 Ideas in the modern world

Australian Frontier Wars, 1788 — 1930s

French Revolution, 1789 — 1799

Formative internal assessment 1 (IA1):




2 Movements in the modern world

Independence movement in India, 1857 — 1947

Anti-apartheid movement in South Africa, 1948 — 1991



Formative internal assessment (IA4):


3 National experiences in the modern world

Germany,1914 — 1945

China, 1931 — 1976





4 International experiences in the modern world

Australian engagement with Asia since 1945

Cold War, 1945 — 1991







MATHS / SCIENCE

Mathematics Learning Areas


GENERAL MATHEMATICS Type of Subject General

Contact HOD Maths / Science QCE Credits 4

Pat

hw

ays

A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Number and algebra, Measurement and geometry,

Statistics, and Networks and matrices

2. comprehend mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry,

Statistics, and Networks and matrices

3. communicate using mathematical, statistical and everyday language and conventions

4. evaluate the reasonableness of solutions

5. justify procedures and decisions by explaining mathematical reasoning

6. solve problems by applying mathematical concepts and techniques drawn from Number and algebra, Measurement and

geometry, Statistics, and Networks and matrices.

Unit Unit Description or Unit Structure Assessment

1 Money, measurement and relations

Consumer arithmetic

Shape and measurement

Linear equations and their graphs

Formative internal assessment (IA1)

Problem-solving and modelling task Formative internal assessment (IA2)

Examination

2 Applied trigonometry, algebra, matrices and univariate data

Applications of trigonometry

Algebra and matrices

Univariate data analysis


Examination

3 Bivariate data, sequences and change, and Earth geometry

Bivariate data analysis

Time series analysis

Growth and decay in sequences

Earth geometry and time zones


Problem-solving and modelling task (20%)


Examination (20%)

4 Investing and networking

Loans, investments and annuities

Graphs and networks

Networks and decision mathematics


Examination (15%)



MATHEMATICAL METHODS Type of Subject General


Pat

hw

ays

A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Algebra, Functions, relations and their graphs,

Calculus and Statistics

2. comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus

and Statistics




6. solve problems by applying mathematical concepts and techniques drawn from Algebra, Functions, relations and their

graphs, Calculus and Statistics.


1 Algebra, statistics and functions

Arithmetic and geometric sequences and series 1

Functions and graphs

Counting and probability

Exponential functions 1

Arithmetic and geometric sequences



Examination

2 Calculus and further functions

Exponential functions 2

The logarithmic function 1

Trigonometric functions 1

Introduction to differential calculus

Further differentiation and applications 1

Discrete random variables 1


Examination

3 Further calculus

The logarithmic function 2


Integrals


Problem-solving and modelling task (20%) Summative internal assessment 2 (IA2):

Examination (15%)

4 Further functions and statistics


Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions


Examination (15%)



SPECIALIST MATHEMATICS Type of Subject General


Pat

hw

ays

A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Vectors and matrices, Real and complex numbers,

Trigonometry, Statistics and Calculus

2. comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real and complex numbers,

Trigonometry, Statistics and Calculus



5. justify procedures and decisions, and prove propositions by explaining mathematical reasoning

6. solve problems by applying mathematical concepts and techniques drawn from Vectors and matrices, Real and complex

numbers, Trigonometry, Statistics and Calculus


1 Combinatorics, vectors and proof

Combinatorics

Vectors in the plane

Introduction to proof



Examination

2 Complex numbers, trigonometry, functions and matrices

Complex numbers 1

Trigonometry and functions

Matrices


Examination

3 Mathematical induction, and further vectors, matrices and complex numbers

Proof by mathematical induction

Vectors and matrices

Complex numbers 2


Problem-solving and modelling task (20%) Summative internal assessment 2 (IA2):

Examination (15%)

4 Further statistical and calculus inference

Integration and applications of integration

Rates of change and differential equations

Statistical inference


Examination (15%)



ESSENTIAL MATHEMATICS Type of Subject Applied

Contact HOD Maths / Science QCE Credits Up to 4

Pat

hw

ays

A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Number, Data, Location and time, Measurement

and Finance

2. comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and

Finance




6. solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time,

Measurement and Finance


1 Number, data and graphs

Fundamental topic: Calculations

Number

Representing data

Graphs



Examination

2 Money, travel and data


Managing money

Time and motion

Data collection


Examination

3 Measurement, scales and data


Measurement

Scales, plans and models

Summarising and comparing data


Problem-solving and modelling task


Common internal assessment (CIA)

4 Graphs, chance and loans


Bivariate graphs

Probability and relative frequencies

Loans and compound interest

Summative internal assessment (IA4):

Examination


Sciences Learning Areas


BIOLOGY Type of Subject General


Pat

hw

ays

A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. describe and explain scientific concepts, theories, models and systems and their limitations

2. apply understanding of scientific concepts, theories, models and systems within their limitations

3. analyse evidence

4. interpret evidence

5. investigate phenomena

6. evaluate processes, claims and conclusions

7. communicate understandings, findings, arguments and conclusions


1 Cells and multicellular organisms

Cells as the basis of life

Multicellular organisms

Formative internal assessment 1 (IA1)

Data test Formative internal assessment (IA2)

Student experiment

2 Maintaining the internal environment

Homeostasis

Infectious diseases


Research investigation Formative internal assessment (EA4)

Examination

3 Biodiversity and the interconnectedness of life

Describing biodiversity

Ecosystem dynamics


Data test (10%) Summative internal assessment 2 (IA2):

Student experiment (20%)

4 Heredity and continuity of life

DNA, genes and the continuity of life

Continuity of life on Earth


Research investigation (20%)



CHEMISTRY Type of Subject General


Pat

hw

ays

A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. describe and explain scientific concepts, theories, models and systems and their limitations


3. analyse evidence






1 Chemical fundamentals — structure, properties and reactions

Properties and structure of atoms

Properties and structure of materials

Chemical reactions —reactants, products and energy change



Student experiment

2 Molecular interactions and reactions

Intermolecular forces and gases

Aqueous solutions and acidity

Rates of chemical reactions



Examination

3 Equilibrium, acids and redox reactions

Chemical equilibrium systems

Oxidation and reduction




4 Structure, synthesis and design

Properties and structure of organic materials

Chemical synthesis and design





PHYSICS Type of Subject General


Pat

hw

ays

A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.

By the conclusion of the course of study, students will:

1. describe and explain scientific concepts, theories, models and systems and their limitations


3. analyse evidence






1 Thermal, nuclear and electrical physics

Heating processes

Ionising radiation and nuclear reactions

Electrical circuits



Student experiment

2 Linear motion and waves

Linear motion and force

Waves



Examination

3 Gravity and electromagnetism

Gravity and motion

Electromagnetism




4 Revolutions in modern physics

Special relativity

Quantum theory

The Standard Model



Summative external assessment (EA): 50%

Examination


HEALTH and PHYSICAL EDUCATION / LOTE

Health and Physical Education Learning Areas


HEALTH Type of Subject General

Contact HOD Health & Physical Education / LOTE QCE Credits 4

Pat

hw

ays

A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. recognise and describe information about health-related topics and issues

2. comprehend and use health approaches and frameworks

3. analyse and interpret information about health-related topics and issues

4. critique information to distinguish determinants that influence health status

5. organise information for particular purposes

6. investigate and synthesise information to develop action strategies

7. evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocate and enable health

promotion

8. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts


1 Resilience as a personal health resource Formative internal assessment 1 (IA1):

Investigation — action research (25%) Formative internal assessment 2 (IA2):

Examination — extended response (25%)

2 Peers and family as resources for healthy living

Alcohol (elective)


Investigation —analytical exposition (25%) Formative external assessment (IA4):

Examination (25%)

3 Community as a resource for healthy living

Road safety (elective)


Investigation — action research (25%) Summative internal assessment 2 (IA2):

Examination — extended response (25%)

4 Respectful relationships in the post-schooling transition Summative internal assessment 3 (IA3):

Investigation —analytical exposition (25%) Summative external assessment (EA):

Examination (25%)



PHYSICAL EDUCATION Type of Subject General

Contact HOD Health & Physical Education / LOTE QCE Credits 4

Pat

hw

ays

A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. recognise and explain concepts and principles about movement

2. demonstrate specialised movement sequences and movement strategies

3. apply concepts to specialised movement sequences and movement strategies

4. analyse and synthesise data to devise strategies about movement

5. evaluate strategies about and in movement

6. justify strategies about and in movement

7. make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts


1 Motor learning, functional anatomy, biomechanics and physical activity

Motor learning integrated with a selected physical activity

Functional anatomy and biomechanics integrated with a selected physical activity


Project — folio (25%) Formative internal assessment 2 (IA2):

Investigation — report (20%)

2 Sport psychology, equity and physical activity

Sport psychology integrated with a selected physical activity

Equity — barriers and enablers


Project — folio (30%) Formative external assessment (IA4):


3 Tactical awareness, ethics and integrity and physical activity

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

Ethics and integrity


Project — folio (25%) Summative internal assessment 2 (IA2):

Investigation — report (20%)

4 Energy, fitness and training and physical activity

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


Project — folio (30%) Summative external assessment (EA):




EARLY CHILDHOOD STUDIES Type of Subject Applied

Contact HOD Health & Physical Education / LOTE QCE Credits Up to 4

Pat

hw

ays

A course of study in Early Childhood Studies can establish a basis for further education and employment in health, community services and education. Work opportunities exist as early childhood educators, teacher’s aides or assistants in a range of early childhood contexts.

Ob

ject

ives

By the conclusion of the course of study, students should:

1. describe concepts and ideas related to fundamentals of early childhood

2. explain concepts and ideas of practices of early childhood learning.

3. analyse concepts and ideas of the fundamentals and practices of early childhood learning

4. apply concepts and ideas of the fundamentals and practices of early childhood learning

5. use language conventions and features to communicate ideas and information for specific purposes

6. plan and justify play-based learning activities responsive to children’s needs

7. evaluate play-based learning activities in response to children’s needs

8. evaluate contexts in early childhood learning

Str

uct

ure

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

Core topics Elective topics

Fundamentals of early childhood

Practices in early childhood

Play and creativity

Literacy and numeracy skills

Being in a safe place

Health and physical wellbeing

Indoor and outdoor learning environments

For Early Childhood Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

two projects

two other assessments.

Project Investigation Extended response Examination

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

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

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

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

At least two different components from the following:

written: 500 — 900 words

spoken: 2½ — 3½ minutes

multimodal: 3 — 6 minutes

performance: continuous class time

product: continuous class time.

Presented in one of the following

modes:

written: 600 — 1000 word

spoken: 3 — 4 minutes

multimodal: 4 — 7 minutes.


modes:




60 — 90 minutes

50 — 250 words per item


SPORT AND RECREATION Type of Subject Applied

Contact HOD Health & Physical Education / LOTE QCE Credits Up to 4

Pat

hw

ays

A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.

Ob

ject

ives

By the conclusion of the course of study, students should: 1. demonstrate physical responses and interpersonal strategies in individual and group situations in sport and recreation

activities

2. describe concepts and ideas about sport and recreation using terminology and examples

3. explain procedures and strategies in, about and through sport and recreation activities for individuals and communities

4. apply concepts and adapt procedures, strategies and physical responses in individual and group sport and recreation

activities

5. manage individual and group sport and recreation activities

6. apply strategies in sport and recreation activities to enhance health, wellbeing, and participation for individuals and

communities

7. use language conventions and textual features to achieve particular purposes

8. evaluate individual and group physical responses and interpersonal strategies to improve outcomes in sport and recreation

activities

9. evaluate the effects of sport and recreation on individuals and communities

10. evaluate strategies that seek to enhance health, wellbeing, and participation in sport and recreation activities and provide

recommendations

11. create communications that convey meaning for particular audiences and purposes

Str

uct

ure

The Sport & Recreation course is designed around core and elective topics.


Sport and recreation in the community

Sport, recreation and healthy living

Health and safety in sport and recreation activities

Personal and interpersonal skills in sport and recreation activities

Active play and minor games

Challenge and adventure activities

Games and sports

Lifelong physical activities

Rhythmic and expressive movement activities

Sport and recreation physical activities

For Sport & Recreation, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: one project (annotated records of the performance is also required) one investigation, extended response or examination.

Project Investigation Extended response Performance Examination




A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.




spoken: 2½ — 3½

minutes

multimodal: 3 — 6

minutes

performance: 2 — 4 minutes.*

Presented in one of the

following modes:

written: 600 — 1000

words




following modes:

written: 600 — 1000

words


multimodal: 4 — 7

minutes.

2 — 4 minutes* 60 — 90 minutes


* Evidence must include annotated records that clearly identify the application of standards to performance.


TECHNOLOGIES

Technologies Learning Areas


ACCOUNTING Type of Subject General

Contact HOD Technology QCE Credits 4

Pat

hw

ays

A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking, finance, law, economics and commerce.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. comprehend accounting concepts, principles and processes

2. apply accounting principles and processes

3. analyse and interpret financial data and information to draw conclusions

4. evaluate accounting practices to make decisions and propose recommendations

5. synthesise and solve accounting problems

6. create responses that communicate meaning to suit purpose and audience


1 Real world accounting

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

End-of-month reporting for a service business – no GST

Formative internal assessment 1 (FA1): Examination — combination response (25%)


2 Management effectiveness

Accounting for a trading GST business

End-of-year reporting for a trading GST business

Formative internal assessment 3 (FA3): Project (25%)


3 Monitoring a business

Managing resources for a trading GST business

Fully classified financial statement reporting for a trading GST business


Examination — combination response (25%) Summative internal assessment 2 (IA2):


4 Accounting — the big picture

Cash management

Complete accounting process for a trading GST business

Performance analysis of a public company

Summative internal assessment 3 (IA3): Project (25%)

Summative external assessment (EA): Examination — short response (25%)



DESIGN Type of Subject General


Pat

hw

ays

A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. describe design problems and design criteria

2. represent ideas, design concepts and design information using drawing and low-fidelity prototyping

3. analyse needs, wants and opportunities using data

4. devise ideas in response to design problems

5. synthesise ideas and design information to propose design concepts

6. evaluate ideas and design concepts to make refinements

7. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts


1 Design in practice

Experiencing design

Design process

Design styles

Formative Assessment 1 (FA1)

Examination — design challenge Formative Assessment 2 (FA2):

Project

2 Commercial design

Explore — client needs and wants

Develop — collaborative design

Formative Assessment 3 (FA3):

Project

3 Human-centred design

Designing with empathy


Examination — design challenge (15%) Summative internal assessment 2 (IA2):

Project (35%)

4 Sustainable design

Explore — sustainable design opportunities

Develop — redesign


Project (25%) Summative external assessment (EA):

Examination — design challenge (25%)



AGRICULTURAL PRACTICES Type of Subject Applied

Contact HOD Technology QCE Credits Up to 4

Pat

hw

ays

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.

Ob

ject

ives

By the conclusion of the course of study, students should: 1. demonstrate procedures to complete tasks in agricultural activities

2. describe and explain concepts, ideas and processes relevant to agricultural activities

3. analyse agricultural information

4. apply knowledge, understanding and skills relevant to agricultural activities

5. use appropriate language conventions and features for communication of agricultural information

6. plan processes for agricultural activities

7. make decisions and recommendations with evidence for agricultural activities

8. evaluate processes and decisions regarding safety and effectiveness

Str

uct

ure

The Agricultural Practices course is designed around core topics embedded in at least two elective topics.


Rules, regulations and recommendations

Equipment maintenance and operation

Management practices

An area of study: Animal industries Plant industries Animal industries and Plant industries

Operating machinery

Animal studies Plant studies

Infrastructure

Production

Agribusiness

Infrastructure

Production

Agribusiness

For Agricultural Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including no more than two assessment instruments from any one technique.

Project Collection of work Investigation Extended response Examination

A response to a single task, situation and/or

scenario.

A response to a series of tasks relating to a single

topic in a module of work.

A response that includes locating and using information beyond

students’ own knowledge and the data they have

been given.

A technique that assesses the interpretation,

analysis/examination and/or evaluation of ideas

and information in provided stimulus

materials.

A response that answers a number of provided questions, scenarios

and/or problems.


written: 500 — 900

words

spoken: 2½ — 3½

minutes


performance: continuous class time.

At least three components from the following:

written: 200 — 300

words

spoken: 1½ — 2½

minutes


performance: continuous class time.


following modes:

written: 600 — 1000

words




following modes:

written: 600 — 1000

words



60 — 90 minutes



BUILDING AND CONSTRUCTION SKILLS Type of Subject Applied


Pat

hw

ays

A course of study in Building & 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.

Ob

ject

ives

By the conclusion of the course of study, students should: 1. describe industry practices in construction tasks

2. demonstrate fundamental construction skills

3. interpret drawings and technical information

4. analyse construction tasks to organise materials and resources

5. select and apply construction skills and procedures in construction tasks

6. use visual representations and language conventions and features to communicate for particular purposes

7. plan and adapt construction processes

8. create structures from specifications

9. evaluate industry practices, construction processes and structures, and make recommendations

Str

uct

ure

The Building & Construction Skills course is designed around core and elective topics.


Industry practices

Construction processes

Carpentry plus at least two other electives:

Bricklaying

Concreting

Landscaping

Plastering and painting

Tiling.

For Building and Construction Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination


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


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



multimodal non-presentation: 8 A4 pages max (or

equivalent) presentation: 3 — 6 minutes

product: continous class time.

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

60 — 90 minutes



BUSINESS STUDIES Type of Subject Applied


Pat

hw

ays

A course of study in Business Studies can establish a basis for further education and employment in office administration, data entry, retail, sales, reception, small business, finance administration, public relations, property management, events administration and marketing.

Ob

ject

ives

By the end of the course of study, students should:

1. describe concepts and ideas related to business functions

2. explain concepts and ideas related to business functions

3. demonstrate processes, procedures and skills related to business functions to complete tasks

4. analyse business information related to business functions and contexts

5. apply knowledge, understanding and skills related to business functions and contexts

6. use language conventions and features to communicate ideas and information

7. make and justify decisions for business solutions and outcomes

8. plan and organise business solutions and outcomes

9. evaluate business decisions, solutions and outcomes

Str

uct

ure

The Business Studies course is designed around core and elective topics. The elective learning occurs through business contexts.


Business practices, consisting of

Business fundamentals, Financial

literacy, Business communication and

Business technology

Business functions, consisting of

Working in administration, Working in

finance, Working with customers and

Working in marketing

Entertainment

Events management

Financial services

Health and well-being

Insurance

Legal

Media

Mining

Not-for-profit

Real estate

Retail

Rural

Sports management

Technical, e.g. manufacturing,

construction, engineering

Tourism

Travel

For Business Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including: at least one project no more than two assessment instruments from any one technique.

Project Extended Response Examination




At least two different components from the

following:




performance: continuous class time


Presented in one of the following modes:




60 — 90 minutes

50 — 250 words per item on the test


HOSPITALITY PRACTICES Type of Subject Applied

Contact HOD Technology QCE Credits UP to 4

Pat

hw

ays

A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation.

Ob

ject

ives

By the conslusion of the course of study, students should: 1. explain concepts and ideas from the food and beverage sector

2. describe procedures in hospitality contexts from the food and beverage sector

3. examine concepts and ideas and procedures related to industry practices from the food and beverage sector

4. apply concepts and ideas and procedures when making decisions to produce products and perform services for customers

5. use language conventions and features to communicate ideas and information for specific purposes.

6. plan, implement and justify decisions for events in hospitality contexts

7. critique plans for, and implementation of, events in hospitality contexts

8. evaluate industry practices from the food and beverage sector

Str

uct

ure

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


Navigating the hospitality industry

Working effectively with others

Hospitality in practice

Kitchen operations

Beverage operations and service

Food and beverage service

For Hospitality Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects

at least one investigation or an extended response.

Project Investigation Extended response Examination


A response that includes locating and using information

beyond students’ own knowledge and the data they

have been given.

A technique that assesses the interpretation,

analysis/examination and/or evaluation of ideas and

information in provided stimulus materials.

A response that answers a number of provided questions,

scenarios and/or problems.

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




product and performance: continuous class time


modes:





modes:




60 — 90 minutes



INDUSTRIAL GRAPHICS SKILLS Type of Subject Applied


Pat

hw

ays A course of study in Industrial Graphics Skills can establish a basis for further education and employment in a range of roles and

trades in the manufacturing industries. With additional training and experience, potential employment opportunities may be found in drafting roles such as architectural drafter, estimator, mechanical drafter, electrical drafter, structural drafter, civil drafter and survey drafter.

Ob

ject

ives

By the conclusion of the course of study, students should: 1. describe industry practices in drafting and modelling tasks

2. demonstrate fundamental drawing skills


4. analyse drafting tasks to organise information

5. select and apply drawing skills and procedures in drafting tasks

6. use language conventions and features to communicate for particular purposes

7. construct models from drawings

8. create technical drawings from industry requirements

9. evaluate industry practices, drafting processes and drawings, and make recommendations

Str

uct

ure

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


Industry practices

Drafting processes

Building and construction drafting

Engineering drafting

Furnishing drafting

For Industrial Graphic Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects

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





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



multimodal non-presentation: 8 A4 pages max (or

equivalent) presentation: 3 — 6 minutes

product: continous class time.


60 — 90 minutes



INDUSTRIAL TECHNOLOGY SKILLS Type of Subject Applied


Pat

hw

ays

A course of study in Industrial Technology Skills can establish a basis for further education and employment in manufacturing industries. Employment opportunities may be found in the industry areas of aeroskills,

Ob

ject

ives

By the conclusion of the course of study, students should: 1. describe industry practices in manufacturing tasks

2. demonstrate fundamental production skills


4. analyse manufacturing tasks to organise materials and resources

5. select and apply production skills and procedures in manufacturing tasks

6. use visual representations and language conventions and features to communicate for particular purposes

7. plan and adapt production processes

8. create products from specifications

9. evaluate industry practices, production processes and products, and make recommendations

Str

uct

ure

The Industrial Technology Skills course is designed around: core topics, which are integrated throughout the course

elective topics, organised in industry areas, and manufacturing tasks related to the chosen electives.

Core topics Industry area Elective topics

Industry practices

Production processes

Building and

construction

Bricklaying

Plastering and painting

Concreting

Carpentry

Tiling

Landscaping

Engineering Sheet metal working

Welding and fabrication

Fitting and machining

Furnishing Cabinet-making

Furniture finishing

Furniture-making

Glazing and framing

Upholstery

Industrial graphics Engineering drafting

Furnishing drafting

Building and construction

drafting

Plastics Thermoplastics fabrication Thermosetting fabrication

For Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and this consists of four instruments, including: at least two projects

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








multimodal

non-presentation: 8 A4 pages max (or

equivalent)

presentation: 3 — 6 minutes



60 — 90 minutes; 50 — 250 words per

item


INFORMATION & COMMUNICATION TECHNOLOGY

Type of Subject Applied


Pat

hw

ays

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.

Ob

ject

ives

By the conslusion of the course of study, students should: 1. identify and explain hardware and software requirements related to ICT problems

2. identify and explain the use of ICT in society

3. analyse ICT problems to identify solutions

4. communicate ICT information to audiences using visual representations and language conventions and features

5. apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts

6. synthesise ICT concepts and ideas to plan solutions to given ICT problems

7. produce solutions that address ICT problems

8. evaluate problem-solving processes and solutions, and make recommendations

Str

uct

ure

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.

Core topics Elective contexts

Hardware

Software

ICT in society

Animation

Application development

Audio and video production

Data management

Website production

Digital imaging and modelling

Document production

For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

at least two projects

at least one extended response.

Project Extended response

A response to a single task, situation and/or scenario. A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.






Presented in one of the following modes:





CERTIFICATE I BUSINESS (BSB10115) Type of Subject VET


Future Options Careers in office, clerical, retail, marketing, events management, book keeping and sales work. Also assist students to gain entry into further study programs relating to Business, e.g. certificate course in Business.

Pat

hw

ays

This subject offers students the opportunity to undertake tasks within a range of business contexts. The content is structured around nationally endorsed competencies which make up the course BSB10115 Certificate I in Business. The certificate provides students with foundation administration skills for workplace entry or further studies. The entire qualification consists of 6 units of competency. Students need to complete all 6 units, to achieve the Certificate I in Business. Partial completion of the certificate does not attain any QCE points. Units of competency are clustered together each term; as such assessment undertaken will cover multiple competencies. All assessment is competency based. Provider: Chinchilla State High School; Code: 30060

Sem Unit Description Assessment

1 BSBADM101 Use business equipment and resources

BSBITU112 Develop keyboard skills

BSBITU212 Create and Use Spreadsheets

Portfolio Activities

2 BSBLED101 Plan skills development

BSBWHS201 Contribute to health and safety of self and others

ICTICT107 Use personal productivity tools


CERTIFICATE II ENGINEERING PATHWAYS (MEM20413)

Type of Subject VET


Future Options Careers as Fitter and Machinist, Plumber, Diesel Fitter, Motor Mechanic, Maintenance Fitter, Aircraft Fitter and Aircraft Mechanic.

Pat

hw

ays

This subject offers students the opportunity to undertake a range of tasks within the context of the various sectors of the engineering industry. The content is structured around nationally endorsed competencies which make up the course. The competency units are derived from the Metal and Engineering Training Package, some of which are studied by apprentices and trainees who are in the first year of their career. The entire qualification consists of 12 units of competency. Students need to complete all 12 units, to achieve the Certificate II in Engineering Pathways. This course is offered through a VETiS fee free program. Students are only eligible to undertake one VETiS free course whilst at school. Provider: Blue Dog Training Pty Ltd; Code: 31193

Unit Code Assessment

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

Students will complete online theory quizzes for each competency. This will include multiple choice and short response questions.

Students will additionally be assessed on their ability to complete practical tasks required of each unit. An example of some products student may get to create include; toolbox, G Clamp, Bench Vice, Bearing Puller.

MEMPE005A Develop a career plan for the engineering and manufacturing industry

MSAENV272B Participate in environmentally sustainable work practices

MEM16008A Interact with computing technology

MEM18001C Use hand tools

MEMPE006A Undertake a basic engineering project

MEM18002B Use power tools/hand held operations

MEMPE001A Use engineering workshop machines

MEMPE003A Use oxy-acetylene and soldering equipment

MSAPMSUP106A Work in a team

MEM16006A Organise and communicate information

MEMPE002A Use electric welding machines


CERTIFICATE I INFORMATION, DIGITAL MEDIA AND TECHNOLOGY (ICT10115)

Type of Subject VET


Future Options All Careers, Basic Computer Employability skills

Pat

hw

ays

This subject offers students the opportunity to undertake a range of basic computer tasks. The content is structured around nationally endorsed competencies which make up the course ICT10115 Certificate I in IDMT (Information, Digital Media and Technology). The certificate provides students with foundation computer skills for workplace entry. The entire qualification consists of 6 units of competency. Students need to complete all 6 units, to achieve the Certificate I in IDMT. Partial completion of the certificate does not attain any QCE points. Units of competency are clustered together each term; as such assessment undertaken will cover multiple competencies. All assessment is competency based. Provider: Chinchilla State High School; Code: 30060

Sem Unit Description Assessment

1 ICTICT101 Operate a personal computer

ICTICT102 Operate word-processing applications

ICTICT103 Use, communicate and search securely on the internet


2 ICTICT104 Use digital devices

ICTICT106 Operate presentation packages

ICTICT205 Design basic organisational documents using computing



THE ARTS

The Arts Learning Areas


DANCE Type of Subject General

Contact HOD The Arts QCE Credits 4

Pat

hw

ays

A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research, and science and technology.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. demonstrate an understanding of dance concepts and skills

2. apply literacy skills

3. organise and apply the dance concepts

4. analyse and interpret dance concepts and skills

5. apply technical skills

6. realise meaning through expressive skills

7. create dance to communicate meaning

8. evaluate dance, justifying the use of dance concepts and skills


1 Moving bodies How does dance communicate meaning for different purposes and in different contexts?

Genres: - Contemporary - at least one other genre

Subject matter: - meaning, purpose and context

historical and cultural origins of focus genres


Performance (20%) Formative internal assessment 2 (IA2):

Choreography (20%)

2 Moving through environments How does the integration of the environment shape dance to communicate meaning?


Subject matter: - physical dance environments including site-specific dance

virtual dance environments


Project — dance work (35%) Formative internal assessment 3 (IA4):

Exam Extended Response (25%)

3 Moving statements How is dance used to communicate viewpoints?


Subject matter:

social, political and cultural influences on dance


Performance (20%) Summative internal assessment 2 (IA2):

Choreography (20%)

4 Moving my way How does dance communicate meaning for me?

Genres: - fusion of movement styles

Subject matter: - developing a personal movement style

personal viewpoints and influences on genre


Project — dance work (35%)

Summative external assessment (EA): 25% Examination — extended response


DRAMA Type of Subject General


Pat

hw

ays

A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. demonstrate an understanding of dramatic languages


3. apply and structure dramatic languages

4. analyse how dramatic languages are used to create dramatic action and meaning

5. interpret purpose, context and text to communicate dramatic meaning

6. manipulate dramatic languages to create dramatic action and meaning

7. evaluate and justify the use of dramatic languages to communicate dramatic meaning

8. synthesise and argue a position about dramatic action and meaning


1 Share How does drama promote shared understandings of the human experience?

cultural inheritances of storytelling

oral history and emerging practices

a range of linear and non-linear forms



Project — dramatic concept (20%)

2 Reflect How is drama shaped to reflect lived experience?

Realism, including Magical Realism, Australian Gothic

Associated conventions of styles and texts


Project — practice-led (35%) Formative internal assessment 4 (IA4):

Exam — extended response (25%)

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

Theatre of Social Comment, including Theatre of the Absurd and Epic

Theatre




Project — dramatic concept (20%)

4 Transform How can you transform dramatic practice?

Contemporary performance


Inherited texts as stimulus


Project — practice-led project (35%)

Summative external assessment (EA): 25% Examination — extended response


MUSIC Type of Subject General


Pat

hw

ays

A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. demonstrate technical skills

2. explain music elements and concepts

3. use music elements and concepts

4. analyse music

5. apply compositional devices


7. interpret music elements and concepts

8. evaluate music to justify the use of music elements and concepts

9. realise music ideas

10. resolve music ideas


1 Designs

Through inquiry learning, the following is explored:

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



Composition (20%)

2 Identities


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


Integrated project (35%) Formative internal assessment 4 (IA4):

Exam – Extended Response (25%)

3 Innovations


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



Composition (20%)

4 Narratives


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


Integrated project (35%)



VISUAL ART Type of Subject General


Pat

hw

ays A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft,

and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.

Ob

ject

ives

By the conclusion of the course of study, students will: 1. implement ideas and representations 2. apply literacy skills 3. analyse and interpret visual language, expression and meaning in artworks and practices 4. evaluate art practices, traditions, cultures and theories 5. justify viewpoints 6. experiment in response to stimulus 7. create meaning through the knowledge and understanding of materials, techniques, technologies and art processes 8. realise responses to communicate meaning


1 Art as lens

Through inquiry learning, the following are explored:

Concept: lenses to explore the material world

Contexts: personal and contemporary

Focus: People, place, objects

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


Investigation — inquiry phase 1 (15%) Summative internal assessment 2 (IA2):

Project — inquiry phase 2 (25%)

2 Art as code


Concept: art as a coded visual language

Contexts: formal and cultural

Focus: Codes, symbols, signs and art conventions

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



Exam - Extended Response (25%)

3 Art as knowledge


Concept: constructing knowledge as artist and audience

Contexts: contemporary, personal, cultural and/or formal

Focus: student-directed

Media: student-directed




Art as alternate


Concept: evolving alternate representations and meaning

Contexts: contemporary and personal, cultural and/or formal

Focus: continued exploration of Unit 3 student-directed focus

Media: student-directed





VISUAL ARTS IN PRACTICE Type of Subject Applied

Contact HOD The Arts QCE Credits Up to 4

Future Options

Pat

hw

ays

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

Ob

ject

ives

By the conclusion of the course of study, students should: 1. recall terminology and explain art-making processes

2. interpret information about concepts and ideas for a purpose

3. demonstrate art-making processes required for visual artworks

4. apply art-making processes, concepts and ideas

5. analyse visual art-making processes for particular purposes

6. use language conventions and features to achieve particular purposes

7. generate plans and ideas and make decisions

8. create communications that convey meaning to audiences

9. evaluate art-making processes, concepts and ideas

Str

uct

ure

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

Core Electives

Visual mediums, technologies, techniques

Visual literacies and contexts

Artwork realisation

2D

3D

Digital and 4D

Design

Craft

For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects, with at least one project arising from community connections

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

Project Product Extended response Investigation


A technique that assesses the application of idenified skills to the production of artworks.



A project consists of:

a product component: variable conditions

at least one different component from the following written: 500 — 900 words

spoken: 2½ — 3½ minutes multimodal non-presentation: 8 A4

pages max (or equivalent)

presentation: 3 — 6 minutes.

variable conditions Presented in one of the following

modes:



multimodal non-presentation: 10 A4




modes:



multimodal non-presentation: 10 A4




STUDENTS WITH DISABILITIES

Students who have a disability often require additional educational support needs. In E Block at Chinchilla State High School, we offer a range of learning options and support for students, which are highly individualised. The department of Education adheres to the definition of a disability as outlined in the Disability Discrimination Act. This legislation defines disability, in relation to a person, as:

Total or partial loss of the person’s bodily or mental functions; or

Total or partial loss of a part of the body; or

The presence in the body of organisms causing disease or illness; or

The presence in the body of organisms capable of causing disease or illness; or

A disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or

A disorder, illness or disease that affects a person’s thought processes, perception of reality emotions or judgement or that results in disturbed behaviour.

All students covered under the DDA, are supported through a range of provisions at Chinchilla State High School including specialists (Occupational Therapists, Physiotherapist, Speech Language Pathologist), learning support staff, personal health support, behaviour and guidance support. Some students who have significant educational support needs meet the eligibility criteria for additional resources through the Departments’ Education Adjustment Program (EAP). These additional resources assist classroom and specialist teaching staff to deliver high quality educational programs that are designed to meet the individual program needs of students within an inclusive school setting. These resources are allocated to the school, not individual students. If you would like to know further information or would like to discuss/plan individual programs, please contact Mrs Anne Cardillo, Head of Student Services.


COMMUNICATION

How can you keep up to date?

School Website: www.chinchillashs.eq.edu.au

QSchools App (download from App store or Google Play)

School Newsletter via QSchools App and our School website

Contact class teachers by phone or email

Contact administration: [email protected]

Contact absence officer: [email protected]

NOTES

http://www.chinchillashs.eq.edu.au/

mailto:[email protected]

mailto:[email protected]


NOTES