senior schooling subject handbook · 2019. 5. 28. · ancient history is a fascinating area of...

SENIOR SCHOOLING SUBJECT HANDBOOK

YEAR 11 2018 Year 12 2019

THE YEAR 11 AND 12 CURRICULUM

During Year 11 & 12 students will study three CORE subjects which are Religion, English and Mathematics. They will select three other elective subjects. Students are encouraged to study a broad range of subjects in order to keep their career and tertiary options open, particularly if they are undecided about their future career path. Current performance in Year 10 subjects should be considered carefully when choosing subjects at senior level.

There are a large number of subjects that can be offered by St Eugene College and the availability of these will be dependent upon subject selection choices of students.

In addition to the sub jects listed above, it is possible for a student to enroll in a subject at the Brisbane School of Distant Education. In relation to VET qualifications, please note that some qualifications are offered by external providers. The provider for a particular qualification is listed in this handbook.

AUTHORITY subjects(4 QCE credits))

• Ancient History• Biology• Chemistry• Dance• Drama• Film, Television & New Media• Graphics• Information Technology Systems• Health Education• Japanese• Legal Studies• Mathematics C• Music• Physical Education• Physics• Visual Art

AUTHORITY REGISTERED subjects

(4 QCE credits)

• EngineeringSkills SAS• Furnishing Skills SAS• Dance in Practice SAS• Drama in Paractice SAS• Music in PracticevSAS• Industrial Graphics SAS• Visual Art in Practice SAS

VET Qualifications

• Certificate II Health Support Services with the possibility of Certificate III Individual Support Services or Certificate III Health Support Services

• Certificate II Hospitality with the possiblity of Certificate III Hospitality

• Certificate II in Information, Digital Media & Technology with the opportunity to study a Certificate III in Information, Digital Media & Technology through a school based traineeship

• Certificate II Sampling, Measurement & Certificate III Laboratory Skills

• Certificate III Sport & Recreation

• Diploma of Business

ST EUGENE COLLEGE SENIOR SUBJECT SELECTION HANDBOOK 1

TABLE OF CONTENTS THE YEAR 11 AND 12 CURRICULUM ........................................................................ 0

AUTHORITY SUBJECTS .............................................................................................. 3

ANCIENT HISTORY ............................................................................................................... 4

BIOLOGY ............................................................................................................................... 5

CHEMISTRY ........................................................................................................................... 6

DANCE ................................................................................................................................... 7

DRAMA ................................................................................................................................... 8

ENGLISH ................................................................................................................................ 9

FILM, TELEVISION AND NEW MEDIA .............................................................................. 10

GRAPHICS ........................................................................................................................... 11

HEALTH EDUCATION......................................................................................................... 12

INFORMATION TECHNOLOGY SYSTEMS (ITS) ............................................................. 13

JAPANESE .......................................................................................................................... 14

LEGAL STUDIES ................................................................................................................. 15

MATHEMATICS A ............................................................................................................... 16

MATHEMATICS B ............................................................................................................... 17

MATHEMATICS C ............................................................................................................... 18

MUSIC .................................................................................................................................. 19

PHYSICAL EDUCATION ..................................................................................................... 20

PHYSICS .............................................................................................................................. 21

STUDY OF RELIGION ......................................................................................................... 22

VISUAL ART ........................................................................................................................ 23

AUTHORITY REGISTERED SUBJECTS ................................................................... 24

DANCE IN PRACTICE (SAS) .............................................................................................. 25

DRAMA IN PRACTICE (SAS) ............................................................................................. 26

ENGLISH COMMUNICATION (SAS) .................................................................................. 27

FURNISHING SKILLS (SAS) .............................................................................................. 28

INDUSTRIAL GRAPHICS (SAS) ......................................................................................... 29

MUSIC IN PRACTICE (SAS) ............................................................................................... 30

ENGINEERING SKILLS (SAS) ........................................................................................... 31

PREVOCATIONAL MATHEMATICS (SAS) ....................................................................... 32


RELIGION AND ETHICS (SAS) .......................................................................................... 33

VISUAL ART IN PRACTICE (SAS) ..................................................................................... 34

VOCATIONAL EDUCATION ....................................................................................... 35

CERTIFICATE II IN HEALTH SUPPORT SERVICES - HLT23215 ................................... 36

CERTIFICATE III IN INDIVIDUAL SUPPORT -CHC33015 ................................................ 37

CERTIFICATE II HOSPITALITY – SIT20316 ...................................................................... 38

CERTIFICATE III HOSPITALITY – SIT30616 ..................................................................... 39

CERTIFICATE II INFORMATION, DIGITAL MEDIA & TECHNOLOGY – ICT20115 ........ 40

CERTIFICATE III SPORT AND RECREATION – SIS3011513 .......................................... 41

CERTIFICATE II IN SAMPLING AND MEASUREMENT (MSL20116) .............................. 42

CERTIFICATE III IN LABORATORY SKILLS (MSL30116) ............................................... 42

DIPLOMA OF BUSINESS ................................................................................................... 43

SENIOR VOCATIONAL ACCESS PROGRAM .................................................................. 44

TABLE OF SUBJECT WEIGHTS ............................................................................... 45

SUBJECT LEVIES YEAR 11 ...................................................................................... 46


AUTHORITY SUBJECTS (OP Subjects)


ANCIENT HISTORY COURSE OVERVIEW

Ancient History is a fascinating area of study, rich in wonderful stories of human endeavour, achievement and disaster. The history of humankind from the very earliest times is part of everyone’s heritage and is increasingly gaining exposure

through a variety of novels and other mediums (including films, television series etc) where modern day interpretations of ancient elements are shown.

Students selecting this subject are expected to have achieved at least a C in English Year 10.

COURSE OUTLINE

The Ancient History syllabus offers students an extensive range of themes and topics. Some themes deal with specific geographical regions and civilisations, such as society and government in Greece and Rome, Egypt and Ancient China. Others allow students to study particular areas of interest to them individually using a central concept, such as power, religion, the arts, and everyday life.

The course that students study will include:

The study of archaeology as a current practice Everyday life in New Kingdom Egypt The funerary practices of the Egyptians and the Mexica Ancient Greece: Athens v. Sparta (The Peloponnesian Wars) Rome: Republic to Empire Europe in Transition: The Vikings, Saxons and Normans

The course also offers students the opportunity to develop essential academic and research skills that provide an excellent grounding for students anticipating tertiary study.

ASSESSMENT

Students will be involved in a wide range of learning activities which will involve locating, interpreting, analysing and evaluating historical sources. These include activities such as case studies, debates and discussions, community investigations, field trips, simulation activities and interacting with guest speakers. All of these activities will assist students to develop research questions and make judgments based on evidence.

Students will be assessed using a variety of techniques, including short and extended responses, non-written presentations, inquiry and responses to stimulus materials. As part of the course, students also undertake assessment using multimodal presentations which include written and non-written elements.


BIOLOGY COURSE OVERVIEW

Biology is the study of the natural systems of the living world. It is characterised by a view of life as a unique phenomenon with fundamental unity. Living processes and systems have many interacting factors that make quantification and prediction difficult. An understanding of these processes and systems requires integration of many branches of knowledge.

Biologists are scientists who study the natural world and all the living things in it, from the largest mammals down to our very own microscopic DNA. They try to understand how animals and organisms work (including us humans), how we evolved and the things that can make us sick or improve our health. Biologists use this knowledge to do things like try to stop the spread of disease, track down natural resources, improve public health, animal care and conservation and work out the true impacts of things like pollution. The course places considerable emphasis upon practical work conducted within a laboratory and in the field. There is a minimum time commitment for fieldwork of ten hours. Fieldwork is integrated with the study of the key concepts to help you better understand biological phenomena. During practical activities you will learn to examine collected data, suggest hypotheses that explain observations, and design and conduct experiments.

COURSE OUTLINE The course is taken over four semesters, through Years 11 and 12.

ASSESSMENT

In Biology, assessment instruments include:

WHERE CAN BIOLOGY TAKE YOU? Understanding of biological concepts, as well as general science knowledge and skills, is relevant to a range of careers, including those in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism. This subject will provide a foundation for you to critically consider contemporary biological issues and to make informed decisions about these issues in your everyday life.

Year 11 Foundations of Biology – CellsDiversityEcosystems and Ecology (includes field work)In Search of a Healthy Life

Year 12 Functioning OrganismsGenetics, Reproduction and BiotechnologyOrigins and Evolution (includes field work)The Future of Biology

Student performance will be judged using the following criteria:

Understanding Biology• Investigating Biology• Evaluating Biological Issues

instruments are developed to questions or issues, raised within a biological context and are essentially non-experimental.

extended response tasks

conducted under supervised conditions to ensure authentication of student work.written tasks

instruments are developed to answer an open-ended practical research question, which may include laboratory-based or fieldwork experiments.

extended experimental investigations


CHEMISTRY COURSE OVERVIEW

Chemistry is everywhere in the world around you it's in the food you eat, clothes you wear, water you drink, medicines, air, cleaners, you name it. Chemistry is sometimes called the "central science" because it connects other sciences to

each other, such as biology, physics, geology and environmental science.

Chemistry is the investigation of the material universe through the exploration of the substances of which matter is composed, the investigation of their properties and reactions and the use of such reactions to form new substances. Chemistry will help you to understand the links between the macroscopic properties of the world and the subatomic particles and forces that account for those properties. The application of chemistry enables us to make sense of the physical world.

COURSE OUTLINE

ASSESSMENT


In Chemistry, assessment instruments include:

WHERE CAN CHEMISTRY TAKE YOU?

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

Year 11 Foundations of Chemistry - Living in a Material World

Water: A Unique Substance

Transport: A Necessary Evil

Air – Something we all need

Year 12 Swimming Pools: Equilibrium & Acids

Oils: The Origins of Organics

Shipwrecks Salvage and other Redox

Forensic Analysis: Why We Know What’s There


Knowledge and Conceptual Understanding• Investigative Processes• Evaluating and Concluding

within this category, instruments are developed to experimentally investigate a hypothesis or to answer a practical research question


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

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



DANCE COURSE OVERVIEW Different cultures throughout history have refined and manipulated movement to communicate meaning through the symbol systems of dance. Dance involves structuring gesture and motion to capture and convey ideas, images and feelings, and uses the human body as the instrument of communication. Dance fulfills various functions in society. In this study, the major focus is on dance as art whilst also promoting an understanding of the social and ritual functions.

Students undertaking the study of Dance need to be aware that certain assessments will require a substantial amount of rehearsal time. This time increases throughout the course, and culminates in the production of a performance, for a paying audience. They will also be required to attend at least one live performance per year, some of which will be outside school hours.

While a previous study in Dance is not a requirement, it would be beneficial. Students can and do achieve excellent standards in Dance within the four semesters of the Senior Dance program. Students selecting Dance must have achieved a C in English.

Here are some of the benefits that dance training can offer you:

muscle control and coordination; an awareness, strengthening and respect for the physical body, poise, posture, presentation, self-achievement, self-awareness, self-esteem, discipline, a strong work-ethic, time management skills which transfer to academic achievement and career success meaningful expression and understanding of emotions, experiences and opinions which transfer to enhancement of mental and

emotional health, focus, concentration, determination, intellectually challenging; promotes problem-solving, quick-thinking, reasoning skills, promotes respect for peers, teachers, individualism as well as team work and friendship development of artistry in class, rehearsals and performances and appreciation for the history and tradition of dance, exposure to world cultures, universality of dance

All these wonderful life skills are achievable not only for the student intent on a professional career in dance but also for the student who studies dance for the sheer joy of movement. These skills and attributes have applications for post-secondary education, in addition to developing skills to cope with a diverse range of careers and life situations.

COURSE OUTLINE

Students critically examine their experiences and understandings of dance and dance forms, exploring the interrelationship between practical and theoretical aspects of dance. Students learn to choreograph, perform and appreciate danceworks. Through choreography and performance, students:

engage in problem solving and critical reflection in individual and group circumstances. explore, manipulate, integrate and structure movement to reflect an intent which may be to:

create meaning, express personal or social ideas, tell stories and entertain.

ASSESSMENT

Students are assessed through the dimensions of Choreography, Performance and Appreciation.

In Choreography, students: develop danceworks in response to stimuli to convey their choreographic intent. In Performance, students: demonstrate their technical and expressive skills through the performance of danceworks. In Appreciation, students provide an extended response that may involve:

solving a problem, expressing and justifying a point of view, explaining and evaluating an issue, applying concepts or theories to a circumstance, or critiquing a dancework.

YEAR A

• Popular Dance and the Youth Culture – Hip Hop• Contemporary Dance – Social and Political Comment• Contemporary Dance – An Australian Approach• Dance in Musical Theatre

YEAR B

• Survival Skills – Ritual Dance• Contemporary Dance – Post Modern• Pioneers of Contemporary Dance – Graham and Duncan• Ballet


DRAMA

Students selecting Drama must have achieved a C in English. Previous study of Drama would be beneficial.

COURSE OVERVIEW

Students undertaking the study of Drama need to be aware that certain assessments will require a substantial amount of rehearsal time, both inside and outside of class. This time increases throughout the course, and culminates in the production of a play, for a live audience, in Year 12. Students must be prepared to work collaboratively in pairs and small groups. They will also have the opportunity to enjoy at least one live performance per year, which may occur outside school hours.

Students who study Drama have the opportunity to see live professional productions, be involved in a number of workshops run by Grin and Tonic, Zen Zen Zo, La Boite and Queensland Theatre Company and create and perform in their own public performances either as a performer, stage crew or producer/director.

COURSE OUTLINE

ASSESSMENT Assessment techniques include:

creative writing (scriptwriting, dramatic treatment) performance of scripted drama or student-devised drama writing (critical essay, play text analysis) directing (published play script)

extended response to stimulus

HOW ARE STUDENTS ASSESSED?

Throughout the course, students are assessed through a range of tasks, both written and practical which relate to the three, equally weighted, dimensions:

Semester 1 & 2 Year 11

• Realism• Absurdism• Physical Theatre• Comedy of Manners

Semester 3 & 4Year 12

• Elizabethan Theatre• Epic Theatre• Contemporary Aboriginal & Torres Strait Islander Theatre• Postmodern Theatre

Forming play building, script writing, directing and character creation

Presenting performing roles in plays and improvisations

Responding written analysis of texts, theatrical movements and live theatre


ENGLISH English (Authority) is an appropriate course choice for students who have demonstrated an A or B standard in both speaking and writing tasks in the Year 10 course offered at St Eugene College. A high level of achievement would support the student’s ability to cope with the demands of this subject.

COURSE OVERVIEW

Senior English requires students to write, speak or sign, view, listen, and think critically. In studying literary and non-literary texts, and through creating their own texts, students will conceptualise, imagine, appreciate, experiment, speculate, reflect, make decisions, hypothesise, analyse and evaluate.

Students will enhance their ability to think, use language, and create meaning through reflecting on their place in the world and expressing their ideas and feelings. They are encouraged to enjoy and appreciate texts, and to understand the power texts have to influence, tell stories of a culture and promote shared understandings.

COURSE OUTLINE

ASSESSMENT

Assessment in Senior English is criterion based and is designed to help students to demonstrate achievement in the objectives of the the syllabus.

Assessment is both written and spoken/signed. Written tasks include responses to literature, imaginative texts produced by students, and persuasive or reflective texts. Some assessment tasks are completed under test conditions.

This unit focuses on the dominant representations of Australian identity in various narrative texts such as novels, films, short stories and plays. Students will explore the textual representations of Australians from various backgrounds including aboriginal, pioneering, convict and migrant. Students will evaluate and analyse the cultural values, beliefs and stereotypes that underpin these representations. Students will be required to interpret and create narrative and expository texts, exploring the textual elements of each genre.

Semester 1 Australian Identity

This unit focuses on the dominant representations of youth in various texts such as poetry, songs, novels and media texts. Students will explore the textual representations of youth from various cultural and historical backgrounds and examine how these dominant representations have changed over time. Students will evaluate and analyse the cultural values, beliefs and stereotypes that underpin these representations and explore and experiment with textual features of the persuasive genre to create texts that invite audiences to take up certain positions.

Semester 2 Youth Identity

This unit explores various aspects of classic texts including context, themes, characterisation and aesthetic features and examines their adaptations from literature to cinema. It compares and contrasts texts from different periods, and the changes over time of their meanings and media, examining the impact that these changes have on positioning audiences. Students will compare and contrast classic literature with modern adaptations. Students will be required to interpret and create narrative and persuasive texts, exploring the textual elements of each genre.

Semester 3 Transforming Classics

This unit focuses on the construction of ‘truth’ within various texts, examining how truth is represented and how language can instill power into texts. Students will study and compare texts that explore representations of ‘truth’. They will deconstruct a range of texts including literary texts such as poetry and plays, as well as non-literary texts such as documentaries. Students will be required to create persuasive and expository texts, exploring the textual elements of each genre.

Semester 4 Constructing Truth

The criteria used to determine these results are:

understanding and responding to contexts

understanding and controlling textual features

creating and evaluating meaning


FILM, TELEVISION AND NEW MEDIA COURSE OVERVIEW

For most of us, film, television and new media are our primary sources of information and entertainment. They are important channels for education

and cultural exchange. Moving-image media enable us to understand and express ourselves as Australian and global citizens, consumers, workers and imaginative beings. The information and creative industries are already among the largest employers and drivers of the economy in many countries. Their significance in our lives seems set only to increase, given that moving-image media will play an increasingly prominent part in our work and leisure.

Investigating "new" media is more than just investigating changes in technology and the ways it is used — it deals with existing technologies and developments in formats, genres and ways of representing the world. It also involves examining the "new" ways in which local and global communities interact with and through the media as well as "new" issues associated with access, ownership, control and regulation.

Students participate in real world experiences and opportunities throughout the course. They are able to self-pace their learning through different opportunities.

Students selecting this subject are expected to have achieved at least a C in English. The course involves a significant amount of time outside of class.

COURSE OUTLINE

Students study the design, production and critique of products by using five key concepts that operate in the contexts of production and use. These five key concepts are:

Technologies: the tools and associated processes that are used to create meaning in moving-image media production and use.

Representations: constructions of people, places, events, ideas, and emotions that are applied to create meaning in moving-image media production and use.

Audiences: individuals and groups of people for whom moving-image products are made, and who make meanings when they use these products.

Institutions: the organisations and people whose operational processes and practices enable or constrain moving-image media production and use.

Languages: systems of signs and symbols organised through codes and conventions to create meaning in moving-image media production and use.

ASSESSMENT

Students will be involved in a wide range of learning activities that will involve tasks from the three dimensions of Design, Production and Critique.

Design for products include: using oral and written treatments, character outlines, three-columns scripts, film script/screenplay, shooting script/shot list, storyboards.

Production (whole or part) include: whole or sequence of a video, whole or segment of camera footage, editing, soundtrack; advertisement.

Critique include: extended writing (analytical essay, research assignment, report, feature article); oral presentation (interview, report, seminar, voiceover on a production, director’s commentary); moving-image media format.


GRAPHICS

Senior Graphics engages students in solving design problems graphically and presenting graphical products. Through identifying a need or opportunity for the target audience, students research, generate and develop ideas, then produce and evaluate graphical solutions.

Senior Graphics can lead to many different study and career paths, some of which are listed below:

COURSE OVERVIEW

This course is designed to provide a wide cross section of learning experiences in the 3 major design areas:

Industrial Design Built Environment Design (Architecture, Interior Design and Landscape Architecture) Graphic Design

In all areas a design process is applied from research, development of ideas, collaboration, evaluation and production of design solutions.

COURSE OUTLINE

Each of the contextual units have been developed to solve real world design problems using industry practices. Students will use a range of industry standard drawing and digital technologies including Autodesk and Adobe suites and 3D printers. During the course some learning experience students will undertake include:

Exploring design problems by identifying a need or opportunity, investigating design factors and conducting user surveys

Developing design briefs and design criteria to analyse and judge graphical products Developing ideas through sketching, refining and evaluation Producing graphical products and managing the production using project management strategies

Evaluating and judging final presentation drawings and products against design criteria

ASSESSMENT

The assessment for this subject consists of 3 design folios and 1 exam per year. The details of what is assessed will be given to students at the beginning of each semester.

Advertising Animation Architecture and drafting

Costume and Fashion design

Education Engineering Furniture Design Graphic design

Industrial and Product design

Interior design and decoration

Landscape architecture Web design


HEALTH EDUCATION COURSE OVERVIEW

Health Education is an action-oriented subject that:

inspires students to implement and evaluate their own and others’ strategies to maximise the health and wellbeing of themselves and those in their community.

enables students to promote equitable health, practicing the dimensions of careers in this growing field of employment.

provides opportunities for mediation and advocation of improvements to Australia’s health outcomes at a local level.

enables students to practice health promotion for themselves, their peers and families as well as within the school.

Students should have demonstrated minimum of a C standard in Year 10 Authority English. Year 10 Health Education is not a requirement but would support the student’s ability to cope with the demands of this subject

COURSE OUTLINE

ASSESSMENT

Year 11

• Personal Health• Personal Nutrition and influencing lifestyle factors

• Body Image• Personal Lifestyle, Nutrition, and Resilience• Educating self and peers about dealing with images from social networking, media and text sources

• Peer Health• Mental Health and Cyber bullying• Creating a webpage to help other students and implementing programs at school to assist with awareness and early intervention

• Family Health• Domestic Violence support and a better approach

Year 12

• Community Health• Road Risks and student risk-taking behaviours• Advocating for changes in the local community to reduce youth accident rates

• Community Health• Organ Donation.• Advocating for a better understanding

• Specific Populations• Homelessness • Rosies, Foyer model approaches and Schemes

• Specific Populations• An individual study of a population group and associated health issue of student choice eg. Homeless, Domestic Violence Victims, Rural Communities, Aging populations. Specific Populations - Year 12 Leavers

• Personal Health•Research Assignment

• Body Image•Exam Essay

• Peer Health•Mental Health and Cyber bullying, Research Assignment and Action Research Project

• Family Health•Domestic Violence – Multimodal Presentation

Year 11

• Community Health•Road Safety Research Assignment and Action Research Project

• Community Health•Organ Donation. – Research Assignment

• Specific Populations•Homelessness – Exam Essay

• An individual study•Year 12 Leavers. Action Research Project

Year 12


INFORMATION TECHNOLOGY SYSTEMS (ITS) Information Technology Systems (ITS) is a practical discipline which prepares students to respond to emerging digital technologies and information technology trends. Students develop the knowledge of, and skills in, the systems supporting IT. Systems range from those supporting the development of information, such as documents or websites, to those supporting technology, such as computers or networks.

Information Technology Systems prepares to take advantage of the significant career opportunities associated with IT. This subject may lead to employment in such areas as IT support, graphic and multimedia manipulation, or tertiary study in the fields of multimedia design, games design, website design and animation.

COURSE OVERVIEW

Information technology (IT) is an area characterised by frequent and rapid change. It presents particular challenges for Australian society, especially the need to respond to emerging technologies and trends. Information technology involves the use of technologies by which people manipulate and share information in its various forms — text, graphics, sound and video — and the range of devices used to perform these functions.

The subject Information Technology Systems (ITS) is a practical discipline which prepares students to meet these rapid changes and to respond to emerging technologies and trends. It provides students with the knowledge and skills used in the systems supporting IT. These systems range from those supporting the development of information, such as documents or websites, to those supporting technology, such as computers or networks.

Information Technology Systems develops a fluency in information technology that is more comprehensive than information technology literacy alone. The term “IT literacy” suggests the acquisition of a repertoire of skills and the capability to use today's technology. This is generally developed in the P–10 years of schooling. ITS goes further to develop the notion of IT fluency — the ability to adapt to changes in technology and to independently learn and use new technologies as they arise throughout one's lifetime.

COURSE OUTLINE

The dimensions of study in this subject are:

Study of Information Technology Systems requires interaction with:

A contextual approach to learning (‘real-world approach’) Five elements (listed below), blended into both learning and assessment. The elements of Theory and techniques and Problem-solving process covered in each unit of work, and

implicitly included in practical tasks

Contexts include, but are not limited to; Animation, Game design, Graphic design, Interactive media, Mobile technology, Multimedia, Networking, Video production and Web design. These will be addressed, relevant to each cohort of students.

The course will cover a blend of the following five elements; Theory and techniques, Problem-solving process, Project management, Client relationships and Social and Ethical Issues. These elements will be addressed to varying degrees in each unit.

ASSESSMENT

The techniques and associated conditions of assessment most suited to the judgment of student achievement in this subject are described as, but not limited to; supervised written tasks, extended responses, product creation, practical tasks, examination, and minor and major projects. These tasks will assess each of the five elements to varying degrees.

Knowledge and communicationDimension 1:Design and development.Dimension 2:Implementation and evaluation.Dimension 3:


JAPANESE COURSE OVERVIEW This program aims to broaden student’s communicative skills and literacy in Japanese. It also aims to broaden their cultural awareness and to encounter different ways of looking at the world. Senior Japanese offers an opportunity for students to study key elements of Japanese popular culture, life, community, economy, history and political

climate. It encourages a critical understanding and appreciation of world cultures.

Students learn to communicate in the language using the four skills of listening, speaking, reading and writing for practical purposes. Individually and in groups, they will be involved in a variety of language activities, all communicative, to reflect “real life” situations. Students are also involved in a range of co-curricular activities such as student exchanges, visits to Japan, university immersion days, visits to restaurants and theatres, days of excellence and speech contests.

Students who wish to continue with Japanese in Year 11 and or Year 12 must normally have obtained at least a C Standard in Year 10 Japanese.

SPECIAL NOTE:

Successful completion of the Japanese language proficiency test in Senior Japanese contributes two (2) bonus points towards a student’s Tertiary Rank

COURSE OUTLINE

Senior Japanese develops language proficiency through the communicative approach, focusing on the exchange of ideas, real or simulated problem solving and writing with a real purpose in mind. By developing the four macro skills of Listening, Speaking, Reading and Writing, in an environment of rich authentic language learning experiences, students are encouraged to use Japanese as much as possible.

The senior program is designed to be completed over two years. Units are selected under the following themes:

Family and Community Leisure, Recreation and Human Creativity School and Post-School Options Social Issues

The following topics could be studied over the two year course:

ASSESSMENT

All four skills will be tested over each semester. Language is not an isolated study and students will be expected to show their development through the use of the language they have accumulated. Ability to communicate in Japanese is assessed through a variety of tasks including:

Semester 1

• Family Life• Travel and Tourism

Semester 2

• Special Occasions• Adolescence

Semester 3

• Leisure Activities• Around My Town

Semester 4

• Environment• Post-School Options

comprehending conversations; announcements and reports Listening

role-playing; conversing with the teacher or other students; presenting a talk on a familiar topic Speaking

responding to a range of written material such as magazine articles; cartoons; brochures and emails

Reading

letters; emails; postcards and school magazine articles Writing


LEGAL STUDIES Legal Studies enables students to have confidence in approaching and accessing the legal system and provides them with a better appreciation of the relationship between social and legal structures. Through inquiry, analysis and problem solving, students can make decisions which may benefit themselves and the community now and in the future. The immediate relevance of Legal Studies to students’ lives should promote and motivate students to make constructive judgments and informed commentaries on the law, its system and processes, from practical and critical social perspectives. Students examine and justify their own opinions and attitudes to legal and social issues needing resolution, preparing them to participate in society as active and informed citizens.

COURSE OVERVIEW

Legal Studies focuses on societal and ‘legal awareness’. It focuses on studies of legal issues arising from common social situations and community matters, and the resulting consequences for the individual and society, rather than knowledge of the law as such. The subject has been designed for students who, whatever their post-school destinations, wish to develop understandings, skills, abilities and attitudes about legal situations and issues so as to be better able to participate in the social processes of their communities.

COURSE OUTLINE

Topics include:

An Introduction to the Australian Legal System

Crime and Society

Civil Obligations

Torts Agreements/Contract Law Privacy

Technology and the Law (Intellectual Property)

Family and the Law - How does the law recognize and regulate family relationships?

Independent Study

An Overview of the Law in Society

ASSESSMENT

Legal Studies uses a wide range of assessment techniques to determine the relationships between student

achievement and the exit criteria of the course. These criteria are:

Assessment techniques used include short-answer tests, essays, assignments, practical exercises, real or simulated problem solving, seminar and media presentations, as well as reports on field experiences.

• Factual knowledge and understanding of the Legal System• Investigation and research of legal issues encountered in society• Responding to the Law


MATHEMATICS A Mathematics is an integral part of a general education. The study of Mathematics A enhances understanding of the world around us and the quality of our participation in society.

It allows individuals to become better informed economically, socially and politically in an increasingly mathematical world.

Mathematics A emphasises the development of positive attitudes towards the student’s involvement in mathematics. This development is encouraged through the use of relevant personal and work-related learning experiences.

It would be considered an advantage to have achieved a minimum of a sound result in the Mathematics or Advanced Mathematics Year 10 courses offered at St Eugene College.

COURSE OVERVIEW

Mathematics is an integral part of a general education. It is important in making informed decisions on everyday issues such as:

choosing between loan repayment schedules or insurance plans interpreting information in the media reading maps or house plans estimating quantities of materials

In Mathematics A, the skills needed to make decisions which affect student’s everyday lives are provided. These skills are also called on in other subjects and provide a good general background for many areas of tertiary study.

The study of Mathematics A will emphasise the development of positive attitudes towards a student’s involvement in mathematics. This development is encouraged by an approach involving problem solving and application, working systematically and logically, and communicating with and about mathematics.

COURSE OUTLINE

Mathematics A consists of core and elective topics.

ASSESSMENT

There will be two supervised exams and at least one research / investigation / modelling task report per semester.

The Core topics within each strand are:

• Financial Mathematics strand• Managing money 1• Managing money

• Statistics and Probability strand• Data collection and presentation• Exploring and understanding data

The Elective topics are (two to be selected)

• Maps and compasses: • Navigation OR• Land measurement

• Operations research: • Linear programming OR• Networks and queuing

• Introduction to models for data

Modelling and Problem Solving (in life-related situations, real and simulated, and in purely mathematical contexts)

Knowledge and Procedures (learned results, mathematical procedures and the use of mathematical instruments)

Communication and Justification

Student performance will be judged on the following criteria::


MATHEMATICS B In Mathematics B, advanced mathematical skills are developed, which form the basis for further study in mathematics related areas including engineering, sciences, economics and finance. The modes of thinking developed in Mathematics B provide ways of modelling situations in order to explore, describe and understand the world’s social, biological and physical environment. It is particularly aimed at those students considering a tertiary course with a heavy mathematical workload.

It is recommended that students have achieved a minimum of a B standard in the Year 10 Advanced Mathematics course offered at St Eugene College. A high level of achievement would support the student’s ability to cope with the demands of this subject.

COURSE OVERVIEW

Mathematics is an integral part of a general education. It underpins science and technology, most industry, trade and commerce, social and economic planning and communication systems and is an essential component for effective participation in a rapidly changing society. In Mathematics B, advanced mathematical skills are developed which form the basis for further study in mathematics. These skills are needed not only in the traditional careers of engineering or the physical sciences, but also as tools in fields as diverse as agriculture, food technology, geography, biology, economics and management. The modes of thinking developed in Mathematics B provide ways of modelling situations in order to explore, describe and understand the world’s social, biological and physical environment.

Mathematics B is designed to raise the students’ competence in, and confidence with, the mathematics needed to make informed decisions to ensure scientific literacy and to function effectively in a technologically skilled work force.

Students are given the opportunity to appreciate and experience the dynamic nature of Mathematics. They are encouraged to study the power of mathematics through problem solving and applications in life-related contexts.

COURSE OUTLINE

The topics to be studied include:

Introduction to Functions Rates of Change Periodic Functions and Applications Exponential and Logarithmic Functions and Applications Optimisation using Derivatives Introduction to Integration Applied Statistical Analysis

ASSESSMENT

Two supervised exams and at least one research / investigation / modelling task report per semester.






MATHEMATICS C In Mathematics C, students are given the opportunity to develop their full mathematical potential and extend the knowledge acquired in Mathematics B. They will be encouraged to recognise the dynamic nature of mathematics through problem solving and

applications in life related situations. Opportunities are provided for students to appreciate and experience the power of mathematics, and to see the role it plays as a tool in modelling and understanding many aspects of the world’s environment.

Students must enroll in Mathematics B in Year 11 and fulfill the recommended prior study from the subject of Mathematics B.

COURSE OVERVIEW

Mathematics is an integral part of a general education. Mathematics C aims to encourage students to develop positive attitudes to Mathematics through a problem solving and application approach. Students will extend their mathematical knowledge into new areas by investigating a range of modern applications. Mathematics C provides a very strong basis for a range of further studies (see Tertiary Pre-requisites booklet for further information).

Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence of students in mathematics beyond the scope of Mathematics B, to build on and combine many of the concepts introduced in Mathematics B (in particular in the study of vectors, matrices and calculus), and to provide further opportunity for students to participate more fully in lifelong learning.

COURSE OUTLINE

Topics covered:

Introduction to groups Real and Complex Number Systems Matrices and Applications Vectors and Applications Calculus Structures and Patterns Dynamics

Advanced Calculus and Exponential Functions

ASSESSMENT

Two supervised exams and one research / investigation / modelling task report per semester.






MUSIC COURSE OVERVIEW

The course provides many opportunities for students to enhance their understanding, joy and value of music. The course is primarily based on developing students’ musicianship. Musicianship is achieved through the knowledge and application of music elements and concepts, as well as experience in, and appreciation of, a range of music contexts, styles and genres. The selected units and related learning are sequential, developmental and leads to increasing independence.

The study of Year 10 Music is considered advantageous or external studies on an instrument with a private teacher. Students who are considering the study of Music who have not studied it previously should have a conversation with the Music Teacher or P-12 Assistant Principal (Senior Years).

COURSE OUTLINE

Throughout the two-year program, students will:

Develop their musicology through analysing and evaluating repertoire from a variety of social, cultural and historical contexts

Create music compositions/arrangements in a variety of genres and style through different mediums Perform musical repertoire through rehearsal by playing an instrument, singing or conducting in solo and

ensemble environments

ASSESSMENT

Achievement in Music is judged by matching a student’s achievement in the assessment tasks with the exit criteria of the subject.

HOW ARE THE STUDENTS ASSESSED? Compositions where the student demonstrates their ability to compose, develop and notate their own

individual understanding within a defined learning context Musical performance where the student sings and/or plays rehearsed material or improvises within a defined

learning context Aural or visual examinations where the student responds to seen or unseen/heard or unheard repertoire Aural or rhythmic dictations where the student demonstrates their ability to communicate their musical

understanding Written presentations/examinations where the student shows familiarity with the elements of music within a

defined learning context Oral presentations where the student reflects on an analysis of music which has been researched

Year 11Semester 1 & 2

•Film Music•Music and Dance•Call My Agent

Year 12Semester 3 & 4

•Music for a Purpose•Music and Culture•Wide Horizons

These criteria are: Composing

Performing

Musicology


PHYSICAL EDUCATION COURSE OVERVIEW Physical Education involves students learning in, about and through physical activity. The focus of this course is to allow students to develop as intelligent performers. Physical Education focuses on the complex interrelationships between psychological, biomechanical, physiological and sociological factors

that influence individual and team physical performances. The course also focuses on the wider social attitudes to and understandings of physical activity.

Students will be expected to exhibit a high degree of self-motivation and self-discipline to complete regular amounts of research, field experiments, logbook activities and physical activities.

Students should have demonstrated minimum of a C standard in Year 10 Authority English. Year 10 Physical Education is not a requirement but would support the student’s ability to cope with the demands of this subject.

COURSE OUTLINE Physical Education is based on subject matter delivered through integrated and personalised learning experiences from three focus areas and four physical activities.

The subject matter will be applied in the context of the physical activity completed at the time and relate specifically to the student’s personal experiences in the physical activity.

50 per cent of timetabled time involves students engaging in physical activity. Four physical activities will be completed over the course. The same physical activities will be performed in Year 11 and 12 with a different focus area studied.

Subject matter will be drawn from the following three Focus Areas:

Physical activities to be studied over the two year course include:

Please note that the selection of the activities is dependent on Syllabus requirements, the abilities of the students, class size and the expertise of the teacher.

ASSESSMENT

Focus Area ALearning Physical Skills

• Information processing and Motor Learning

• Psychology• Biomechanics

Focus Area BProcess and Effects of Training and

Exercise

• Training Program and Design• Energy Systems• Exercise Physiology

Focus Area CEquity and Access to Exercise Sport and

Physical Activity in Australian Society

• Figueroa’s Framework for examining equity and access in sport and physical activity in Australian Society

Touch and BasketballDirect Interceptive Activities

VolleyballIndirect Interceptive Activities

Aesthetic Activities

BiathlonPerformance Activities

Assessment Criteria Acquiring

Applying and Evaluating

A range of assessment techniques will be utilised throughout this course, including:

DemonstrationsInterviewsJournalsMultimodal Presentation Physical tasks in drill and game environmentsWritten proposalsEssays under exam conditionsResearch Reports


PHYSICS COURSE OVERVIEW

Physics is crucial to understanding the world around us, the world inside us, and the world beyond us. It is the most basic and fundamental science. Physics challenges our imaginations with concepts like relativity and string theory, and it leads to great discoveries, like computers and lasers, that lead in turn to technologies which change our lives—from healing joints, to curing cancer, to developing sustainable energy solutions.

Physics is the study of the nature and properties of matter and energy and how they interact with each other. It is an investigative and experimental science that involves formulating and testing hypotheses through analysing phenomena in order to understand how the universe works. Physics values methods of precise measurement, reproducible experimentation and powerful mathematical relationships. Physics frequently represents theories and phenomena mathematically. The knowledge and understandings of Physics is constantly expanding, contributing to new information, ideas and theories to explain observations and experiences.

COURSE OUTLINE

ASSESSMENT


In Physics, assessment instruments include

WHERE CAN PHYSICS TAKE YOU?

Studying Physics will provide you with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. It will help you to become better informed about the world around you and provide the critical skills so you can evaluate and make evidence-based decisions about current scientific issues. It will provide a foundation in physics knowledge, understanding and skills and is suitable as a precursor to tertiary study in science, engineering, medicine and technology.

Year 11 What is Physics Anyway?

Let’s Get Moving

Heat and our Environment

Communication

Physics in the Home

Year 12 Sport and Fun

Amusement Parks

Atomic and Nuclear Physics

The Search for Understanding

• Knowledge and conceptual understanding• Investigative processes• Evaluating and concluding

instruments are developed to investigate a hypothesis or to answer a practical research question


instruments such as written tests are used, and conducted under supervised conditions to ensure authentication of student worksupervised assessments

instruments are developed in response to a Physics question, circumstance or issue and while they are essentially non-experimental they may draw on primary experimental data



STUDY OF RELIGION COURSE OVERVIEW

The course is primarily educational in its approach and delivery. Study of Religion offers a broad knowledge and appreciation of diverse religious beliefs and practices, providing insight into people and cultures across time and place. Generally, the subject of Study of Religion looks at the place

of religion throughout the world and it assists students to become mature, constructive members of our diverse and changing world. The subject utilises a typological approach in which Christianity is viewed as the “home tradition.”

Students selecting this subject are expected to have at least a C in English and Religious Education Year 10.

All students must study either Study of Religion or Religion and Ethics during Years 11 and 12 at St Eugene College.

COURSE OUTLINE

The course caters for a diverse range of abilities and interests and embraces a variety of teaching and learning styles. Students are encouraged to use a variety of avenues to gather and access information, through interviews, group discussions, visiting sacred places and religious communities, and accessing written and audio-visual resources.

The course is delivered in four semesters across two years.

ASSESSMENT

Study of Religion is primarily an educational program and, as such, assessment is based on criteria similar to those in other Authority subjects, not levels of commitment of involvement in religious practices or activities.

Year 11

• Semester 1• Religion in a time of change – focused on Oblate involvement in Sri Lanka and China

• Ultimate Questions: Origins – Aboriginal & Torres Strait Islander and Jewish/Christian creation stories

• Semester 2• Ritual – ritual in varied social contexts, past and present

• Religion – State Relations – Explores patterns of relationship between religion and State and investigates Christian involvement in the Stolen Generations

Year 12

• Semester 3• Sacred Text – a study of sacred texts, particularly Christian and Islamic texts

• Ultimate Questions: Human Existence – Explores religious and secular understandings of the human person with specific reference to Christian and Buddhist understandings

• Semester 4• Religion, values and ethics – Investigates a variety of ethical issues through three ethical frameworks

Assessment Criteria Knowledge and Understanding

Evaluative Processes

Research and Communication

Assessment is continuous throughout the course of study and a range of tasks are used for this purpose. The exit level of achievement for the Study of Religion course will be based on five items of assessment completed in Year 12. These will include a range of tasks, for example, case study, multi-modal presentation based on ethnographic investigation, essay, response to stimulus material and written tests. A selection of these tasks will form the basis of the student’s verification folio.


VISUAL ART COURSE OVERVIEW

Visual Art is a powerful and pervasive means which students use to make images and objects, communicating aesthetic meaning and understanding from informed perspectives. In a world of increasing communication technologies, knowledge and understanding of how meanings are constructed and ‘read’ is fundamental to becoming a critical and productive citizen.

Visual Art uses an inquiry learning model, enabling multi-modal thinking and individual responses though researching, developing, resolving and reflecting. Through making and appraising, resolution and display of artworks, students understand and acknowledge the role of visual art and the contributions of visual artists, designers and craftspeople. In making artworks, students define and solve visual problems by using visual language and expression, experimenting and applying media to communicate thoughts, feelings, ideas, experiences and observations. In appraising artworks, students investigate artistic expression and critically analyse artworks within diverse contexts.

In Senior Visual Art students will embark on a personal journey of exploration and expression through visual media. Students will engage with a range of concepts and ideas, diverse art making media and engaging learning experiences to make and appraise artworks.

A sound achievement in English plus previous study of Visual Art is desirable.

COURSE OUTLINE

ASSESSMENT

Assessment within Visual Art will utilise a wide range of assessment techniques including major art folios, experimental folios, exhibitions of work, gallery or exhibition reviews, analysis of arts works, essay podcasts and press releases. Achievement in Visual Art is judged by matching a student's achievement in the assessment tasks with the exit criteria of the subject. The exit criteria are Visual literacy, Application and Appraising.

Year 11 is a developmental year with an emphasis on experimentation and diversification. Students will be introduced to a wide variety of learning experiences, practices, cultures and media which will allow them to engage with and respond to personal and world issues.

Year 11Diversification2

In preparation for life beyond the school environment, the Year 12 course will focus on specialisation. By the end of the course, students will resolve two independent bodies of work which incorporate resolved responses in both making and appraising. Students are encouraged to specialise in two media areas and focus on two research topics within the year.

Year 12Specialisation

MEDIA AREAS INCLUDE:

drawing, painting, printmaking, digital imagery, artist books2-D IMAGES

sculpture, ceramics, installation, fibre art, wearable art3-D IMAGES

electronic imaging, sound art.TIME BASED MEDIA


AUTHORITY REGISTERED SUBJECTS Subject Area Syllabus (SAS)


DANCE IN PRACTICE (SAS) COURSE OVERVIEW

In contemporary Australian society, Dance is a growing art form that reflects not only the evolving Australian psyche and increasing cultural diversity, but also established and progressive worldwide Dance genres and styles. It exists in many forms, fulfilling ritual, cultural and social functions. In Dance in Practice, students will create, perform and produce Dance works in the classroom, school and community environments.

Students will explore and apply techniques, processes and technologies individually and in groups to express and communicate Dance ideas that serve particular purposes. They will gain practical and technical skills, employ terminology specific to Dance, investigate ways to solve problems and make choices to communicate through Dance and about Dance. Through the physicality of Dance and the use of their bodies as a medium for artistic expression, students will experience a sense of enjoyment and personal expression and achievement.

The core is the conceptual base for the four-semester course of study and is what all students who undertake this subject will have the opportunity to learn. The core of this subject consists of three topics:

While a previous study or some experience in Dance is not a requirement, it would be beneficial. Students can and do still achieve excellent standards in Dance throughout the duration of the Senior Dance Program.

COURSE OUTLINE

ASSESSMENT

The knowledge, understandings and skills necessary for an individual to perform in solo and group performances. It also includes the performance of students as teachers of Dance for particular purposes and audiences, and healthy and safe practices in Dance.imagery, artist books

DANCE PERFORMANCE

The knowledge, understandings and skills necessary to stage productions. It includes choreographic understandings, designing dance performances and the technical and design skills used in dance productions.

DANCE PRODUCTION

The knowledge, understanding and skills necessary for students to understand and critique dance works.DANCE LITERACIES

POSSIBLE UNITS OF WORK MAY INCLUDEPioneers of

Contemporary Tutu Much (Ballet) Evolution of Contemporary

Popular Dance and the Youth Culture

Survival Skills (Ritual Dance) Musical Theatre Social Dance

ELECTIVES

CONTEMPARY JAZZ TAP BALLROOM POPULAR DANCE WORLD DANCE

CORE

DANCE PERFORMANCE DANCE PRODUCTION DANCE LITERACIES

Students’ learning will be assessed via a combination of the following 5 techniques:

ProjectExtended Response to StimulusPerformanceInvestigationProduct


DRAMA IN PRACTICE (SAS)

COURSE OVERVIEW

Drama exists all around us, wherever people are presenting their experiences, ideas and feelings through reenacted stories. By undertaking this course, students will be challenged to plan, create, adapt, produce, perform, appreciate and evaluate in a range

of dramatic works or events in a variety of settings. Students gain practical experience in a number of onstage and offstage roles including actor/performer, designer, scriptwriter, director, stage technician, publicity manager and stage manager. Students are presented with opportunities to engage in individual and group oriented learning activities to foster creative and technical skills to communicate meaning to audiences.

Previous study of Drama would be beneficial.

SELECTION ADVICE

Students undertaking the study of Drama need to be aware that particular assessments will require a certain amount of rehearsal time. This time increases throughout the course and culminates in the production of a play, for a live audience in Year 12. Students must be prepared to work collaboratively in pairs and small groups; both inside and outside of class hours. They will also have the opportunity to enjoy at least one live performance per year, which may occur outside school hours.

COURSE OUTLINE

Drama in Practice focuses on two core topics of study – ‘Dramatic principles’ and ‘Dramatic practices’. These core topics are integrated into the course through units of work developed from the electives. Electives and units of work may include:

ASSESSMENT

Assessment techniques include projects, performance, product, extended response to stimulus and investigation. These techniques assess the following dimensions:

UNITS OF WORK

Realism Absurdism Physical Theatre Comedy of Manners

Elizabethan Theatre Epic Theatre

Contemporary Aboriginal & Torres Strait

Islander Theatre

Post Modern Theatre

ELECTIVES

Playbuilding ActingTechnical

Production & Design

Script writingTheatre

Through the Ages

Directing Contemporary Theatre Acting

CORE

DRAMATIC PRINCIPLES DRAMATIC PRACTICES

Assessment Criteria

Knowing and Understanding

Applying and Analysing

Creating and Evaluating


ENGLISH COMMUNICATION (SAS) COURSE OVERVIEW

English Communication offers students opportunities, within the contexts of work, community and leisure, to use language to perform tasks, use technology, express identity, and interact in groups, organisations and the community.

The concept of language and literacy as a social practice is fundamental to English Communication. It is through texts that people express and share the vitality of cultures and communities; tell the stories of cultures; contribute to the shaping of personal, group and nation identities; explore ideas and feelings that invite reflection on knowledge, values and practices; promote shared cultural understandings and actively participate in communities. For this reason, a contextualised approach to teaching and learning is adopted in English Communication.

Students need to have completed study in a Year 10 English course.

COURSE OUTLINE

Students are provided with opportunities to:

Make meanings in and of everyday mass media and literary texts, understanding the influence of cultural contexts and social situations

Develop abilities in speaking (signing), listening, reading, viewing, writing and shaping practices, responsive to and effective in diverse social contexts

Become confident, effective and critical users of texts and language, making judgments to accept or challenge meanings

ASSESSMENT

Students will complete a variety of written and spoken/signed tasks in real-life contexts for particular purposes and audiences. Assessment will be conducted in both individual and group situations.

how texts are shaped by purpose, context and social situation

how textual features are selected for particular purposes and audiences

how texts reflect different values, beliefs and attitudes

In order to enable students to demonstrate their knowledge and control of the three assessment criteria, within the contexts of work, community and leisure, tasks will provide opportunities for students to use their knowledge of:

Assessment Criteria

Knowledge of contextual factors Knowledge of textual features Knowledge and understanding of texts


FURNISHING SKILLS (SAS) COURSE OVERVIEW

Furnishing Studies is an Authority Registered subject. It is a course of study over four semesters, based on units that promote vocational learning as well as general knowledge and skills needed for employment in the furniture manufacturing industries. At the completion of Year

12, students will receive an exit level of achievement for this subject on their Senior Statement and 4 credit points towards their QCE on successful completion. Furnishing Studies is not a Vocational Education subject, therefore there is no Vocational Certificate or TAFE accreditation issued for this subject. COURSE OUTLINE

Furnishing Studies aims to meet the needs of students in the Senior phase of learning. In particular, a course derived from this Study Area Syllabus aims to:

provide students with a general knowledge and appreciation of materials, equipment, and processes and procedures, that can be built upon to keep pace with changing technologies;

equip students with broadly based practical skills that can be further developed, directed, or transferred to other technical situations thus enhancing their capacities to adjust to technology;

promote the development of safety awareness, and safe working practices;

develop attitudes appropriate to students’ future participation in society, and their understanding of career pathways for the world of work.

COURSE ORGANISATION:

Furnishing Studies has been designed as a project-based course that emphasis’s using current industry practice and safe technological processes to solve problems and complete tasks in a workshop environment. Projects and practical activities set the context within which the key elements of the course are delivered and provide the means for the consolidation and application of skills and knowledge. They are authentic simulations of real manufacturing projects, and are student-centered to promote confident and self-motivated learners. A course in Furnishing Studies comprises:

a mandatory core study area (integrated throughout the course) specified units of study, as prescribed by the Furnishing strand

ASSESSMENT PROJECTS AND PRACTICAL DEMONSTRATIONS

Assessment is Formative in Year 11, and Summative in Year 12 respectively. Formative assessment is used to provide feedback to students, parents, and teachers about achievement over the course of study. Summative assessment, while also providing feedback to students, parents and teachers, provides cumulative information on which levels of achievement are determined at exit from the course of study. Summative assessment provides the information for Certification at the end of the course. In Furnishing Studies there are three criteria from which a student’s exit level of achievement is derived:

Assessment Criteria


Analysing and Applying

Producing and Evaluating


INDUSTRIAL GRAPHICS (SAS)

COURSE OVERVIEW

This course is designed to provide a wide cross section of learning experiences in the major areas of graphical communication. It would be particularly beneficial for students wishing to enter a trade or traineeship. Industry orientation is a mandatory aspect of this course.

It consists of four semesters of study which include:

Engineering Furnishing Drafting Building & Construction

Students selecting this subject are expected to have completed at least one year of study in Graphics in Year 9 or 10

COURSE OUTLINE

Each of the contextual units have been designed to integrate, expand upon and apply the following areas of study in situations that are as close to industry practice as possible.

Introduction to the design and drafting industry.

Basic design concepts

Drawing interpretation and production – manual drafting/freehand sketching

Identification and interpretation – drafting standards and conventions

2D & 3D drawing production using computer aided design and drafting systems

Field Studies

PLEASE NOTE:

The necessary equipment will be provided and explained to the students at the start of the school year.


The assessment for this subject will consist of classwork and assignments done for each contextual unit for each semester. The details of what is assessed will be on a semester work sheet which will be issued to students at the start of each semester.

Assessment Criteria





MUSIC IN PRACTICE (SAS)

COURSE OVERVIEW

Students will focus on developing their understanding of the functions and purposes of music, elements of music, structural devices and symbols, as well

as explore music conventions, forms, styles, genres and terminology.

The music principles are the understandings that will serve as a foundation for the students learning in Music. These principles are realized in music practices through composing, performing and responding in and to music, and in authentic, real-world situations.

Students will develop their music skills, techniques and processes, become aware of music industry practices and cultures, use digital technologies and develop their problem solving, analytical reasoning and reflective skills.

The music practices are the application and manipulation of music principles through the use of music skills, techniques and processes. Music communicates ideas, emotions and feelings through the practical application, interpretation and manipulation of music principles interacting with personal experience, perception and imagination.

The study of Year 10 Music is considered advantageous or external studies on an instrument with a private teacher. Students will be required to perform within this unit – either on an instrument (including voice), conducting or through live mix-downs of performances.

COURSE OUTLINE Throughout the two-year program, students will:

identify, explain, interpret and demonstrate music principles and practices organize and apply music principles and practices through composing, performing and responding in

and to music analyse the use of music principles and practices in their own and others’ music works use language conventions and features to communicate ideas and information in and about music,

according to context and purpose plan and modify music works using music principles and practices, to achieve purposes realize music works and generate music texts to communicate music ideas to audiences evaluate the application of music principles and practices to music works and music activities

ASSESSMENT Achievement in Music in Practice is judged by matching a student’s achievement in the assessment tasks with the exit criteria of the subject. These criteria are:

UNITS OF WORK

Cultural Music Music for a Purpose Film Music Wide Horizons Keys and Chords Music and Dance Call my Agent

ELECTIVES

Community Music Contemporary Music Genres and Styles Music for Film and TV The Music Industry Performance Craft Song Writing

COREMUSIC PRINCIPLES MUSIC PRACTICES

Assessment Criteria• Knowledge and Understanding• Applying and Analysing• Creating and Evaluating


ENGINEERING SKILLS (SAS)

COURSE OVERVIEW

Engineering Studies is an Authority Registered subject. It is a course of study over four semesters, based on units that promote vocational learning as well as general knowledge and skills needed for employment in the metal manufacturing industries. At the completion of Year 12, students will receive an exit level of achievement for this subject on their Senior Statement and 4 credit points towards their QCE on successful completion. Engineering Studies is not a Vocational Education subject, therefore there is no Vocational Certificate or TAFE accreditation issued for this subject.

COURSE OUTLINE

Engineering Studies aims to meet the needs of students in the Senior phase of learning. In particular, a course aims to:

provide students with a general knowledge and appreciation of materials, equipment, and processes and procedures, that can be built upon to keep pace with changing technologies;

equip students with broadly based practical skills that can be further developed, directed, or transferred to other technical situations thus enhancing their capacities to adjust to technology;

promote the development of safety awareness, and safe working practices;

develop attitudes appropriate to students’ future participation in society, and their understanding of career pathways for the world of work.


Assessment is Formative and Summative in Year 11 and 12. Formative assessment is used to provide feedback to students, parents, and teachers about achievement over the course of study. Summative assessment, while also providing feedback to students, parents and teachers, provides cumulative information on which levels of achievement are determined at exit from the course of study. Thus, Summative assessment provides the information for Certification at the end of the course.

In Engineering Studies there are three criteria from which a student’s exit level of achievement is derived:

Assessment Criteria





PREVOCATIONAL MATHEMATICS (SAS) COURSE OVERVIEW

Prevocational Mathematics is a course designed to cater for a broad range of skills, attitudes and needs of students. It covers the topics of number, data, location and time, measurement and finance. These are integrated into teaching and learning contexts

which have relevance for the student. This course fosters cooperation, and is supportive, enjoyable and non-competitive. It allows students to develop a positive attitude towards the use of mathematics.

This course is designed to improve the confidence of students giving them time to discover how to solve problems, discuss, guess at answers, take chances, try things out, be wrong, and most importantly experience success. It is workplace mathematics to prepare students for the work force. They develop skills to work both independently and in groups.

During the course of study, students should:

Build confidence and experience success when using mathematics in everyday contexts. Improve their preparedness for entry to work, apprenticeships, traineeships, or further study by developing their numeracy. Develop skills such as using a calculator, identifying, measuring, locating, interpreting, estimating, applying, communicating,

explaining, problem solving, making informed decisions, and working cooperatively with others and in teams. Be able to organise mathematical ideas and represent them in a number of ways such as objects and pictures, numbers and symbols,

rules, diagrams and maps, graphs, tables and texts. Be able to present findings orally and in writing. Be able to use relevant technologies.

Be able to make informed decisions.

Students need to have completed study in a Year 10 Mathematics course.

COURSE OUTLINE THE FIVE TOPICS ARE:

Mathematics for interpreting society: number Mathematics for interpreting society: data Mathematics for personal organisation: location and time Mathematics for practical purposes: measurement Mathematics for personal organisation: finance.

These topics are not studied in isolation but are combined and presented in a context relevant and meaningful to the student.

Examples of units studied include:

ASSESSMENT Assessment for Prevocational Mathematics is varied and takes the form of worksheets, assignments, extended tasks, oral presentations, media reports and field research.

Affective objectives are concerned with attitudes, values and feelings. They are essential to the aims of the course but are not summatively assessed.

Year 11•Travelling in Australia•Are you a good Sport•Consumer Issues - Mobile Phones•Earning Money•Planning a Room•Consumer Issues - Credit Cards

Year 12•Adventures Overseas•Consumer Issues - Loan•Can you stick to a budget•Consumer Issues - Buying a Car


RELIGION AND ETHICS (SAS) COURSE OVERVIEW

Religion and Ethics assist students to know and understand the influence that values, beliefs or religious traditions have on their own and others’ behaviors. It encourages students to develop ethical attitudes and behaviors required for effective participation in the community and to think critically, creatively and constructively about their future and the role they have in it.

This subject is available to all students but is specifically designed to meet the QCE requirements for non-OP students.

All students must study either Study of Religion or Religion and Ethics during Years 11 and 12 at St Eugene College.

COURSE OUTLINE

The course caters for diverse teaching and learning styles and focuses on the areas of ethics and meaning in life, including personal, relational and spiritual dimensions of human religious experience. Students investigate these and relate them to their own life situations through a number of elective topics.

The course is delivered in four semesters across two years.

ASSESSMENT

Assessment in Religion and Ethics criteria based. The three criteria are:

Assessment is continuous throughout the course of study and a range of tasks are used for this purpose, such as, folio, DVD, group work, annotated records, photo collage, preparation of and participation in a ritual, art work and interactive display.

Final level of achievement will be based on four items of assessment from Year 12.

Year 11

• Semester 1•Spirituality•Good and Evil

• Semester 2•Spirituality and Ritual•The Australian Scene

Year 12

• Semester 3•Peace & Conflict•Sacred Stories

• Semester 4•Ethics & Morality•Social Justice

Assessment Criteria

• Knowledge and Understanding• Processing Skills• Communication Skills


VISUAL ART IN PRACTICE (SAS)

COURSE OVERVIEW

The Creative Arts are a vital part of our everyday lives. They are the common threads of life in all communities and reflect both personal and community aspirations. Visual Arts in Practice provides an alternative to students who desire participation in the visual arts, but do not wish to

undertake the Visual Art authority subject.

The course provides a practical based path of study that prepares students for the ever growing Creative Industries sector of the workforce. Throughout the course, students are exposed to professional management, workplace health and safety issues, effective work practices and arts administration, leading to the acquisition of the industry skills needed by a beginner practitioner. Preparation for the workplace is further enhanced through fostering a positive work ethic, teamwork and project management skills.

COURSE OUTLINE Year 11

Year 11 is a developmental year with an emphasis on experimentation and diversification. Students will focus on acquiring the technical skills and material knowledge needed to support their own arts practice.

Year 12

In preparation for life beyond the school environment, the Year 12 course will focus on specialisation and organisation. In addition to media and skill based knowledge, students will focus on the management and organisational skills required to successfully plan independent and community arts projects.

ASSESSMENT

Assessment within this course focuses heavily on ‘real world’ work requirements. Assessment items will include art products, projects, community exhibitions, gallery or exhibition reviews and Artist Statements.

Students are assessed under the criteria of Knowing & Understanding, Applying & Analysing, Creating and Evaluating.

Knowing & Understanding involves recollection of terminology and explanation of art making processes, interpretation of information about concepts and ideas and demonstration of art making processes.

Applying & Analysing involves application of art making processes, concepts and ideas, analysis of art making processes and use of language conventions and features.

Creating & Evaluating involves evaluation of art making progress, generation of plans and ideas and communication to convey meaning.

UNIT 1 YEAR 11Popular Culture Product: Poster for public display

UNIT 2 YEAR 11Our Space Project/ Product: Assemblage Sculpture

UNIT 3 YEAR 11Dress it Up Project: Community Art Mural

UNIT 4 YEAR 11Exploring Photography Product: Folio of photographs

UNIT 5 YEAR 12High School Musical Project: Community Event Presentation/

ProductionUNIT 6 YEAR 12

Trash & Treasure Product: Assemblage SculptureUNIT 7 YEAR 12

Scape Project/ Product: Mixed Media Artwork & Exhibition

UNIT 8 YEAR 12Belonging Product: Folio of Photographs


VOCATIONAL EDUCATION CERTIFICATE COURSES


CERTIFICATE II IN HEALTH SUPPORT SERVICES - HLT23215 In partnership with TAFE, we are offering the following dual qualification.

RTO TAFE Qld Brisbane - National Provider Number 31396

YEAR 11 2018

This qualification will provide you with the introductory technical skills and basic scientific knowledge for a career in laboratory environment.

Learn how to perform the essential functions of collecting, handling and transporting samples, and develop basic testing and laboratory skills.

Gain skills complimentary to the mining, pharmaceutical, biological and environment science industries.

DELIVERY: Face to Face one day per week CAMPUS: St Eugene College DURATION: 2 Semesters (Year 11 2018)

UNITS

The successful achievement of this qualification requires you to complete all core and 8 elective units from the list below. Electives may differ between TAFE Queensland locations and regions.

PATHWAY OPTIONS

• Certificate II in Support Services HLT23215• Diploma of Nursing (Enrolled Division 2) HLT54115

CAREER OUTCOMES

• Administration assistant,ward/hospital assistant, orderly, pathology courier, support services worker

• Enrolled nurse

CORE UNITS

Communicate and work in healthCHCCOM005

Work with diverse peopleCHCDIV001

Comply with infection prevention and control policies and proceduresHLTINF001

Participate in workplace health and safetyHLTWHS001

ELECTIVE UNITS

Prepare and maintain bedsCHCCCS012

Transport individualsCHCCCS026

Follow basic food safety practicesHLTFSE001

Provide ward or unit based foodHLTFSE002

Handle and move equipmentHLTHSS004

Deliver a serviceBSBCUS201

Respond effectively to behaviours of concernCHCCCS020


CERTIFICATE III IN INDIVIDUAL SUPPORT -CHC33015 In partnership with TAFE, we are offering the following dual qualification.

RTO TAFE Qld Brisbane - National Provider Number 31396 - YEAR 12 2019

UNITS The successful achievement of this qualification requires you to complete all core and 6 elective units from the list below.

PATHWAYS Provide personal care and support to people in the aged community or those living with dementia or a disability. We will teach you how to work one on one with elderly people to maximise independence and build wellbeing. You learn to work legally and ethically with a diverse range of people and help them maintain a better quality of life. This course is suitable for people with no previous experience, as well as those who work in a related field and want to formalize their existing skills in community work, aged care, disability, or individual support.

UNIVERSITY PATHWAYS If you want to go on to further study at university, TAFE Queensland has a pathway option to get you there. In many cases, completing one of our diplomas will give you a full year of credit towards a degree with one of our partner universities. That means cutting down the amount of time you need to complete your degree, or even enrolling straight into the second year of your university course.

CORE UNITS

Follow safe work practicesHLTWHS002

Recognise healthy body systemsHLTAAP001

Work with diverse people (Credit Transfer)CHCDIV001

Work Legally and ethicallyCHLEG001

Communicate and work in health(Credit Transfer)CHCCOM005

Suppport independence and wellbeingCHCCCS023

Provide individualised supportCHCCCCS015

ELECTIVE UNITS

Deliver care services using a palliative approachCHCPAL001

Provide home and community support servicesCHCHCS001

Support relationships with carers and familiesCHCCCS026

Meet personal support needsCHCCCS011

Provide support to people living with dementiaCHCAGE005

Facilitate the empowerment of older peopleCHCAGE001

Vocational placementVPC200

Job Prospects• Assistant in Nursing (AIN)• Community Care Worker• Support Worker• Aged Care Worker• Personal Care Assistant (PCA)• Carers and Aides• Residential Care Office

UNDER NEGOTIATION


CERTIFICATE II HOSPITALITY – SIT20316 RTO ST EUGENE COLLEGE - National Provider Number 32362

COURSE OVERVIEW

The Certificate II in Hospitality course includes a range of practical topics to provide students with an understanding of the hospitality industry. Students engage in the industry's workplace culture and practices, and develop the skills, processes and attitudes crucial for making valid decisions about future career paths. The course also enables students to investigate hospitality as a source of leisure activities, life skills, or as an avenue for further study. Skills implicit in hospitality include working in teams, demonstrating effective communication, and organisational and interpersonal skills.

It is highly recommended that students have studied Food and Design Technology in Years 8 to 10. This course is designed to appeal to students of varying interests and capabilities and those wishing to pursue a career in the hospitality industry.

COURSE OUTLINE

ASSESSMENT

CORE

Work effectively with othersBSBWOR203

Source and use information on the hospitality industrySITHIND002

Use hospitality skills effectivelySITHIND003

Show social and cultural sensitivitySITXCOM002

Interact with customersSITXCCS003

Participate in safe work practicesSITXWHS001

ELECTIVES

Use hygienic practices for food safetySITXFSA001

Prepare and serve non-alcoholic beveragesSITHFAB004

Prepare and serve espresso coffeeSITHFAB005

Serve food and beverageSITHFAB007

Prepare and present simple dishesSITHCCC002

Prepare and present sandwichesSITHCCC003

Prepare appetisers and saladsSITHCCC006

ASSESSMENT CRITERIA

• Work Experience• Practical skills and application• Planning and decision making • Knowledge

ASSESSMENT TASKS

• Practical cookery and food presentation• Process journals documenting planning and decision

making in practical situations• Short answer exams• Orals• Group tasks• Information brochures• Case studies and role-plays


CERTIFICATE III HOSPITALITY – SIT30616 RTO WORK SKILLS 31384

An extension option of upgrading to a Certificate III in Hospitality will be available at the completion of the Certificate II Hospitality. A $500 fee payable to Work Skills Australia is required to certify the additional 4 units of competency to upgrade to the Certificate III Hospitality.

Costing for this is separate to the Cert II Hospitality and can be found on page 53.

CORE

Participate in safe work practicesSITXWHS001

Work effectively with othersBSBWOR203

Source and use information on the hospitality industrySITHIND002

Work effectively in the hospitality serviceSITHIND004

Provide service to customersSITHCCS006

Show social and cultural sensitivitySITHCOM002

Coach others in job skillsSITXHRM001

ELECTIVES

Use hygienic practices for food safety (Prerequisite for food and beverage handling)SITXFSA001

Prepare and present simple dishesSITHCCC002

Provide responsible service of alcoholSITHFAB002

Prepare and serve non-alcoholic beveragesSITHFAB004

Prepare and serve espresso coffeeSITHFAB005

Process financial transactionsSITXFIN001

Use hospitality skills effectivelySITHIND003

Clean kitchen premises and equipmentSITHKOP001

UNDER NEGOTIATION


CERTIFICATE II INFORMATION, DIGITAL MEDIA & TECHNOLOGY – ICT20115 RTO ST EUGENE COLLEGE - National Provider Number 32362

COURSE OVERVIEW

Information technology has provided opportunities that did not exist a generation ago. Advances in communication facilities and peripherals combine to emphasise the concept of a global community, where we are able to communicate readily with people in remote locations. Peripherals expand the scope of applications and can assist people with certain physical impairments and disabilities. An understanding and appreciation of the impact of technological advances would be an asset in maximising the advantages information technology can provide

COURSE OUTLINE

Students taking this course of study will need to work consistently to gain competency in the 7 core and 7 elective units studied:

ASSESSMENT

Evidence towards competence is gathered over a two-year period for each of the units of competency studied. School reports will reflect the student's work ethic in the subject and provide feedback on progress of evidence gathered. This course is project based and both Theory and Practical are incorporated into the set tasks.

In the classroom students must put into practice the theory that they have learned, i.e. working safely, in order to be deemed competent. All students will be offered the opportunity to apply for Recognition of Prior Learning (RPL) Units attained in other Certificate courses will be credited to this course. “Additional Learning” (Relevant experience done outside course of study) will also be considered as prior learning.

Disclaimer: For students enrolled in the above Certificate Course, there may be an opportunity in 2018 for some students to participate in a Cert III Information, Digital Media and Technology. This would require a written application and interview process determined by the College upon expressions of interest from students. The cost of this would be negotiated upon successful applications, however, it would be estimated around $50 - $70 per year.

CORE

Contribute to health and safety of self and othersBSBWHS201

Participate in environmentally sustainable work practicesBSBSUS201

Use computer operating systems and hardwareICTICT201

Work and communicate effectively in an ICT environmentICTICT202

Operate application software packagesICTICT203

Operate a digital media technology packageICTICT204

Use social media tools for collaboration and engagementICTWEB201

ELECTIVES

Design basic organisational documents using computing packagesICTICT205

Install software applicationsICTICT206

Identify and use basic current industry specific technologiesICTICT211

Apply problem-solving techniques to routine ICT malfunctionsICTSAS202

Connect hardware peripheralsICTSAS203

Maintain ICT equipment and consumablesICTSAS208

Connect and use a home based local wireless networkICTSAS209


CERTIFICATE III SPORT AND RECREATION – SIS3011513 EXTERNAL RTO BINNACLE TRAINING - National Provider Number 31319

COURSE OVERVIEW

This is a two year course which is designed to equip students with the knowledge and skills to perform the duties of a Sport & Recreation instructor (Coach, official, recreation coordinator, etc). Students will be expected to exhibit a high degree of self-motivation and discipline in order to complete all the modules and practical assessments within the year.

The Certificate III Sport & Recreation course provides the students with an extensive knowledge of the Sport and Recreation industry. The modules allow the students to develop basic recreation/coaching plans for clients after assessing their goals, fitness levels and injuries or illnesses. They will be able to identify the client’s goals and motivate them to exercise and participate in physical activity in a safe and effective manner. Students will be able to supervise and officiate recreation and sport programs (sporting tournaments, Health and Physical Education classes, school sporting teams, etc), whilst monitoring their progress through the use performance evaluations and video feedback. They will also be able to provide technical advice and perform basic maintenance on the associated equipment through completion of equipment audits.

Study of Year 10 Recreation Studies, Physical Education and/or Health Education.

COURSE OUTLINE

ASSESSMENT

Students are required to undertake and pass ALL of the modules above. The written modules are all completed on computer and emailed directly to the outside provider from the teacher for final assessment. As this is a Certificate course and AQTF qualification, all modules and assessment is competency based. Students will be required to complete a first aid and CPR assessment as part of the course.

COREOrganise personal work priorites and developmentBSBWOR301Provide First AidHLTAID003Participate in workplace health and safetyHLTWHS001Use social media tools for collaboration and engagementICTWEB201Conduct non-instructional sport, fitness or recreation sessionsSISXCAI003Plan and conduct programsSISXCAI004Provide quality serviceSISXCCS001Respond to emergency situationsSISXEMR001Participate in WHS hazard identification, risk assessment and risk controlBSBWHS303

ELECTIVEProvide cardiopulmonary resuscitation HLTAID001Develop and update knowledge of coaching practicesSISSSCO101Maintain equipment for activitiesSISXFAC001Communicate effectively with others in a sport environmentSISSSDE201Develop and update officiating knowledgeSISSSOF101Provide equipment for activitiesSISXCAI001Develop and extend critical and creative thinking skillsBSBCRT301Organise schedulesBSBADM307Facilitate groupsSISXCAI006Conduct basic warm up and cool down programsSISSSPT303A


CERTIFICATE II IN SAMPLING AND MEASUREMENT (MSL20116)

CERTIFICATE III IN LABORATORY SKILLS (MSL30116) RTO TAFE Qld Brisbane - National Provider Number 31396

This dual qualification is being offered in partnership with TAFE

Students who successfully complete both Certificates in Year 11 can choose a study line or another subject in Year 12.

COURSE OVERVIEW

This qualification will provide the student with the full range of technical skills and basic scientific knowledge for a career in a laboratory environment. Students will learn how to perform the essential functions of sampling and testing (collecting, handling and transporting samples and developing basic testing and laboratory skills) and develop stronger workplace communication skills. They will gain skills complementary to the mining, pharmaceutical, biological and environmental science industries.

Students will participate in lessons and labs at school and at TAFE Qld Brisbane South Bank Campus.

COURSE OUTLINE

Students taking this course of study will need to work consistently to gain competency in the 13 units studied:

ASSESSMENT

Evidence towards competence is gathered over a twelve-month period for each of the units of competency studied. School reports will reflect the student's work ethic in the subject and provide feedback on progress of evidence gathered. This course is project based and both Theory and Practical are incorporated into the set tasks.

In the classroom students must put into practice the theory that they have learned (eg working safely) in order to be deemed competent. All students will be offered the opportunity to apply for Recognition of Prior Learning (RPL). Units attained in other Certificate courses will be credited to this course. “Additional Learning” (Relevant experience done outside course of study) will also be considered as prior learning.

Units of Competency Names/sCodesPerform Basic TestsMSL973001Participate in laboratory field workplace safetyMSL943002Collect routine site samplesMSL952001Handle and transport samples or equipmentMSL952002Participate in environmentally sustainable work practicesMSMENV272Plan and conduct laboratory field workMSL913002Record and present dataMSL922001Work within a laboratory / field workplace (induction)MSL912001Communicate with other peopleMSL913001Prepare culture materialMSL973003Perform aseptic techniquesMSL973004Perform microscopic examinationMSL973007Contribute to the achievement of quality achievementsMSL933002


DIPLOMA OF BUSINESS BSB50215 School Program Train Assess Australia Pty Ltd RTO 1831

Secondary students now have the opportunity to undertake the Diploma of Business (BSB50215). This course is delivered over two years. The program of study will develop great skills and knowledge in addition to achieving a viable option for tertiary entry.

Students undertaking TAA’s course will develop skills and knowledge around a wide range of business functions.

Successful completion will identify your students as a person who can use well-developed skills and a broad knowledge base to solve a range of unpredictable problems, and analyse and evaluate information from a variety of sources. They will be able to provide leadership and guidance to others, and have responsibility for the output of others.

PACKAGING RULES

8 elective units must be selected, of which:

• 6 of the elective units must be selected from the prescribed elective units with no more than 3 units selected from any group

• 2 elective units may be selected from prescribed units, from the BSB Business Services Training Package, or from any current accredited course or endorsed Training Package at this qualification level.

ELECTIVES

Elective units must be relevant to the work environment and the qualification, maintain the integrity of the AQF alignment and contribute to a valid, industry-supported vocational outcome. Train Assess Australia Diploma of Business program includes the following units:

UNITS

Group B• Manage meetingsBSBADM502

Group C• Manage human resources servicesBSBHRM501

Group C• Manage recruitment, selection and induction processes BSBHRM506

Group C• Manage programs that promote personal effectivenessBSBLED502

Group D• Identify and evaluate marketing opportunitiesBSBMKG501

Group E• Manage riskBSBRSK501

OTHER

Plan small business financesBSBSMB402

Market the small businessBSBSMB403


SENIOR VOCATIONAL ACCESS PROGRAM

ENROLMENT BY INVITATION ONLY

PROGRAM REQUIREMENTS

CORE COURSE COST WILL BE COVERED BY SUBJECT LEVY - ELECTIVES WILL BE LEVIED

COURSE OVERVIEW

The Senior Vocational Access Program is a flexible course which has been designed to provide a pathway towards the Queensland Certificate of Education (QCE) as well as towards vocational pathways at the end of Year 12.

The program focuses on the development of employability and independent living skills, with the inclusion of accredited courses incorporating the literacy and numeracy requirements of the QCE.

The strength of this program is that it focuses on both studies occurring within each individual college as well as in the community settings where the participating students meet. It offers best practice, real life and social opportunities, but at the same time emphasises the continuous inclusion of the participating students within their respective colleges.

Senior Vocational Access Polo shirt

Black trousers, socks and black leather shoes Public transport card Laptop

Program Provision All materials provided Small group approach, fully supported Multidisciplinary team

PROGRAMYEARS

11 AND 12 (2 DAYS/WEEK

• Travel Training and Practice• Certificate II in skills for work and Vocational Pathways• Independent Living Skills• Certificate II in Active Volunteering• Work Related Activities (observations, work experience, traineeships,

volunteering)

PLUS

• Microsoft Office Specialist: PowerPoint, Word Excel• Drum Beat• Entrepreneurial Skills• Social/Leisure Skills• Barista Course• Brake Road Awareness

EXPECTED OUTCOMES BY THE END OF YEAR 12

SOME STUDENTS

• Will have met the requirements for the Queensland Certificate of Education ( QCE)

ALL STUDENTS

• Will have obtained a variety of employment skills• Will have participated in work experience and volunteering• Will have gained confidence to transition to work or further education• Will have extended their social and (inter-) personal skills• Will have developed a capacity to work with others


TABLE OF SUBJECT WEIGHTS Syllabus Year Field A Field B Field C Field D Field E Ancient History 2004 5 4 2 N/A 3 Biology 2004 5 4 4 3 2 Chemistry 2007 4 3 5 5 2 Dance 2010 2 1 1 N/A 5 Drama 2013 3 2 1 N/A 5 English 2010 5 4 1 N/A 3 Film, Television and New Media 2005 3 2 2 N/A 5 Graphics 2013 1 3 5 3 4 Health Education 2010 5 2 3 2 2 Information Technology Systems 2012 3 3 3 3 3 Japanese 2008 1 5 1 N/A 3 Legal Studies 2013 5 4 2 1 2 Mathematics A 2008 1 2 5 4 N/A Mathematics B 2008 1 2 5 5 N/A Mathematics C 2008 1 2 5 5 N/A Music 2013 3 1 2 1 5 Physical Education 2010 3 1 3 2 5 Physics 2007 4 3 5 5 2 Study of Religion 2008 5 4 2 N/A 2 Visual Art 2007 4 2 2 N/A 5

Highlight the subjects you have chosen, and the weights for each field.

Add the total weights vertically for each field (i.e. A.B.C. etc)

Multiply by the number of semesters you will study each subject (usually 4)

You are eligible for any field where you total 60 or more

These calculations of ‘Fields” are used by the QTAC and Universities.

extended written expression involving complex analysis and synthesis of ideas Field A

short written communication involving reading, comprehension and expression in English or a foreign language Field B

basic numeracy involving simple calculations, and graphical and tabular interpretation Field C

solving complex problems involving mathematical symbols and abstractions Field D

substantial practical performance involving physical or creative arts or expressive skillsField E


SUBJECT LEVIES YEAR 11 In order to give parents/guardians a clearer understanding of the costs involved when selecting Year 11 Electives, the College has decided to implement the process of charging for individual subjects. These costs will cover all anticipated expenses (including excursions) involved in undertaking that particular subject.

We believe this is a more equitable process for all our families.

CERTIFICATE COURSES 2018 Levy Per Year

Certificate II Health and Community Services (Year 11 2018) $210.00

Certificate III Individual Support, Certificate III Health Support Services UNDER NEGOTIATION

Certificate II Hospitality $300.00

Certificate III Hospitality (Additional Cost) UNDER NEGOTIATION

Certificate II Information, Digital Media & Technology $100.00

Certificate III Sport & Recreation Studies $350.00

Certificate II Sampling & Measurement and Certificate III Laboratory Skills $300.00

Diploma in Business $800.00


NOTES:

Dare to grow in faith, hope and love

138 Station Rd BURPENGARY QLD 4505 P: (07) 3491 4600

mailto:[email protected]

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

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