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Year 11 Subject Selection Booklet 2012 -

YEAR 112016

SUBJECT GUIDE

Year 11 Subject Selection Guide 2012 – Page 1

SENIOR SCHOOLWe would like to welcome you to the Senior School of Aldridge State High School. We hope that the next two years will be a successful and enjoyable part of your education. The school has adopted a philosophy that recognises the needs and expectations of senior students are different from those of the Junior School.In the Senior School, a variety of learning pathways are available to respond to the range of student learning outcomes established in the SET Plans. As a result of this:

student contact hours will vary greatly and extend beyond the conventional 9.00 am – 3.00 pm.

in addition, student learning may well take place at a variety of sites. With these variations comes the need for a mature and responsible approach to Senior Schooling from the senior students themselves.

With the provision of these freedoms comes the responsibilities that are a vital part of a Senior School.RESPONSIBILITIES:The Senior School operates on the following principles: Mutual respect and common courtesy form the basis of good relationships. Increased personal independence requires higher levels of responsibility in decision making

and self-management. Success in chosen fields of study is largely dependent on self-motivation and the ability to

work independently.Students who adopt these principles will enjoy their school life and reap the relevant rewards.EXPECTATIONS: As Senior School students there are certain standards of behaviour and

performance that your school expects of you, including 95% attendance and approximately two (2) hours study per night.The school considers the following to be examples of inappropriate behaviour for Senior School students:

ATTENDANCE: - continual lateness to class/patterns of absenteeism at any learning site.

ATTITUDE TO STUDY: - failure to submit assignments.- non-participation in class activities.

GENERAL BEHAVIOURS: - hindering the progress of others- unwillingness to work at set tasks- anti-social behaviour- disobedience- abuse of privileges offered to senior

students.

Students who persistently exhibit some or all of the above will risk suspension as determined by the school’s code of behaviour and/or enrolment cancellation may occur for persistent disengagement and absenteeism.

It is not sufficient to just pass the subject. It is essential that students attend all the time as the basis for inclusion of a subject on the Q.C.E. or to count towards an O.P. Students are to attend sufficiently to ‘cover the course’. Aldridge State High School has an attendance target of 95%.Support structures involving parents/guardians are in place to address any inappropriate behaviour.The Senior School Coordinators on a regular basis will monitor students’ performance so that any academic or behavioural problems will be solved quickly through a variety of different strategies involving key support staff from the school. Under new post compulsory regulations students whose performance/attendance falls below required standards may have their enrolment cancelled.

Year 11 Subject Selection Book 2016 – Page 2

If you want to graduate with a Queensland Certificate of Education that you can be proud of, then you are facing a challenge involving hard work, commitment and dedication. We wish to you the best of luck.


CONTENTSGENERAL INFORMATION (WHITE)

SENIOR SCHOOL 2CONTENTS 32016 YEAR 11 SUBJECT SELECTION 4SENIOR LEARNING PROGRAMS 5TERTIARY STUDY 7

SCHOOL BASED APPRENTICESHIPS/ 8TRAINEESHIPS (SAT’S)INDUSTRY PLACEMENT 8

AUTHORITY SUBJECTS Pg. AUTHORITY REGISTERED SUBJECTS/ SUBJECT AREA SYLLABUS. (SAS’S)

Pg.

ACCOUNTING 11 AGRICULTURAL AND HORT. STUDIES 47AGRICULTURAL SCIENCE 12 DRAMA 48ANCIENT HISTORY 13 EARLY CHILDHOOD STUDIES 49BIOLOGICAL SCIENCE 14 ENGINEERING STUDIES 50BUSINESS COMMUNICATION & TECH. 15 ENGLISH COMMUNICATION 52BUSINESS MANAGEMENT 16 HOSPITALITY (inc. CERT I) 54CHEMISTRY 17 FURNISHING STUDIES 56DANCE 18 RECREATION STUDIES (Outdoor

Adventure)58

DRAMA 19 RECREATION STUDIES (Community) 59ECONOMICS 20 SOCIAL & COMMUNITY STUDIES 60ENGLISH 21 TRAVEL & TOURISM 61ENGLISH EXTENSION – Yr 12 ONLY 22 VISUAL ART STUDIES 62FILM, TELEVISION AND NEW MEDIA 23 STAND ALONE VET AT SCHOOL Pg.GEOGRAPHY 24GRAPHICS 26 CERT II. BUSINESS 65HOME ECONOMICS 28 CERT I. CONSTRUCTION 66INFORMATION TECHNOLOGY SYSTEMS 29 CERT III. EDUCATION 76JAPANESE 30 CERT II. HAIRDRESSING 68LEGAL STUDIES 32 CERT II. HOSPITALITY OPERATIONS 70MATHEMATICS A 33 CERT II. MEDIA STUDIES 72MATHEMATICS B 34 CERT II. OUTDOOR RECREATION 73MATHEMATICS C 35 CERT II. RURAL OPERATIONS 75PREVOCATIONAL MATHEMATICS 36MODERN HISTORY 37MUSIC 38 LEARNING ENHANCEMENT

CENTRE SUBJECTS Pg.

PHYSICAL EDUCATION 39PHYSICS 40 FUNCTIONAL ENGLISH 80SCIENCE 21 41 FUNCTIONAL MATHEMATICS 81TECHNOLOGY STUDIES 42 IN THE KITCHEN 82VISUAL ART 44 FARM SKILLS 82

WORLD OF WORK 83MODIFIED HPE 84


ALDRIDGE STATE HIGH SCHOOLYEAR 10 INTO 11 SUBJECT SELECTION 2016

Students in Year 10 must now continue with appropriate learning until they reach 17 years of age or find a full time job. Appropriate learning for such a range of students will mean a lot of different programs for different students and not simply a program of study which would lead the student to gain an OP.

It is also important to understand that appropriate learning refers to a learning pathway which can maximise the achievement qualifications of the student at exit and is related to their intended learning outcome ILO which may include a QCE; VET CERTIFICATES and/or an OP.

To assist the range of students engage in a learning pathway which maximises their qualifications and optimises their positioning for successful employment Aldridge has re-engineered the learning pathways for non-OP students to include greater access to a wider range of Vet cert. II programs. In addition all Year 10 students will undergo a personal interview to develop their Senior Education and Training plan (SETP). To assist in the selection process students need to consider the details below:

OP – PATHWAY:The most common pathway from school to a Tertiary Institution would be for students to gain a Tertiary entrance score called on Overall Position (OP).

Students wishing to be OP eligible are required to sit the QCS Exam. At Aldridge State High School we recognise that getting the best OP possible, requires a very good QCS result. As such, we have prerequisites for OP eligibility:

An A or B in ENGLISH An A or B in MATHS An A, B or C in MATHS EXTENSION

Students wishing to gain an OP must enrol in six (6) Authority subjects (five are required for OP eligibility). In some circumstances students may negotiate to study only five (5) subjects to assist them to complete a Vocational Certificate program (generally on the Friday) from the non-OP pathway or complete a School Based Traineeship/Apprenticeship (this may require them missing a lesson a week in a small number of Authority subjects which they would need to catch up on). Students choose their subjects from the 6 lines provided and need to have reached the minimum requirements for each chosen subject. The school believes that all students should study both maths and English at their recommended level. Students working towards an OP will also be striving to gain a Senior Certificate (QCE).

NON-OP PATHWAY:Students not wishing to gain an OP should choose a program of study; six (6) subjects which assists their attainment of a QCE and some Vocational Certification aligned to their SET Plan. Such students will generally choose subjects which are Authority Registered subjects; stand alone VET at school or a Certificate II program delivered by an outside training organisation. These students could also choose from the list of Authority subjects provided the choice does not create too many clashes and the student has reached the necessary grade in any prerequisite subjects.


SENIOR LEARNING PROGRAMSIn order to improve the educational value of all members of our workforce, the State Government has essentially made education and training compulsory until the age of 17 and has introduced a new Senior Certificate call the QUEENSLAND CERTIFICATE OF EDUCATION (QCE). State Legislation now makes it compulsory for young people to stay in education and training until they:

Reach 17 years; OR Gain a QCE; OR Gain a Vocational Certificate III; OR Obtain fulltime employment after completing Year 10 or turning 16 (at least 25 hrs

p/w).In addition, the current Senior Certificate was issued to anyone who completed one semester of a recognised subject regardless of student achievement but the new QCE will only be issued to students who complete:

A significant amount of learning. At a set standard. Reach a minimum standard of literacy and numeracy.

A wide range of programs will contribute to the QCE and in particular student’s achievements in vocational subjects and programs will make similar contributions to this qualification as traditional academic subjects.THE QCE ACKNOWLEDGES THAT SENIOR SCHOOLING INVOLVES MANY LEARNING PATHWAYS, NOT ONLY THE ACADEMIC PATHWAY AND VALUES ALL SIMILARLY.

To be awarded a QCE, students will need to gain 20 credit points from their range of program achievements with for example, a Semester in English at sound achievement or better contributing one (1) credit as would a semester of English Communication or competence in 25% of the competencies in a Vocation Certificate II.A TABLE SUMMARISING THE CREDIT VALUE OF VARIOUS COURSES WILL BE MADE AVAILABLE SEPARATELY.

The process for gaining eligibility to enter a Tertiary Institution remains unchanged with students needing to study at least five (5) academic subjects to gain an overall position (OP) with a recommendation to study six (6) subjects.

LEARNING PROGRAM CATEGORIES:Essentially there are four (4) categories of senior learning programs available at Aldridge High School, although there are opportunities to negotiate workplace and community learning programs, re-engagement programs and advanced programs linked to universities.1. AUTHORITY SUBJECTS

Are academic courses of study managed state wide by the Queensland Studies Authority – QSA - and which contribute to the student’s overall position or OP needed for entry into a Tertiary Institution. Students wishing to follow this direction need to study at least five (5) such subjects although six (6) are often recommended. Examples of such subjects are English, Maths A/B/C, Chemistry, Modern and Ancient History. All of these subjects contribute to a QCE. These subjects are challenging academically and only students who meet the minimum requirements may choose them.

2. AUTHORITY REGISTERED SUBJECTSAre not considered academic courses and are also managed state wide by the QSA, but do not contribute to a student’s OP. Essentially there are three variations of this category of subject: A stand alone Vocational Educational and Training (VET) program such as Certificate

II in Business at school. A vocational program written to study area specifications (SAS) with no attached

certificate eg. Dance Studies at school and Engineering at school.


A combination of two (2) Semesters of a SAS program and two (2) Semesters of the stand alone VET program with Certificate I attached eg. Hospitality at school and Furnishing at school.

All of these subjects contribute to QCE.

3. VOCATIONAL EDUCATION AND TRAINING (VET)Programs delivered at various sites including Aldridge (Cert.II Business) but in particular at TAFE. Again these programs do not contribute to an OP but do contribute to a QCE and have the relevant Certificate II attached.

4. SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS (SATs)A SAT is considered by the school to be one course of study. They do not contribute to an OP but contribute to the QCE in a similar way to Authority and Authority registered subjects. For example, a school based traineeship will earn four (4) points towards a QCE.

IF POSSIBLE, STUDENTS ARE RECOMMENDED TO ENROL IN SIX (6)COURSES TO ENSURE THEIR POTENTIAL TO QUALIFY FOR A QCEIS COVERED SHOULD THEY FAIL TO SUCCESSFULLY COMPLETE

ONE OF THEIR PROGRAMS OF CHOICE.

CHOOSING PROGRAMSChoosing senior programs should be the final act of a planning process which is based upon research on careers and further learning programs available at University, TAFE and other learning institutions. Clearly students should be influenced by the subjects they enjoy and have had some success in but this must be part of an overall planning process developed at school and at home.

To assist this, all Year 10 students in Queensland are required to complete a SENIOR EDUCATION AND TRAINING PLAN – SETP, which requires students to have spent some time researching careers information and requirements for further study before completing a planning document which records their recent subject results as well as their short and long term goals. Students will choose one or more intended learning outcomes and their principle learning provider.

This planning document then forms the basis for program selection for Years 11 and 12 and school personnel will interview each individual family in order to select the most suitable programs.

COSTS AND CHARGESStudents and their families need to understand that with Senior Schooling today, we are talking about the provision of learning opportunities and qualifications including vocational certificates which provide pathways to meaningful remunerated employment.

Schools are being encouraged to provide and broker these programs beyond the school site and conventional school times in partnership with other learning providers.

Consequently schools cannot control all the costs of student selections nor all of the transport arrangements.

Year 11 and 12 students who choose five (5) or six (6) subjects delivered at school by school staff will be charged the normal materials charge of $150.00 per year. However students who choose VET programs may be subject to additional materials charges.


FOR STUDENTS INTERESTED IN TERTIARY STUDYIf you are interested in tertiary study (for example, a university course or TAFE diploma or associate diploma) there are some additional points you will need to consider.

To qualify for entry to most university courses, students will need to be eligible to receive an Overall Position (OP) at the completion Years 11 and 12. (It is possible for applicants not eligible for an OP to gain entry to TAFE associate diploma courses and in special circumstances to some university courses). To be eligible for an OP, students must select a minimum of five (5) Authority subjects at the beginning of Year 11 and continue to study the equivalent of at least five (5) Authority subjects right through to the end of Year 12. Your school can provide further details on how to remain eligible for an OP.

Students aiming to maximise their chances of tertiary entrance are strongly advised to follow these steps:i) Select all pre-requisite subjects for preferred courses.ii) Check to ensure that you are eligible for tertiary entrance (eg. have selected

sufficient Board Authority subjects).iii) Consider subjects in which you have both an interest and demonstrated ability.iv) Check to see if you will qualify for the Field Positions which may be used in the

selection of final places in tertiary courses in which you are interested. (Note, however, that most students will be selected for courses without the need for Field Positions to be considered). Your school can provide further detailed information regarding Field Positions and subject weights for Fields.

BE PREPARED TO ASK FOR HELPAfter following these suggestions you and your parents may still be confused or uncertain about the combination of subjects you have chosen. It is wise at this stage to check again with some of the many people around to talk to - teachers, heads of departments, guidance officer, deputy principals and principals. Don’t be afraid to seek for their assistance - they are all prepared to help you.

Tertiary Entrance Statements a) Student Education Profiles will provide the information to be used in tertiary selection.

For eligible Year 12 students, this profile will include a Tertiary Entrance Statement issued by the Queensland Studies Authority (QSA), which indicates a student’s Overall Position (OP) and Field Positions (FP’s). The Profile will also in include a Queensland Certificate of Education.

b) To be eligible for a Tertiary Entrance Statement students must have at least twenty semester units of Board Subjects with the additional proviso that at least three subjects are studied over all four semesters.

c) The Statement issued is a Student Education Profile. The Student Education Profile has two parts:i) QUEENSLAND CERTIFICATE OF EDUCATION; andii) TERTIARY ENTRANCE STATEMENT

The Tertiary Entrance Statement has two parts:- Overall Position (OP) - this indicates a student’s rank order based on overall

achievements in the equivalent of the best five Board Subjects.- Field Position (FP) - this measures results in groups of related subjects such

as Maths and Science or English and History.d) Students whose academic record indicates they are unlikely to succeed in the more

theoretical Board subjects should seriously consider taking the more practical or vocationally orientated subjects.


SCHOOL BASED APPRENTICESHIPS/TRAINEESHIPS (SAT)Australian School-based Apprenticeships are a mix of academic, vocational and technical education and training and paid employment. Student’s school studies, training and work all fit together. School-based Apprenticeships and traineeships (SATs) allow students to work for an employer and train towards a recognised qualification, while completing school.

SATs are available in hundreds of fields from rural to retail, business to building, hospitality to hairdressing and automotive to arts.

Depending on the qualification, SATs may contribute from four (4) to eight (8) QCE Credits.

SATs involve: Doing school subjects - minimum of four (4) subjects. Going to work (paid) Doing some training (on the job/at school/at TAFE).

Students are encouraged to enquire and seek relevant brochures from Mrs Julie Terry in G09.

INDUSTRY PLACEMENTStudents in Years 10, 11 and 12 have the opportunity to do Industry Placement.

This opportunity allows students to: Experience the world of work Try out a range of different jobs Get a reputation with local employers Be better prepared for job applications Practice their skills learnt at school Compete better for advertised positions

Industry placement has 2 forms:1. Placement in trade based jobs eg.

Mechanic Chef Hairdresser Farmhand

2. Placement in professional based jobs eg: Vet Radiologist Teacher Accountant Lawyer Police

Pre-placement training requires students to complete workplace preparation in PCP.


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AUTHORITYSUBJECTS

(COUNT TOWARDS AN OP)

ACCOUNTING1. WHY STUDY ACCOUNTING?

The study of accounting provides, not only a foundation in the discipline of accounting, preparing students for further education, training and employment, but also an understanding of the processes involved in using accounting information to make effective decisions. Students are provided with opportunities to develop skills in managing financial resources that they can apply in the business environment, and also on a personal level. They are encouraged to think logically, to apply accounting principles in a consistent and effective manner, and to become independent learners. Completion of this course should enable students to participate more effectively and responsibly in a changing business environment.

2. SUBJECT TYPEAccounting is a Queensland Curriculum and Assessment Authority category A subject which counts towards OP and contributes four (4) credits to the QCE if a Sound Achievement is attained.

This subject is strongly recommended for any student wishing to study Business at University.

3. PRE-REQUISITESThe study of Year 10 Accounting may be helpful but is not essential. A C in Year 10 English is desirable, but not mandatory.

4. COURSE OUTLINEThe accounting procedures taught are consistent with the practices of professional bodies. The course is organised under the three (3) areas of study including: Core Studies, Recording & Controls, and Reporting & Decision Making.

During the course, students will study: Principles of double-entry accounting and preparation of accounting records and

reports to indicate financial performance, financial position, cash flow and budgeted cash position.

Accounting for the GST. Use of information and communication technologies relevant to the preparation of

accounting records and reports using integrated accounting packages and spreadsheets.

Control of the major financial elements of a business - cash, credit transactions, inventories and non-current assets.

Analysis and interpretation of financial reports in order to make decisions. Elective topics including personal financing and investing, accrual accounting and

cash flow statements.

5. ASSESSMENTAssessment techniques include objective/short-answer response items, extended response items, practical application items, response to stimulus materials, assignments, and research assignments.

6. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY The skills and attitudes gained in this course will prepare students for a variety of entry points to employment, in both employee and employer roles, as well as preparing them for continuing study at tertiary level. Accounting provides a good basis for careers and university degrees in Accountancy, Finance, Education, Public practice, Industry and commerce (retail, hospitality, manufacturing, tourism, travel and legal), Government,


Auditing and assurance services, Information systems, Financial Management, Taxation and Management consulting. Accounting also leads to the study of a Diploma or Certificate in Business at TAFE.


AGRICULTURAL SCIENCE Agricultural Science provides students with the opportunity to manage a number of agriculture related projects.

Over the period of Year 11 & 12 the level of student autonomy is increased until in Year 12 students are responsible for the management of a commercial enterprise.

To develop the skills necessary for such a challenge students are expected to work independently and in small groups.

Students have access to a range of resources including internet and undertake a number of excursions including a three day tour.

1. CONTENTThe major areas of study include the scientific and business principles associated with:

Animal Production Plant Production Agribusiness and sustainable farming systems

This involves students entering into a share farming arrangement with the school in which students are expected to grow and market a small crop. In return they are entitled to 60% of the net income.

2. ASSESSMENTAssessment instruments include formal exams and assignments. The assessment criteria are knowledge and understanding, investigation and analysis, evaluation and communication.

3. PRE-REQUISITE KNOWLEDGE AND SKILLSIf you have interest in Biology and outdoor activity, previous success in Maths, Science and English in Year 10 as evidence by a “C” and are prepared to broaden and improve your skills then you should experience success in Agricultural Science.

Students need NOT have completed any Junior Agriculture to succeed in Agricultural Science. This subject is not suited to those students who are not interested in the practical component of Agriculture.

4. OPPORTUNITIESAgricultural Science will support a range of other subjects including biology and BOM.

Past students have found Agricultural Science to be invaluable in studies/careers centred around:- the environment science agriculture businesses wildlife and parks


ANCIENT HISTORY WHY STUDY HISTORY? The discipline of History concentrated heavily on the development of critical thinking skills and compliments the senior English course with its core components of critical literacy. A WIDE VARIETY OF TOPICS AVAILABLE FOR TEACHERS AND STUDENT TO CHOSE FROMStudents can select their own topics of inquiry in many cases. Some of the major topics that have been studied in the past include, Archaeology and Stone Age, Ancient Egypt, Greece, Rome and China, the civilizations of South America, South East Asia and the Middle Ages.

Sample topics that students have selected in past years: causes and consequences of major historical events case studies in archaeology from around the world revolutionary change a Greek banquet as a term research task the influence of religion and geography on the development of civilisations military strategies used in ancient battles changes and influences in technology, communication, law, entertainment and leisure in the ancient world the role of key personalities in shaping the ancient world - Pharaohs, Kings and

Queens, Roman Emperors, Military Leaders, Philosophers and Teachers. The impact of the Norman Conquest. Participating in an archaeological dig.

Regardless of the topics studied all students will have the opportunity to develop research and writing skills to a level that will be very beneficial to any future tertiary studies.

Prerequisite – VHA or HA in SOSE and English is recommended. Students with sound achievement could be successful with a significant improvement in their work rate. Students must be genuinely interested in understanding the ancient world and how it shaped the present, have an inquiring mind and enjoy reading.

Assessment / Workload: One (1) assessment item per term in Year 11 and five (5) assessment items over four (4) terms in Year 12. All home tasks will be directly linked to the pieces of assessment that count towards levels of achievement.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDYStudents studying at university who have completed the history course at Aldridge S.H.S. testify to the value of studying history and openly state that the research skills make university life much easier. Areas of future study and employment include travel, industry, architecture, journalism, teaching, government, international and domestic public service, law, arts/humanities. History is one of the most popular subjects in the most popular course (Arts/Humanities) at universities in Australia. There are few professions where those involved do not acknowledge the importance of a person understanding their own cultural and historical heritage.


BIOLOGICAL SCIENCE

1. CONTENTIn Year 11 the emphasis is on the “Nature of Ecosystems, Changes in Ecosystems, Requirements for Life, and Reproduction and Development”. Year 12 concentrates on “Cells, Changing Conditions, Diseases, Genetics and Evolution”.

2. WORKLOADA typical section of work involves text reading, experiments, many summary questions and problems. Students work both independently and in groups. The successful completion and write up of homework, experiments, field trips and assignments are essential to complete the course.

There is a major three day field trip in Semester 1 in Year 11 to study the ecology of Mon Repos. Approximate cost is $105.00.

3. ASSESSMENTMost assessment is by formal written test, extended experimental investigations and written assignment.

4. PRE-REQUISITE KNOWLEDGE, SKILLSAn interest in biology, the proven ability to write assignments and previous success at Year 10 Science is required. A student who is prepared to work hard and seek assistance should experience success rather then failure in Biological Science.

Students should have a High ‘C’ in Science and High ‘B’ in English.

5. RELEVANCE TO WORK, DEVELOPMENT, FURTHER STUDYThis subject helps develop an understanding and interest in the living environment. It is a pre-requisite for many tertiary courses.


BUSINESS COMMUNICATION AND TECHNOLOGIES

1. WHY STUDY BCT?Business Communication and Technologies is designed to equip students with the ability to communicate effectively and interact confidently within business environments. Students will use a range of business information and technologies appropriate to various sectors. Such skills are fundamental to attaining the knowledge of business and handling a variety of business transactions.

BCT offers students opportunities to engage in and understand a range of administrative practices through real-life situations and business simulations. Students examine the broader social, cultural and environmental implications of business activities with a focus on the essential skills of communication and the use of business-specific technologies.

2. SUBJECT TYPEBCT is a Queensland Curriculum and Assessment Authority Category A subject which counts towards an OP and contributes four (4) credits to the QCE if a Sound Achievement is attained.

3. PRE-REQUISITESThere are no pre-requisites, however, a ‘C’ in Year 10 English is desirable.

4. COURSE OUTLINEThis two-year course is based on the following eight topics: Business environments Managing people Managing workplace information Industrial relations Organisation and work teams International business Workplace health, safety and sustainability Social media

5. ASSESSMENTAssessment techniques used to determine a level of achievement include: short written responses, extended response tasks and research responses. Students will be assessed in three dimensions - Knowledge and Understanding Business, Investigating Business Issues and Evaluating Business Decisions.

6. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Business Communication and Technologies fosters intellectual, social and moral development by encouraging students to think critically about the role and ethical responsibilities of business in society. The course is designed to provide a foundation in the study of business and to prepare students for further education, training and employment.

BCT graduates have access to a variety of employment opportunities in a range of industries including:

Public Administration • Tourism and Hospitality Legal • Insurance Banking • Health Care Retail • Travel

There are also further study opportunities at training organisations to complete certificates and diplomas in Business, Business Administration and Communication.


BCT can lead to university studies to complete degrees in Business (Communication), Business (International Business) and Education (BCT).

BUSINESS MANAGEMENT

1. WHY STUDY BUSINESS MANAGEMENT?Studying Business Management lets you be creative and innovative as you learn how businesses are managed, and understand the important role that managers play in business.

2. SUBJECT TYPEBusiness Management is a Queensland Curriculum and Assessment Authority Category A subject which counts towards OP and contributes four (4) credits towards the Queensland Certificate of Education (QCE), if a sound achievement is attained.

3. PRE-REQUISITESThere are no pre-requisites, however, a C in Year 10 English is desirable.

4. COURSE OUTLINEThis two year course is based on the following topics:

Management Practices Marketing Management Corporate Citizenship Operations and Financial Management Human Resource Management Change Management Small Business Management Entrepreneurship

5. ASSESSMENTJudgements are made about a student’s level of achievement using three criteria: Knowing and understanding business management, Applying and analysing management strategies and Evaluating and communicating management strategies.Assessment techniques include feasibility studies, extended responses and examinations.

6. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYStudying Business Management can open a door to further education and employment in small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management and corporate systems management.


CHEMISTRY1. CONTENT

A student of good ability as demonstrated in Junior Science and top level Mathematics who works consistently and to the fullest ability should experience success in Chemistry. The course begins by revisiting the Year 10 work on atoms, equations and chemical reactions.

There will be four (4) semesters each of approximately 55 hours.

SEMESTER 1: The chemistry of materials and water chemistry.SEMESTER 2: The chemistry of transport and air chemistry.

SEMESTER 3: The chemistry of swimming pools and wine manufacturing.SEMESTER 4: Making new materials and forensic chemistry.

2. ASSESSMENT

This is done through extended experimental investigations, responses to stimulus material and tests.

3. PRE-REQUISITE KNOWLEDGE SKILLSPre-requisites are an interest in Chemistry and an aptitude for Mathematics, since many concepts eg. mole, equilibrium have a strong mathematical basis. Students should have at least a high ‘B’ in Science, Pre Year 11 Chemistry and English.

4. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYTo provide students with a balanced perspective of Chemistry which will enable them to understand and interpret the chemistry of their surroundings, and to appreciate the impact of chemical knowledge on technology and society. Chemistry is also a pre-requisite for many tertiary courses.


DANCEThis subject counts towards your Overall Position (OP) and is focused on the

development of the whole student, providing students with the opportunity to learn to appreciate artwork and analyse the world around them.

1. CONTENTStudents will have the opportunity to develop their dance knowledge and skills in the areas of Performance, Choreography and Appreciation in this developmental two year course. Class work will be equally divided between the three areas of study and requires students to be involved in the performance of teacher devised and professional pieces of work in various dance styles, the creation of dance works to communicate various intentions and the analysis, interpretation and evaluation of various dance works.

The units of study are:Unit 1: Busta’ Move (Popular)Unit 2: Building Blocks (Contemporary)Unit 3: Movement with Meaning (Contemporary/Ballet)Unit 4: Broadway – Here We Come (Musical Theatre)Unit 5: Political Power (Contemporary)Unit 6: Australian Icons (Contemporary)

Assessment is equally weighted among the three areas of study (appreciation, choreography & performance). Practical assessment will include the performance and creation of movement sequences in various dance styles. Appreciation assessments will involve written responses to dance performances, as well as justification of student choreography.

2. PRE-REQUISITE KNOWLEDGEA Sound Level of Achievement in Year 10 English is required. It is preferable for students to also have achieved a Sound Level of Achievement in Year 10 Dance, however if this is not available an interview will be organised with the Subject Teacher.

3. WORKLOADDance can be a time consuming subject, but is truly worth the time involved. Along with in class time, students maybe required to undertake some out of class rehearsals. Also as per the senior syllabus they will be engaged in a minimum of 20 hours of contemporary in Year 11 and 55 hours of contemporary in Year 12. Students need to be organised and motivated in order to complete tasks on time and successfully.

4. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYDance is a very useful subject that extends beyond the obvious areas of employment or further study, as the skills such as teamwork that dance develops can help students in their future careers. Dance can be helpful for people wishing to be teachers (primary and secondary) or people wishing to be involved in other creative industries.


DRAMA

PREAMBLESenior Drama is an authority subject that contributes to the calculation of your Overall Position. It rates well in Field Positions. Drama offers a unique and comprehensive insight into the construction and expression of culture, identity and relationships across many varied contexts. The experiences in Drama education equip the learner with heightened abilities to communicate effectively with varied people; understand and empathise with people, contexts and scenarios outside their lived experience; and think laterally to express ideas and solve problems. Drama develops and promotes self-expression, teamwork, empathy, innovation and creativity.

1. CONTEXTThe two-year developmental course explores many acting styles and forms of training within many varied cultural, social, and historical contexts. While students will develop and refine acting skills across varied training styles, acting is not the main focus of the course. A great deal of content will be explored through various practical processes, including acting and improvising but students will also be required to complete extended writing tasks in the form of director’s work books, scripts, essays and performance reviews. Many units provide cross-curricular links with subject areas such as Ancient and Modern History, English, Film, Television and New Media Studies, Visual Art, Dance and Music. Students will engage with both heritage and contemporary forms and styles of Drama including Physical Theatre, Realism, Avant-garde and Political theatre and Cinematic Theatre. The culminating unit will draw from previous study and experience in the course where the students will be required to develop and perform a solo performance.

2. WORKLOADStudents who undertake this subject must be prepared to devote a reasonable amount of their spare time to the subject during practical assessment items. One of Drama’s major benefits is its ability to facilitate rewarding group work and the development of effective group work skills. Students must appreciate when working in a group that they are committed to rehearsal schedules and class time in order to be an active and committed member of the ensemble. Both practical and written assignments will require a moderate amount of homework time although significant amounts of class work and time will directly contribute to the development of assessment items.

3. ASSESSMENTThere will be an on-going process of continuous assessment across the two-year course of study. Assessment will be progressive and developmental. Assessment occurs across three principal dimensions: forming, presenting and responding. Across these dimensions students will undertake tasks such as scriptwriting, director’s folios and workshops, creative journals, performing in various dramatic styles, script writing and devising, writing reviews and essays.

4. PRE-REQUISITE KNOWLEDGE/SKILLSAt least a Sound Achievement in English and Drama in Year 10 is essential. Students who have not studied Drama in year 10 should only take this subject after consultation with the Drama teacher and SAC of Performing Arts.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYDrama would be strongly recommended for students interested in pursuing a career in the Arts and/or Media industries. Any student interested in a career path that involves social interaction, innovative and creative thinking and /or intricate teamwork and project management skills would benefit from studying Drama (eg Human/Public Relations, Tourism, Law, Education, Medicine). Above all, studying Drama builds a strong sense of self and cultural awareness that is essential in the development of well-rounded, compassionate and confident human beings.


ECONOMICSWHY STUDY ECONOMICS? Economics is the study of how to use scarce resources in the best way possible. Households, businesses and governments are confronted with the economic problem of alternative uses of their limited resources. This course of study stresses the desirability of understanding the significance of economic events as well as the implications of individual, business and economic decision making. The emphasis is on the application of economic skills and concepts to the problems and issues facing Australian society.

N.B. Economics will be offered this year but may be run through the School of Distance Education. Students who choose to do economics will access this course through facilities at Aldridge State High.A WIDE VARIETY OF TOPICS AVAILABLE FOR TEACHERS AND STUDENT TO CHOSE FROMStudents can select their own topics of inquiry in many cases. Some of the major topics that have been studied in the past include:

Share market Finance Globalisation and trade Population Income and wealth distribution Personal economics and labour forces International economics Contemporary economic issues




RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDYStudents studying at university who have completed the economics course at Aldridge S.H.S. testify to the value of studying economics and openly state that the research skills make university life much easier. Areas of future study and employment include business, travel, industry, architecture, journalism, teaching, government, international and domestic public service, law, arts/humanities. Economics is a popular subject and linked to Business and Arts/Humanities at universities in Australia. There are few professions where those involved do not acknowledge the importance of a person understanding the economic issues in decision making.


ENGLISHSenior English is a demanding subject compared to previous year levels. The nature and volume of literature studied increases as does the assessment work load. An alternative to board English is available to cater for students who have experienced difficulty in Year 10 and generally speaking do not wish to be awarded an O.P. Students aiming to do well in Senior English should allow at least three (3) hours a week study time.

1. WORKLOADTo achieve success in the study of English at this level, students need to be aware of the time requirements for the reading of set materials and for the effective preparation of written and oral assignments. Thirty minutes of home time devoted to reading and written work would be a realistic minimum for each school day, but where reading speed is poor, or comprehension lacking this requirement may increase. Students are warned against under-estimating the workload in studying English at this level as novels, plays, poems, rehearsals for spoken presentations, etc are very demanding.

2. ASSESSMENTAssessment in each Semester is based on a student’s folio of work. Students will complete the following over four semesters: SEMESTER 1 - One (1) Written Assignment

- One (1) Written Test- One (1) Oral

SEMESTER 2 - One (1) Written Exam- One (1) Oral

SEMESTER 3 - One (1) Written Test- Two (2) Orals

SEMESTER 4 - One (1) Written Assignment- One (1) Written Exam- One (1) Written or Spoken Assignment

3. PRE-REQUISITE KNOWLEDGE, SKILLSStudents entering this course at Year 11 should possess a working knowledge of the basic skills associated with using language appropriate to this age, task, the audience and the particular situation. Reading skills are particularly important and students who have performed poorly in Junior English should anticipate some difficulties. Essentially students need to have secured a good sound achievement in order to be recommended for Senior English – i.e. C+ or above.


ENGLISH EXTENSION – YEAR 12 ONLYPRE-REQUISITESEnglish Extension is designed for students who have a special interest in literature and literary analysis and demands that students are able to work independently on intellectually challenging tasks.

In order to study English Extension, students must have achieved an A or B at the completion of two (2) Semesters of Year 11 English.

In Year 12, students study two (2) Semesters of English Extension concurrently with the Senior English course. We recommend that students meet with the English Extension teacher for a number of hours a week in Term 4 Year 11 to prepare for the demands of Year 12.

English Extension is designed to offer more challenge than Senior English and focuses on literature with enduring or artistic value from different cultural contexts and times. These texts include a broad range of forms such as novels, poetry, short stories, plays, films and non-fiction works. Students will have the opportunity to learn about the theories that enable readers to interpret and evaluate literary texts in different ways.

AIMSDuring this course, students will have the opportunity to explore personal, social and cultural rules of literature by:

Appreciating the potential literature has to enrich lives and expand the scope of their experiences.

Understanding and appreciating the social, cultural and historical contexts for a variety of literary texts.

Learning about how language, form and style can be used to create particular emotional, intellectual, artistic or philosophical effects.

Learning about difference ways readers can interpret literary texts.

UNITS AND ASSESSMENTAssessment includes written and spoken responses that draw on different theoretical approaches to the literary texts studied. These responses demand that students synthesise different interpretations and relevant theoretical approaches to produce written and spoken/signed extended analytical texts.

The course consists of three (3) major units and assessment tasks:1. Reading and Defences: An exploration of the major theoretical approaches.

Students select a literary text and apply a theoretical approach to produce a reading of the text. They also explain and justify the theoretical approach selected. (Written: 1000-1500 words).

2. Complex Transformation and its Defence: Students select a theoretical perspective to intervene in the selected text in order to offer readers an alternative perspective. They also present a defence of this complex transformation that explains the key assumptions and values underpinning the text. (Written: 100-800 words or Multimodal Transformation: 3-5 minutes, Defence: 8-10 minutes).

3. Exploration and Evaluation: An evaluation of the effectiveness of at least two (2) theoretical approaches in relation to producing a close reading of the selected complex literary text. (Written: 2000-2500 words).


FILM, TELEVISION AND NEW MEDIASUBJECT RELEVANCE TO CAREER CHOICES, PERSONAL DEVELOPMENT OR

FURTHER STUDY

By the end of the course in Film, Television and New Media students will have had the opportunity to develop their skills in the visual media working successfully as an individual as well as appreciating the benefits of working as part of a team.Students will gain a strong grounding in knowledge and skills that would enable them to pursue a career in the media or in any work or career that requires a team effort. Students also develop leadership, communication, self-discipline and organisational skills. The skills developed throughout the course of Film and Television are all transferable to a range of work options, further study options and life paths. Students learn how to use cameras effectively and how to edit footage with the best outcomes.

1. COURSE CONTENTThere are three main dimensions of study in Film, Television and New Media Design Production Critique

The key learning areas of technology, representation, audience, institutions and languages underpins the areas of study.

Students will design and produce a minimum of four (4) films, either individually or as a group, by the end of the course. To achieve this, they have access to industry standard software and equipment.

The Units of study are:

YEAR 11: Promotional Film, TV Genres, Film History and Documentaries

YEAR 12: Film Genre Studies, Political Films, Independent Film and New Media.

Assessment is equally weighted among the three dimensions of Production Design, Production Practice and Critique. The Year 12 Exit level of achievement is taken from the Year 12 assessment.

2. PRE-REQUISITE KNOWLEDGE, SKILLS A Sound Achievement (SA) in Year 10 English is required. Film and Television or Media Studies in Year 10 is an advantage but not

required. Practical experience or an interest in Art and/or Photography is an advantage. Interest in special effects is beneficial. An interest in film as an art form and as a means of delivering a message to

the audience is an advantage. A love of Film, Television and New Media.

3. STUDENT WORKLOADProspective students should be aware that Film, Television and New Media is a time consuming subject with much of the Practice assessment completed outside the regular school hours. (Please contact the Subject Area Coordinator if you require further information).


Film, Television and New Media equipment is expensive and at times temperamental, student’s time with the available equipment resources is valuable. Students need to be highly motivated and organised if production practices are to be completed successfully. Students are encouraged and expected to be responsible and reliable and to develop a strong work ethic. The group work nature of the subject makes a full demand on the student in out of class time so that this is not a subject for the non-committed.

Film, Television and New Media is a stimulating subject that is thoroughly enjoyable provided the student approaches the work in a positive, pro-active manner.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY

AS AN OP SUBJECT, STUDENTS CAN CHOOSE TO FURTHER THEIR STUDY AT UNIVERSITY IN A MEDIA, COMMUNICATIONS, IT OR FILM COURSE. STUDENTS CAN ALSO GAIN ENTRANCE TO THE INDUSTRY BOTH LOCALLY AND ABROAD THROUGH JOINING A MEDIA BUSINESS OR FILM TEAM. THE IT SKILLS TAUGHT IN THE COURSE APPLY TO STUDY AND JOBS OUTSIDE THE COMMUNICATIONS FIELD AS EFFECTIVE USE OF CAMERAS, EDITING SOFTWARE AND PRODUCTION SKILLS ARE VITAL IN MANY JOBS TODAY (E.G. TEACHING, BUSINESS, LAW, H.R ETC.)


GEOGRAPHYWHY STUDY GEOGRAPHY? Geography is the study of human and natural characteristics of places, and the interactions between them. It focuses on two vital dimensions:

Spatial - Where things are and why are they there Ecological - How humans interact with environments

Geographically informed students understand the many interdependent spheres in which they live, and make informed decisions to improve their community, state, country and the world.A WIDE VARIETY OF TOPICS AVAILABLE FOR TEACHERS AND STUDENT TO CHOSE FROMStudents can select their own topics of inquiry in many cases. Some of the major topics that have been studied in the past include:

Managing the natural environment in areas of natural disasters and water catchment areas

Social environments through sustainable communities and connecting people and places

Resources and the environment within sustainable biodiversity and climate change

People and development involving understanding the process of disease control and food supply




RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDYStudents studying at university who have completed the geography course at Aldridge S.H.S. testify to the value of studying geography and openly state that the research skills make university life much easier. Areas of future study and employment include defence forces, urban design, journalism, education, real estate, mining, agriculture, geology, tourism, architecture, meteorology, and public service. Geography is a popular subject and linked too many courses at universities in Australia. There are few professions where those involved do not acknowledge the importance of a person understanding the geographical issues in decision making.


GRAPHICSThis subject does count towards an OP statement, and could gain 4 points

towards QCE.

WHAT IS GRAPHICS ALL ABOUT?Senior Graphics is about solving design problems graphically and presenting graphical products. You will use a design process to identify and explore the design needs or opportunities of target audiences; research, generate and develop ideas; and produce and evaluate graphical solutions. You will solve graphical problems in at least two of three design areas: industrial design, graphic design and built environment (architecture, landscape architecture and interior design).

Graphics contributes to your understanding and proficient use of technologies. It develops communication, analytical and problem-solving skills.

1. CONTENTAs you study Graphics, you will learn to: use design processes in graphical contexts formulate design ideas and solutions using the design factors, which include:

user-centred design design elements and principles of design technologies legal responsibilities design strategies project management sustainability and materials

create and communicate design solutions in the form of graphical representations, including a range of sketches and drawings

apply industry conventions where applicable develop design solutions for a range of audiences, including corporate clients and

end-users.

As you develop and present graphical representations of ideas and solutions for design problems you will: sketch and draw freehand develop spatial cognition and visualisation produce technical graphical representations in 2-D and 3-D formats use existing and emerging technologies.

You will plan and produce graphical representations in simulated real-world contexts. To do this, you will interpret, generate and create visual communications for particular purposes and audiences. You will then make judgments and justify decisions about the graphical representations you produce.

2. WORKLOADClasswork involves 7 x 55 minute lessons each fortnight and students will need to spend approximately 1-2 hour per week of home time to successfully complete design folios.


3. ASSESSMENTStudents will be assessed through design folios and examinations using the three dimensions:i) Knowledge and understandingii) Analysis and applicationiii) Synthesis and evaluation

Design folios record the design process you have used to solve a design problem. These folios will contain some written information, but will mostly consist of graphical representations of your ideas and solutions.

Examinations will mostly require you to sketch and draw ideas and solutions in response to small design problems or aspects of larger ones.

4. PRE-REQUISITEIt would be desirable that students gain a good sound achievement in Year 10, but not essential.


This subject will establish a basis for further education and employment in the fields of graphic design, industrial design, built environment design (architecture, landscape architecture and interior design), engineering, urban and regional planning, surveying and spatial sciences, and building paraprofessionals.


HOME ECONOMICSSenior Home Economics has a unique place in the school curriculum in that it focuses on the well-being of individuals, families and communities in everyday activities. In all cultural contexts, people need to have food, textiles and shelter as well as satisfactory ways of meeting social, emotional, physical, financial and intellectual aspects of well-being. Sustainable practices for the future is also an essential component of this subject.

1. CONTENTThere are three areas of study in the Home Economics course:• Individuals, families and communities• Nutrition and food• Textile StudiesStudents will study the three areas through an inquiry approach which explores issues or design challenges. Year 11 semester one focuses on nutritional wellbeing of individuals, families and communities in particular investigates fast foods. Year 11 semester two explores textile functions and aesthetics to design and create textiles for a specific design challenge. Year 12 first 15 weeks centres on textile production including fashion and sustainability. The next 25 explores the development of Australian Cuisine and modern technologies of food. The last term of Year 12 endeavours to equip students to life after school and being proactive in ensuring well-being of individuals, families and communities.

2.WORKLOADPractical work requires commitment to weekly preparation at home for school lessons. As this is an authority subject it has a more theoretical nature than a non-authority subject.

3. ASSESSMENTAssessment is criterion-based and is designed to help students to demonstrate achievement in the objectives of the syllabus. The criteria used are "Knowledge and Understanding", "Reasoning and communicating Processes" and "Practical Performance".

There is one assessment piece per term with exception of year 12 term 3 which has two assessment pieces. Year 11 assessment in term 1 is a written exam, term 2 an assignment which includes an analytical response and practical performance including a cooking diary, term 3 is a written report and term 4 practical performance with journal. Year 12 assessment in term 1 is a written report, term 2 practical performance with journal, term 3 practical performance with journal and a written exam (extended response) and term 4 written exam (short response).

4. PRE-REQUISITE KNOWLEDGE AND SKILLS A minimum standard of C in Year 10 English is essential. It is also an advantage to have completed one (1) Semester of Junior Home

Economics.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYThe subject of Home Economics helps acquire entrance to:DEGREE COURSES:


Bachelor of Education Secondary - Home Economics Bachelor of Health Science - Family and Consumer Studies Bachelor of Applied Science - Food Science and Technology Pre-School Teaching and Primary Teaching Nursing Studies in Dietetics and Nutrition Occupational Therapy Behavioural Science Fashion Design Psychology Interior Design

Interest/Further study offered in TAFE courses - Fashion Design, Hospitality, Interior Decoration, Food Preparation and Service, Management, Nutrition, Clothing Construction and Communications.

Preparation for entry positions into employment in many industries including Hospitality, Retail and Childcare.


INFORMATION TECHNOLOGY SYSTEMS

1. WHY STUDY ITS?Information Technology Systems 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.

2. SUBJECT TYPEITS is a Queensland Curriculum and Assessment Authority Category A subject, which counts towards an OP and contributes four (4) points to the QCE if a Sound Achievement is attained.

3. PRE-REQUISITESAs an Authority Subject using high level thinking skills to achieve a sound level, students will most likely need to have gained high achievement (B) in English and a sound achievement (C) in Mathematics. The subject ITS, assumes that students have a basic knowledge of word processing, spread sheeting, use of email and Internet.

4. COURSE OUTLINEThis two year course will cover a blend of the five (5) elements of theory and techniques, problem solving processes, project management, client relationships and social and ethical issues. Students will work in the following contexts: Graphic Design Web Design Mobile Technology Interactive Media Multimedia Concepts and Production

5. ASSESSMENTAssessment techniques used to determine a level of achievement include: supervised written responses, extended response tasks, practical responses and products which can be either projects or practical exercises. Students will be assessed in three (3) dimensions – Knowledge and Communication; Design and Development; and Implementation and Evaluation.


Information Technology Systems graduates have access to a variety of employment opportunities in a range of industries. It provides foundation employment and general computing skills, which enables participation in the information technology environment. There are also further study opportunities at training organisations to complete certificates and diplomas in Information Technology. ITS can lead to university studies to complete degrees in IT, Informatics and Graphic Design.


JAPANESE – OP ELIGIBLE SUBJECTOBJECTIVES OF THE COURSEThe main objective is that learners should be able to communicate in Japanese, with proficiency in the four Macroskills – Speaking, Listening, Reading and Writing. Students will also develop an increased awareness of Japanese culture which will enable them to gain insights to equip them to adapt to the changing patterns of life in Australia and the world. Combined with skills in other areas, knowledge of a second language and close understanding of another culture is a powerful tool for life.

1. CONTENTThe language is studied with equal emphasis on the four Macroskills – Speaking, Listening, Reading and Writing. In each Semester, language study will focus on particular topics, revisiting some and covering these in much greater depth.

YEAR 11TERM UNIT

1 Student ExchangesThis unit aims to extend students’ ability to introduce themselves and discuss their families and family life. Emphasis is also placed on differences between school life in Japan and Australia

2 Celebrations and Gift GivingClass work will focus on Japanese celebrations and their associated customs. Particular emphasis will be placed on the exchange of gifts, which is very important and a common element of Japanese culture.

3 Interests and Hobbies, Entertainment and SportsCombined these units focus on what students do in their free time. Through the study of these units, students will gain an appreciation for traditional forms of Japanese entertainment, sports and leisure activities.

4 EnvironmentDuring the course of this unit, students will develop ability to express their concerns about current environmental issues throughout the world.

YEAR 12TERM UNIT

1 TravelThis unit expands students’ knowledge of travel in and around Japan, from a foreigner’s perspective.

2 Tourism and HospitalityThe unit of Tourism and Hospitality equips students with useful language for various situations in the tourism and hospitality industries.

3 Festivals, Celebrations, Future Plans and AdolescenceDuring these units, students look at end of school year celebrations and associated parties. Students will also think and discuss their future pathway as high school graduates. The focus of the Adolescence unit is on adolescent responsibilities, particularly driving.

4 World Peace and Aid and EmploymentClass work will focus on the movement into the adult world and its associated activities and responsibilities, such as volunteer services and employment opportunities.

2. WORKLOADJapanese is a Board/Authority subject (OP eligible) and is a two year course of study. Students will be expected to study at least 20 minutes per night in this subject. They will also be encouraged to constantly revise their work. At the end of Year 12 they will have a working knowledge of Hiragana, Katakana and at least 200 Kanji.


3. ASSESSMENTA variety of test instruments will be used to assess the four Macro skills (Speaking, Listening, Reading and Writing). Each macro skill will be assessed at least once per semester by examination. Students will be required to adapt their language to a variety of genres as their competence develops. Greatest weighting will be given to the final semester results where students are expected to demonstrate the most up to date accumulation of their Japanese language skills. Students will be assessed in accordance with the minimum standards for Macroskills at exit, as per the current syllabus. There is no assignment work.

4. PRE-REQUISITESStudents taking Japanese in Year 11 would be well advised to have a thorough working knowledge of hiragana and katakana, and at least 50 kanji, and to have gained at least a sound achievement level at Year 10.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYThe Federal Government has nominated the acquisition of foreign language skills as one of the most deficient areas within our Australian Education System. Therefore, competence in Japanese has numerous outlets both in the workforce and in post secondary studies. In addition to the immediate and practical applications of the subject, learning a LOTE contributes to and enriches the educational, intellectual, personal, social and cultural development of learners, and has the potential to improve the quality of their participation in a rapidly changing world.

6. STUDENT EXCHANGE PROGRAMThere are opportunities to host visiting students from our Sister School/ Friendship City in Japan. In addition, a visit to Japan is offered every two years. Aldridge has developed a close sister-school relationship with Kasukabe Junior High in Saitama Prefecture. Students will have the opportunity to visit this school and have a real life experience in Japan. These exchanges provide students with a great chance to make friends, practise their Japanese skills and gain an insight into the rich and fascinating Japanese culture.

NEWSFLASH!STUDYING JAPANESE IN SENIOR CAN NOW EARN YOU AN EXTRA OP POINT!

The Go8 (an organisation of Australia’s leading universities, which includes the University of Queensland) plus many other universities such as Griffith Uni, now recognise that the study of Japanese in Years 11 and 12 requires a high level of skills and knowledge and that it better prepares students for the rigour and diversity of tertiary study. As such, OP eligible students who pass Year 12 Japanese will be automatically granted bonus admission ranks when applying to study at these universities, irrespective of which degree program they wish to undertake. In effect, this can increase their OP by one (1) point, which for some students could mean the difference which gets them over the line into their program of choice at these universities.


LEGAL STUDIES

1. WHY STUDY LEGAL STUDIES?Legal Studies is about developing an understanding of the Australian legal system and how it affects your basic rights, obligations and responsibilities. Students will explore how to become an active and informed citizen and learn how to constructively question and contribute to the improvement of laws and legal processes.

By examining factors that have led society to create a legal system, students will develop knowledge and understanding of the frameworks which regulate and shape our society. Students will develop confidence in approaching and accessing the Australian legal system and will develop a better appreciation of the relationship between social and legal structures.

2. SUBJECT TYPELegal Studies is a Queensland Curriculum and Assessment Authority Category A subject which counts towards an OP and contributes four (4) credits to the QCE if a Sound Achievement is attained.

3. PRE-REQUISITESThere are no pre-requisites; however, a ‘C’ in Year 10 English and in interest in current affairs is desirable.

4. COURSE OUTLINEThe two-year course is comprised of four (4) core topics and three (3) electives. Topics include: The legal system (core) Human rights (core) Introduction to civil obligations (core) Criminal law (core) Civil wrongs (torts) and the law (elective) Family and the law (elective) Housing and the law (elective)

5. ASSESSMENTAssessment techniques used to determine a level of achievement include extended responses (including an independent inquiry) and examinations. An independent inquiry involves undertaking an independent, self-directed, in-depth investigation of a topical legal issue facing Australian society. Extended responses include responses to research or stimulus materials, such as legal case studies, legislation, essays, articles, speeches or presentations. Examinations may be extended response tests or short response tests.

6. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDY Legal studies opens a door to further education and employment in the fields of law, law enforcement, criminology, justice studies, social work, government, corrective services, business, education, economics and politics. There are also further study opportunities at training organisations to complete diplomas and advanced diplomas in Justice and Business. Specific careers that relate to legal studies include: articled clerk, legal practitioner, legal officer, social worker, police office, corporate lawyer, youth worker and teacher.


MATHEMATICS A1. CONTENT

Mathematics A focuses on the application of Mathematics to everyday and practical situations. Mathematics A may be studied in conjunction with Mathematics B.Topics include:i. Managing Money - compound interest of bank accounts

- home loans and affordability- taxation- buying and selling shares

ii. Linking Two and Three Dimensions - plans of buildings- quoting on house repair

iii. Maps and Compasses - reading longitude and latitude- navigation and fixing position

iv. Geometry - area and volume calculations- trigonometry- gradients

v. Data Exploration and Analysis - reading graphs and tables- summarising data

vi. Statistics and probability - calculating probability

2. WORKLOADOutside of classwork, approximately three (3) hours of private study per week would be needed to meet the requirements of the course. There is a significant increase in workload from Year 10. If difficulties arise with classwork students must seek assistance both in class and at lunchtimes.

3. ASSESSMENTStudents will be assessed using three criteria: i. Communication and Justification - setting out of solutions

- use of mathematical terms- clarity of explanation- justifying decisions

ii. Knowledge and Procedures - solving questions similar to everyday classroom exercises

- using mathematical equipmentiii. Modelling and Problem Solving - solving problems, modelling mathematical

situations and constructs- investigations

The assessment instruments may include:- supervised exams (usually 90 - 120 minutes)- practical assignments- computer spreadsheet use- investigations.

4. PRE-REQUISITE KNOWLEDGE AND SKILLSFor students wishing to be OP eligible and hence sit the QCS Test, it is strongly recommended that they be achieving either an A or a B in Maths and English.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYMathematics A will provide skills to assist students to make decisions which affect their everyday lives. It is also recommended for entry into several tertiary courses, some of which are Business, Education, Architecture and some Associate Diplomas.


MATHEMATICS B1. CONTENT

Mathematics B develops advanced mathematical skills, which form the basis for further studies involving mathematics. The modes of thinking developed provide ways of modelling situations in order to explore, describe and understand the world’s social, biological and physical environment.

Topics include:i. Introduction to functions - tables, graphs and relations

- applications of linear and quadratic functions

- algebraic and graphical solutionsii. Rates of change - derivative functions

- interpretation of rates of change- gradient functions

iii. Periodic functions and applications - trigonometric- periodic- applications of periodic functions

iv. Exponential and logarithmic functions - index laws- algebraic models- applications of functions

v. Optimisation - applications of derivativesvi. Integration - definite and indefinite integrals

- area under curve calculationsvii. Applied Statistical Analysis - summary statistics

- hypothesis testing2. WORKLOAD

Outside of classwork, approximately three (3) hours of private study per week would be needed to meet the requirements of the course. There is a significant increase in workload from Year 10. If difficulties arise with classwork students must seek assistance both in class and at lunchtimes.




- using mathematical equipmentiii. Modelling and Problem Solving - solving problems, modelling mathematical

situations and constructs - investigations

The assessment instruments may include:- supervised exams (usually 120 minutes)- practical assignments- computer usage- investigations.


5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYThe skills developed in Mathematics B 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, Biology, Economics and Management.


MATHEMATICS C1. CONTENT

In Mathematics C, students are given the opportunity to develop their full mathematical potential and extend the knowledge acquired in Mathematics B.

Topics include:i. Matrices and their use in solving systems of equationsii. Vectors and their applicationsiii. Real and Complex Numbersiv. Dynamicsv. Structures and Patternsvi. Calculus (an extension of Mathematics B)vii. Group Theory

2. WORKLOADOutside of classwork, approximately three (3) hours of private study per week would be needed to meet the requirements of the course. There is a significant increase in workload from Year 10. If difficulties arise with classwork students MUST seek assistance both in class and at lunchtimes.




- using mathematical equipmentiii. Modelling and Problem solving - solving problems, modelling

mathematical situations and constructs

- investigations

The assessment instruments may include:- supervised exams (usually 120 minutes)- practical assignments- computer usage- investigations.


5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYThe additional rigour and structure of the mathematics required in Mathematics C will equip students with valuable skills which will serve them in more general contexts and provide and excellent preparation for further study of mathematics. Mathematics C is a highly desirable preparatory course for students who intend pursuing a career involving mathematics such as Engineering, Applied Science, and Computer Science etc.


PREVOCATIONAL MATHEMATICS

PREVOCATIONAL MATHEMATICS IS AN AUTHORITY REGISTERED SUBJECT WITHOUT VOCATIONAL MODULES.

Prevocational Mathematics is offered to Year 11 students who have experienced difficulty with the content of Year 10 mathematics.

Prevocational Mathematics has been developed to provide students with a relevant and practical mathematical basis for life after school.

The core units deal with mathematical areas which students need to understand in their lives. The six core units are:

Basic skills - number Location and Time Data Finance Measurement

1. ASSESSMENTAssessment is designed to enable students to demonstrate achievements of the objectives: “knowing”, “applying” and “explaining”. To determine a student’s level of achievement their performance in all three criteria will be used.

Assessment techniques include traditional projects and investigations.

2. WORKLOADAs for Senior Mathematics A


Prevocational Mathematics will provide skills to assist students to make decisions which affect their everyday lives. Topics are practically based and designed to cater for a range of learning abilities.


MODERN HISTORYWHY STUDY MODERN HISTORY? The discipline of History has a strong focus on the development of critical thinking skills and compliments the senior English course with its core components of critical literacy. The current modern history course allows schools to have flexibility in the selection of themes to study and allows individual students more choice in the selection topics of inquiry.

SAMPLE TOPICS AND THEMES OF INQUIRY Introduction to Senior Modern History

THE INQUIRY PROCESS – Referencing – Criteria Assessment - Using Historical Sources - Advanced Internet Research – Email link with students in overseas countries.

A world of “ISMS”. This unit will develop student’s knowledge and understanding of the powerful beliefs and values that create history. Nationalism, militarism, capitalism, socialism, racism, democracy and imperialism.

TO BE OR NOT TO BE? Students will create a scenario of the daily life of an individual, family or group living in a particular place and time like Nazi Germany, Fascist Italy or Japan, an Indian civil servant living under the British Raj.

THE MIDDLE EAST – Why is Australia involved in overseas conflict? THE ROLE OF INDIVIDUALS IN HISTORY – CASE STUDY – STUDENTS SELECT

THEIR OWN TOPIC - Mahatma Ghandi, Nelson Mandela, Charles Perkins, Malcolm X, Martin Luther King, Mao Zedong, Che Guevara, Saddam Hussein. We will study their motives, supporters, opposition and success or failures.

HISTORY AND FUTURES – Students investigate a contemporary issue. The focus in on the causes of the problem and the possible, probable and preferred future.

FEARS THREATS AND POLICIES – Australia in World Affairs: Students study the big issues that had challenged Australians and the how we have responded to these threats. The fears and threats include - the fear of Communism/Cold War/Immigration/International terrorism/ Globalisation etc.

Prerequisite: HA or VHA in English and SOSE in Year 10 is recommended. Students with sound achievement in year 10 are unlikely to cope with the intellectual rigor of senior history. Students must be genuinely interested in understanding the world around them, have an inquiring mind, be prepared to critical think about world issues and enjoy reading. There is no place for passive receivers of knowledge.

Assessment / Workload: Five (5) assessment items over four terms in Year 11 and 12. All home tasks will be directly linked to the pieces of assessment that count towards levels of achievement. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FUTURE STUDYStudents who have completed a senior history course at Aldridge S.H.S. testify to the value of studying history and developing good research skills. They have often linked their success in first year University courses to having been taught good research and essay writing skills in the history courses at Aldridge SHS. This includes students who study veterinary science, law, engineering and education. History is one of the most popular subjects in the most popular faculty (Arts/Humanities) at universities in Australia. Areas of future study and employment include travel, industry, journalism, teaching, government, international and domestic public service, law, arts/humanities and foreign diplomatic corp.


MUSICOFFLINE SUBJECT

CLASS TIMES:Morning Lessons – START 8.00 AM.

1. CONTENTMusic is a unique and creative senior subject that offers four (4) QCE points on completion of syllabus requirements and contributes towards the calculation of your overall position (OP). Students study a wide variety of both classical and popular music genres from a range of social and historical contexts. Music is a fantastic opportunity for students to learn and demonstrate musical and life skill sets. The work program has been devised to work alongside other subject areas such as Film & Television and Drama with a mix of thematic and genre based units.

2. WORKLOADSchools are required by the QSA to provide students with a minimum of 55 hours per semester of time and as such students are required to attend class as part of an offline timetable. The course is divided up into four term units. Music students are expected to bring to class an enthusiastic and motivated attitude towards learning and be prepared to complete homework and assessment tasks, inclusive of group tasks, in their own time as well as some allocated class time.

3. ASSESSMENTMusic students engage with three learning objectives – Analysis, Composition and Performance. Students will complete a minimum of two pieces of assessment from each learning objective in both Year 11 and 12. Monitoring (submitted at the completion of Year 11) and Verification (submitted at the completion of Term 3, Year 12) folios are compiled and standards awarded based on the students best example from each learning objective.

4. PRE-REQUISITE KNOWLEDGE SKILLSStudents MUST have completed either Semester 1 or 2 of pre-senior music offered in Year 10 and have achieved a HA level of achievement or better. Students who have not met this pre-requisite often find it difficult to achieve the QCE mandated sound (C) level of achievement in senior music. Consideration is given to students who have achieved a minimum pass in Grade 4 AMEB theory, musicianship or music craft examinations.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYMusic is an extremely useful subject to study for those students who wish to explore careers in the entertainment industry. Many occupations require a sound knowledge of music. These include performance, technical support, arts administration, education officer, theatre and orchestra management and music librarian. Related fields include media, particularly radio and selected print publications. Music is beneficial for those who plan to enter into early childhood, primary and secondary education. Music has strong educational links to other performing arts subjects such as Dance, Drama, Film and Television as well as history subjects such as Modern History.


PHYSICAL EDUCATION1. CONTENT

Physical Education, in the senior school context, involves the study of physical activity and engages students as intelligent performers, learning in, about and through physical activity.Physical Education focuses on the complexity of, and interrelationships amongst, psychological, biomechanical, physiological and sociological factors which influence individual and team physical performances, and wider social attitudes to physical activity.Learning experiences in Physical Education are designed to allow students to develop as increasingly self-directed, interdependent and independent learners.As independent learners, all students can become involved in highly personalised studies of physical activity by applying conceptual frameworks to their present personal situation and capabilities as well as to wide complex social issues surrounding physical activity in Australia and the world.As interdependent learners, students can apply conceptual frameworks to their involvement in cooperative projects such as performing in team situations.As learners in, about and through physical activity, students can make informed decisions and critical judgements regarding their involvement in physical activity in a variety of roles such as participant, spectator, official or observer.

FOCUS AREAS CORE SUBJECT MATTERFOCUS AREA A:Learning physical skills

FOCUS AREA B:Processes and effects of training and exercise

FOCUS AREA C:Equity and access to exercise, sport and physical activity in Australian Society.

Motor Learning Psychology Biomechanics Energy Systems Exercise physiology principles Training program design

Factors affecting equity and access at:- individual level- interpersonal level- institutional level- structured level- cultural level

Physical Activities: Team Indirect Interceptive (Volleyball), Team Direct Interceptive (Touch and Basketball), Individual Indirect Interceptive (Badminton) and Individual Performance (Triathlon). Students also have the opportunity to exchange a physical activity with one that they have expertise in and are currently training for, provided it meets the criteria. For example, a student may be assessed on Hockey instead of Touch, Golf instead of Triathlon, Tennis instead of Badminton.

2. WORKLOADWork in the theory areas, will require students to use time outside of class time. It is also up to the individual in their own time to improve physical performance through practice. Students should display improved performance after a unit has been studied.

3. ASSESSMENTAll written and physical assessment in Year 11 is formative. It is consolidated in Year 12 with more involved work in both written and physical areas. All Year 12 assessment is summative.

4. PRE-REQUISITE KNOWLEDGE SKILLSAll units are developed progressively and while no pre-requisite knowledge is essential, it is preferable that students complete at least one of the senior trial PE units. However, students who have studied Health and Physical Education in the Junior School will be able to


use these skills to their advantage. Students MUST have achieved at least a ‘C’ in Year 10 PE and English.


PHYSICS

1. CONTENTYEAR 11: Physical quantities and measurement; forces and motion; energy and

momentum; thermal physics; wave motion.

YEAR 12: Waves; optics; electricity and electronics; magnetism and electromagnetism, atomic and nuclear physics.

2. WORKLOADRegular reading, exercises and problems associated with the text. These are set as classwork and homework. Experiments associated with each topic are performed, written up and submitted on a regular basis. The satisfactory completion of this element is considered an essential skill. Practical skills (using equipment) are checked and performance recorded. There is a field trip to Dreamworld in Year 11 with an approximate cost of $80.

3. ASSESSMENTAssessment is by formal examinations and experiment write-ups. Students must have a satisfactory level of practical skills including experiment write-ups to be eligible for Sound Achievement or better.

4. PRE-REQUISITE KNOWLEDGE, SKILLSStudents should have at least a ‘B’ in Pre Year 11 Physics, English and Mathematics. An interest in Physical Sciences and the ability to work consistently and seek assistance are major factors leading to success.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYThe relevance of the subject matter chosen for this course is to:a) Give students a working knowledge of basic laws and principles as preparation

for further study.b) Develop familiarity with some physical principles which have applications at

home, industry and in commerce.c) Enable students to better understand modern technologies.


SCIENCE 211. CONTENT

This course has many strands of science (biology, chemistry, physics, life skills, environment etc) woven into it. This fabric is designed to give you a general interest science course. A major feature is the inclusion of topics which are relevant to gaining life skills. Some of these topics are: Energy. Environmental Studies. Matter and Materials. Disease and Society. Forensic Science.

2. WORKLOADFor a student interested in a general science and proven ability at year 10 (Sound Achievement or better) the workload is NOT heavy. Students who participate in class and do the set work generally have success in Science 21. There are field trips in Year 11 and 12. The approximate costs are $70.00 in Year 11 and $18.00 in Year 12.

3. ASSESSMENTEach semester there will be assignments and topic tests. Semester 2, 3 and 4 will include practical tests.

4. PRE-REQUISITE KNOWLEDGE SKILLSStudents should have a ‘C’ in pre-Year 11 Science 21, English and Mathematics. A student who completes all the work to the best of his/her ability and is prepared to seek assistance as needed should experience success rather than failure. Note that students can take Science 21 alone or with Biological Science or with Chemistry, although the preferred option is Science 21 as the single Year 11 and 12 Science.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYScience 21 is an alternative to the separate sciences: Physics, Chemistry and Biology. It caters for those seeking a career not scientifically based. It seeks to develop an understanding of science and technology, so that the student has a better understanding of themselves, and the changes taking place around them.

Queensland Studies Authority rules state that a student cannot study Science 21 and more than one other of Biology, Chemistry or Physics.


TECHNOLOGY STUDIESThis subject does count towards an OP statement, and could gain 4 points

towards QCE.

WHAT IS TECHNOLOGY STUDIES ALL ABOUT?Technology Studies challenges you to understand and appreciate technological innovation and its impact on society. You will learn about the purposeful application of knowledge, resources, materials and processes to develop solutions to real-world design problems by generating innovative ideas and producing products.

In Technology Studies you will examine and create solutions to design problems. Design problems are based on identifying a need or responding to an opportunity.

1. CONTENTYou will develop an understanding of real-world product design and production processes. Technology Studies provides opportunities for you to develop lifelong skills in strategic thinking, practical problem solving, information analysis, creative thinking and project management.

Using a design process you will investigate design problems from a variety of contexts, while considering the human needs of individuals and communities, or in response to identified opportunities. You will explore and analyse design factors to develop ideas and produce products through the practical application of manufacturing technologies and materials. Products are created because they meet a need and confirm your design decisions.

Through studying Technology Studies you will develop the skills to manage resources and risks effectively to develop solutions to design problems. You will critique and evaluate ideas and products against design criteria, justify design decisions and make recommendations for improvement.

2. WORKLOADMuch of the work in Technology Studies is self-directed and as such requires students to be autonomous self-starters. Students who are not responsible for their own learning will be unlikely to experience success in Technology Studies.

3. ASSESSMENTStudents will be assessed through design folios and reports using the three dimensions:i) Analysing design problemsii) Applying design factors and communicatingiii) Synthesising and evaluating designs

Design folios — These involve undertaking and documenting a design process where you develop ideas and produce products in response to a design problem. You will document your process using both visual and written communication, which may include freehand sketches, drawings, computer-generated images, photographs, animations, videos, annotations, paragraphs and extended writing.

Reports — These involve analysing the relationship between a product and society, and may include proposing solutions, expressing and justifying a point of view or explaining and evaluating an issue.

4. PRE-REQUISITEStudents need to be self motivated with an interest in design. Completion of a Junior Industrial Technology subject is desirable but not essential.



This subject will establish a basis for further education and employment in the fields of industrial design, product design, civil engineering, mechanical engineering, electrical engineering, architecture and project management.

WARNING: As part of the Technology Studies course, students will be required to complete a number of practical exercises. Once completed, students are permitted to take these items home. Parents need to be aware that the products are a result of a teaching exercise only. They do not, and were never intended to conform to Australian Standards, and should NOT be used for their normal practical purpose. Legal opinion suggests that parents would be under an onus to similarly warn any other party accordingly who might try to use the products.


VISUAL ART

1. CONTENTThe two year Visual Art course consists of a foundation year, in Year 11, which focuses on “Diversification”. It requires the students to explore within a variety of contexts and media. The tasks are initially teacher directed and become teacher/student negotiated at the end of Year 11. The Year 12 course focuses “Specialisation” and requires students to select their own focuses for practical tasks and suitable media areas.

Visual Art is an integrated course that covers a wide range of art media areas including painting, drawing, printmaking, sculpture, installation, collage, ceramics and assemblage.

2. WORKLOADThe successful completion of Senior Art will require a commitment of up to three (3) hours a week (on average) outside of class time. The self-paced nature of the course, will necessitate independent and motivated learners, who are able to manage their time effectively.

3. ASSESSMENTStudents are assessed on their MAKING and APPRAISING abilities. Assessment includes bodies of work comprising both making and appraising tasks. Making assessment techniques include a body of artworks and visual diaries documenting both visual and written information. Appraising assessment techniques include written essays 800-1000 words in length (one in each year to be completed under exam conditions).

4. PRE-REQUISITE KNOWLEDGE AND SKILLSThe study of Junior Art is a significant advantage, although not a pre-requisite. Students realistically need to have attained at least a high achievement in Junior Art to be assured of passing the senior course. Students who were unable to gain a sound in Junior English will experience extreme difficulty with this subject (It is recommended that enrolling students have attained at least a high achievement in Junior English).

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYArt is a preparation for life. It develops social and personal skills that promote confidence, responsibility and enjoyment of the visual arts. Art is also a vocational preparation since all industries require the skills of problem solving and lateral thinking. Students are taught to research, develop and resolve their ideas, as well as to attain critical, cultural and aesthetic understanding. Most tertiary art courses require the presentation of a folio of practical work for selection/entry into those courses. Although the Visual Art course provides some material for this folio, it is recommended that students supplement this with work done at home and/or from other courses.

6. HOW CAN PARENTS HELP?Parents can help by: supporting and keeping informed about the art program discussing the visual environment encouraging students to talk about and explain what they are doing encouraging students to practise art skills and processes encouraging student’s attendance and visits to art exhibitions and the

workplaces of artists and designers



AUTHORITYREGISTEREDSUBJECTS

AGRICULTURAL PRACTICESThis course is an Authority Registered subject suited to those students seeking a vocational (skills training) pathway to employment.

The course revolves around rural enterprises. Throughout this time students will be expected to carry out all the tasks associated with the planning and production of agricultural and horticultural enterprises. Students will be required to develop the underpinning skills of: Cattle husbandry and handling, including the opportunity to participate in showing

Beef Cattle. Safe machinery operation and maintenance Safe chemical handling and use Horticultural crop production Farm budgets Plant propagation methods Fencing Workplace Health and Safety

The course is practical based using the school farm resources. Students can expect 60% of class time to be practical work.

Through this course students get the chance to: Undertake a share farming contract with the school Agricultural department

where students receive a 60% share of the profits. Manage a horticultural enterprise as agreed on by the class. Participate in industry relevant excursions. Engage with enterprise specialists.

ASSESSMENTStudents will be assessed in the criteria of:

- Knowledge and understanding- Analysing and Applying- Planning and evaluation

PRE-REQUISITESStudents need NOT have completed Junior Agriculture to be successful in Agricultural and Horticultural Studies.

Students must be prepared to work outdoors in a team.

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


DRAMAPREAMBLESAS Drama investigates life and your place in it. It allows you to walk in the shoes of others and trial situations without risk. This course helps develop you as:

An Individual A Team Player An Effective Communicator A Positive Member of Society.

Drama develops and promotes self-expression, team-work, empathy, innovation and creativity.

CONTEXTThe two (2) year developmental course explores acting styles, performance techniques and staging a production. This is a practical subject. Although the emphasis is not upon extended writing, a Performance Review, written script and a Journal will comprise the written component.

WORKLOADYou will be required to work independently and in teams to complete assignments. Although the majority of assignment preparation will occur in class time, a moderate amount of homework and rehearsal time is required.

ASSESSMENTThere will be an on-going process of continuous assessment across the two (2) year course of study. Assessment will be progressive and developmental. Assessment occurs across three (3) principle dimensions:

Forming Presenting Responding

Across the dimensions students will undertake tasks such as: making a video clip constructing a model set perform small group scenarios stage managing a performance

PRE-REQUISITE KNOWLEDGE/SKILLSStudents do not have to have studied Drama in Year 10 to participate in this course.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYDrama would be strongly recommended for all students interested in a career path that involves:

People Skills Communication Social Interaction Management Team Work Creative Thinking Problem Solving (eg. Human Resources, Tourism, Hospitality, Education, Nursing,

Childcare).

Above all, studying Drama builds self and social confidence and an awareness of the needs and value of others that is essential to the development of positive members of our society.


EARLY CHILDHOOD STUDIES This subject is a two (2) year course which counts for Q.C.E. Due to the compulsory need for field placement in Community Centres, we reserve the right to select students according

to social attributes (reliability, courtesy, attitude and punctuality), interpersonal skills and achievement. Entry into the subject by new students will not be automatic, but dependent on ability to meet above criteria (due to

developmental nature of the course) and the availability of field placement.

1. COURSE DESCRIPTIONEarly Childhood Studies focuses on learning about children aged from birth to five years. The early years significantly influence an individual’s accomplishments in family, school and community life. Through knowing and understanding how children grow, develop and learn, you will be able to interact effectively with children and positively influence their development into confident, independent and caring adults.Compulsory Work Placement within the community allows genuine involvement with young children to occur. In Year 11 and 12 students will be in contact with different kindergartens and Prep schools to allow them interaction and opportunities to observe children different environments.

2. WHAT DO STUDENTS STUDY?

In Early Childhood Studies, you will learn concepts and ideas through the core topics: Fundamentals of early childhood (growth and development, relationships and identity, connectedness, well-being, policies

and pathways) and Practices in early childhood (play-based learning, responsiveness, active learning environments and observations.

The fundamentals underpin the practices in early childhood learning. These core topics are embedded into the four of the following electives:

Play and creativity Literacy and numeracy skills Being in a safe place Indoor and outdoor learning environments

Studying through these electives provides opportunities to build on the core concepts and ideas as you go exploring early childhood learning.

3. HOW WILL YOU BE ASSESSED?

Assessment in Early Childhood Studies allows you to demonstrate knowledge and understanding, analysing and applying, and planning, justifying and evaluating early childhood learning in a range of contexts and through play-based learning activities.

In Early Childhood Studies, assessment instruments may include: Projects – involving play-based learning activities responsive to children’s needs; response includes at least two assessable

components of either a product or a written, spoken or multi-model performance Investigations – researching a specific question following an inquiry approach; response will be a specified format such as

observation, speech or presentation Extended response to stimulus – responding to a specific, using provided stimulus, such as play equipment or observations

of children; response will be a specified format such as brochure, podcast or presentation Short response examinations

In Years 11 and 12 you will complete four to six assessment responses. Two of these will be projects from different electives, one of which will be implemented with children aged from birth to five years.

4. WHERE EARLY CHILDHOOD STUDIES CAN TAKE YOU?

A two year course in Early Childhood Studies can establish a basis for further education and employment in the domains of: Health, Community Services and Education.

Depending on qualifications (certificates, diplomas, degrees), opportunities exist as early childhood educators, teacher’s aides or assistants in early childhood settings, childcare facilities, kindergartens and early learning centres.


ENGINEERING STUDIESThis subject does not count towards an OP statement, but could gain four (4)

points towards QCE.

1. CONTENTThis course will explore a range of practical workshop skills and knowledge specific to the metal trades industry, including the use of:

arc welders, MIG welders, spot welders; oxy acetylene heating, cutting and welding equipment; power hand tools; milling machines; lathes; pedestal drills and grinders; magnetic sheet metal bending equipment; hydraulic cutting, bending and pressing equipment; metal cut off machines.

Due to the nature of the course, using a number of the above machines has been identified by Education Queensland as High or Extreme Risk Activities. In an effort to ensure that all parents and students are aware of the risks of working with the equipment and our management procedures for such risks, it is the schools responsibility to ensure that suitably qualified persons are in charge of teaching this subject area. Students will be closely supervised until competent using equipment and will be taught to manage risks safely.

2. ASSESSMENTThe following criteria are assessed: Knowledge and Understanding Applied Processes Practical Skill

Assessment overview

Sem

est

Units Technique(s) Employed

Tim

e

Form

ativ

e / Criteria

Assessed

1

Industry Orientation

Cutting And Joining Materials

Machining Materials

Fabrication

Production

1. Industry overview, with industry based speaker:

Workshop SafetyShort Answer Response

4 hrs F Knowledge

2. Skill exercise: Fitting ExerciseDirect observation of workshop production.Informal questioning.

4 wks F

Applied Process

Practical Skill3. Project: Folding Shovel

Direct observation of workshop production. Direct demonstration: worksheets, drawing interpretation.Informal questioning.

9 wks F

KnowledgeApplied Process

Practical Skill4. Simulated workshop project:

Pad SawDirect observation of workshop production. Direct demonstration of drawing interpretation.Informal questioning.

5 wks S

Applied Process

Practical Skill

5. Theory test:Short Answer Response 1 hr S



2



Machining Materials

Fabrication

Production

1. Simulated workshop practice: Small EnginesUse of hand tools, measuring devices, process planning.Direct observation of workshop production. Direct demonstration: worksheets.Informal questioning.

10 wks F Knowledge

Practical Skill

2. Simulated workshop project: Sand Anchor Fabrication, drawing interpretation, welding, safety.Direct observation of workshop production. Direct demonstration: worksheets, drawing interpretation, procedure sheet.Informal questioning

8 wks F


Practical Skill

3. Theory test:Short Answer Response 1 hr S


3



Machining Materials

Fabrication

Production

1. Simulated workshop project: Cantilever ToolboxUse of hand tools, measuring devices, process planning.Direct observation of workshop production. Direct demonstration: worksheets, drawing interpretation, procedure sheet.Informal questioning

16 wks S


Practical Skill

2. Theory test:Short answer response 1 hr S


4



Machining Materials

Fabrication

Production

1. Simulated workshop project: Fabrication ExerciseFabrication, drawing interpretation, welding, safety.Direct observation of workshop production. Direct demonstration: worksheets, drawing interpretation.Informal questioning.

8 wks S


Practical Skill

2. Simulated workshop project: Machining ExerciseMeasurement, drawing interpretation, safety, tool selection, process planning.Direct observation of workshop production. Direct demonstration: worksheets, drawing interpretation.Informal questioning.

8 wks S


Practical Skill

3. Theory test:Short answer response 1 hr S


3. PRE-REQUISITESThere are no prerequisites for this subject.

4. SAFETY REQUIREMENTSStudents participating in this course will need to be aware and comply with the relevant sections of the Work Health and Safety Act 2011. Students are encouraged to supply their own Safety clothing (Overalls or Long Trousers and Long Sleeved Shirt) as well as Safety Shoes (Steel Capped Boots).



This course relates to the metal and mechanical engineering trades, hobbies and leisure activities. It emphasises the importance of safe working habits and situations, the ability to make decisions, solve the relevant problems related to the trade and home experiences.

It cultivates the development of a technical vocabulary, the appreciation of materials, equipment, and work methods, the skills in the use of hand and power tools, both at the trade and leisure level. With related graphics, it embraces a state of well being and self satisfaction.

WARNING: As part of this Engineering course, students will be required to complete a number of practical exercises. Once completed, students are permitted to take these items home. Parents need to be aware that the products are a result of a teaching exercise only. They do not, and were never intended to conform to Australian Standards, and should NOT be used for their normal practical purpose. Legal opinion suggests that parents would be under onus to similarly warn any other party.


ENGLISH COMMUNICATION

Senior Authority English is a demanding subject compared to previous year levels. The nature and volume of literature studied increases as does the assessment work load. Therefore, this alternative to Board English is available. This subject caters for those students who are experiencing difficulty in literacy in Year 10 and DO NOT WISH TO BE AWARDED AN OP.

1. CONTENTThe course is structured around the use of English Communication in a written and spoken mode using units of work based around workplace and lifestyle situations. The learning outcome for the student is to gain as much experience as possible using English language communication in real life and simulated real life experiences. The units of work also involve the student in the traditional language study of grammar, spelling and punctuation. The units of work are:

Semester One

1. GETTING THAT JOB -Written and Spoken assessment2. FOR THE GOOD OF THE CAUSE –Written assessment3. GETAWAY- Spoken assessment

Semester Two

4. THE ROAD AHEAD- Spoken assessment5. SOAPBOX- Spoken assessment6. BOOK CLUB –Written exam

Semester Three

1. WEAPONS OF MASS DESTRUCTION-Written Response2. SAFE WORK PRACTICES-Spoken assessment3. REPRESENTATIONS IN THE MEDIA- Written exam

Semester Four4. PAY IT FORWARD - Written assessment5. OUT ON YOUR OWN- Spoken assessment6. CONTEMPORARY LOCAL ISSUE- Spoken assessment

2. WORKLOADStudents need to be aware that they are expected to complete some of the tasks independently of the classroom such as collecting various forms and research information from the business and public service community. Students should be prepared to allocate time out of school to homework tasks and their assignment work. Though different to Board English students should not underestimate the workload in this subject which can be demanding.

3. ASSESSMENTStudents complete folios of work that include written tasks, orals and one exam in semesters 1, 2 and 3. In Semester 4 students complete one written assignment, two orals and one exam. The final assessment is based on the fullest and latest folio work from Year 12.

4. PRE-REQUISITE KNOWLEDGE AND SKILLS


Students entering this course at Year 11 should possess a working knowledge of the basic language skills appropriate at this age level. Reading and comprehension skills are particularly important and students with difficulty in this area will have access to assistance.


HOSPITALITY INCLUDING SIT10212 CERTIFICATE I IN HOSPITALITY

Hospitality is a two (2) year course, which has been developed to cater for those students who wish to gain vocational education certification, while remaining at school. As a result of studying this course, Year 11 students will be given the opportunity to complete Certificate I in Hospitality. The Year 12 program is vocational and skill based. Upon completing Senior Schooling, the successfully completed competencies will appear separately on their Queensland Certificate of Education (QCE). Students may use this to apply for credit for further studies in Hospitality and Catering at TAFE Colleges nationally. As well as: Part time work and leisure time activities.Tertiary Study - TAFE diploma and certificate courses in Tourism, Hospitality and Catering. Degree courses in the Tourism and Hospitality industries. Career opportunities in Tourism, Hospitality and Catering industries not requiring

tertiary study. If students are unsuccessful in gaining competencies, they may attempt it again at a

later date.

1. CONTENT & ASSESSMENTYear 11 Students complete SIT10213 Certificate I in Hospitality, studying three (3) Core Competencies at school and three (3) Elective Competencies. The aim of these Competencies is to provide students with vocational skills and knowledge, as well as principles they can apply to everyday life. Assessment is competency based – students will either be deemed competent or not yet competent for the various tasks therefore students will not receive an A to E rating.

Below are the areas of study to be covered (not listed in order of study).

THREE CORE UNITS THREE ELECTIVE UNITSBSBWOR203B Work effectively with

othersSITXCCS101 Provide information and

assistanceSITXWHS101 Participate in safe work

practices

SITXFSA101 Use hygienic practices for food safety

SITHCCC102 Prepare simple dishesSITHCCC103 Prepare sandwiches

The Year 12 units are based on promoting vocational education as well as general knowledge and skills needed for employment in the Hospitality industry. Units include Food Production, Food and Beverage Service, Events Planning and Career Preparation. These two (2) Semester units are criteria based with A-E rating. The criteria used include practical skills and application, planning and decision making and knowledge.

Assessment may consist of the following techniques: Folios of work Work booklet activities Oral presentations Written exam Teacher observation checklists Practical simulations Case Studies


2. WORKLOADPractical work requires commitment to weekly preparation at home and readiness for school lessons. Students must be prepared to attend functions and/or classes outside normal school hours or during lunch breaks. Students may be required to undertake some work placement during the course of study unless already employed in the hospitality industry.

3. RELEVANCE TO WORK, PERSONAL DEVELOPMENT & FURTHER STUDYCompletion of Hospitality Practices can lead to jobs/further studies in many areas. Some examples include: Kitchen Operations – kitchen attendant, cook, chef. Restaurant Operations – waiter, bar attendant, managerial positions. Personal Relations Positions Tourism – Cruise Ships, Flight Attendants. Hotel/Motel – kitchen and restaurant operations, housekeeping. Sales Assistants

4. COSTSStudents may also have the opportunity to attend excursions to Hospitality establishments where they will be able to observe and participate in activities. Some possible excursions include visits to Fraser Island, local restaurants and clubs and Hospitality schools such as the Seaworld Nara Training Facility. These excursions would involve cost to the students, however steps are taken to keep these to a reasonable level.

IN SUMMARY This subject is a two year course. This subject does not count towards an OP. However, students may complete

SIT10213 Certificate I in Hospitality. Completion of SIT10213 Certificate I in Hospitality - students receive a separate

certificate and two (2) points towards the QCE. A further two (2) points will also contribute towards QCE from successfully completing Year 12 units ie. Hospitality in Year 11 and 12 contributes four (4) points towards QCE.

Credit for successfully completing units of competency is received for other certificate courses at TAFE.


FURNISHING STUDIESTHIS SUBJECT DOES NOT COUNT TOWARDS AN O.P. SCORE

1. CONTENTThis course will focus on a range of practical workshop skills and knowledge specific to the furnishing industry, including the use of wood lathes, bandsaw, thicknesser, vertical wall saw, compound slide saw, mortising machine, linishing sander, pedestal drill, spindle moulder and various portable power tools.Due to the nature of the course, using a number of the above machines has been identified by Education Queensland as High or Extreme Risk Activities. In an effort to ensure that all parents and students are aware of the risks of working with the equipment and our management procedures for such risks, it is the schools responsibility to ensure that suitably qualified persons are in charge of teaching this subject area. Students will be closely supervised until competent using equipment and will be taught to manage risks safely.

Students studying Industrial Technology Studies have the opportunity to undertake Work Placement.

2. ASSESSMENTCriteria based - Knowledge and understanding

- Applied processes- Practical skill

Year 11 Assessment OverviewInstrument

IdentificationFormative

/ Summativ

e(F or S)

Technique(s) Employed(test, practical demonstration, oral,

etc).

Criteria Assessed

Time Allocated

Safety Induction

F Written test, short answer response Knowledge 50 mins

Veneered TopTable

F Direct Observation: Safety, quality control, workshop practices.Direct Demonstration: material lists, cutting lists, procedures, practical skills, workshop practices.Indirect Questioning: Oral and written tests.

KnowledgeA/ProcessPrac Skill

22 Weeks

Theory Test

F Written test, short answer response. KnowledgeA/Process

1 Hour

Pendulum Clock

F Direct Observation:Safety, quality control, workshop practices.Direct Demonstrations: material lists, cutting lists, procedures, practical skills, workshop practices.Indirect Questioning: Oral and written tests.


13 Weeks

Oral Presentation

F Direct Observation:Of practical demonstrationInformal Questioning

Knowledge During project

Theory Test

F Written test, short answer response. KnowledgeA/Process

1 Hour

Year 12 Assessment OverviewInstrument

IdentificationFormative

/ Summativ

e(F or S)

Technique(s) Employed(test, practical demonstration, oral,

etc).

Criteria Assessed

Time Allocated

Industry orientation

S Written report Knowledge 2 Weeks


, WH&SBedside Cabinet

S Direct Observation: Safety, quality control, workshop practices.Direct Demonstration: material lists, cutting lists, procedures, practical skills, workshop practices.Indirect Questioning: Oral and written tests.


13 Weeks

Theory Test

S Written test, short answer response. KnowledgeA/Process

1 Hour

Squatters Chair

S Direct Observation:Safety, quality control, workshop practices.Direct Demonstrations: material lists, cutting lists, procedures, practical skills, workshop practices.Indirect Questioning: Oral and written tests.


20 Weeks

Oral Presentation

S Direct Observation:Of practical demonstrationInformal Questioning

Knowledge During project

Theory Test

S Written test, short answer response. KnowledgeA/Process

1 Hour

3. PRE-REQUISITESCompletion of Furnishing in Year 10 would be an advantage but is not essential.

4. RELEVANCE TO WORK AND FURTHER STUDYThis course allows for articulation into a range of further education opportunities especially within the TAFE and private sector.

WARNING: As part of the Furnishing Studies course, students will be required to complete a number of practical exercises. Once completed, students are permitted to take these items home. Parents need to be aware that the products are a result of a teaching exercise only. They do not, and were never intended to conform to Australian Standards, and should NOT be used for their normal practical purpose. Legal opinion suggests that parents would be under an onus to similarly warn any other party accordingly who might try to use the products


RECREATION1. CONTENT

Physical forms of recreation are growth areas in Australian society. They are an intrinsic part of the Australian psyche and form a substantial part of leisure time. Recreation activities in this course include active play and minor games, games and sport, health-related physical activities and challenge and adventure activities. These recreation activities are the medium through which students examine the effects of recreation on individuals and communities, investigate the role of physical activity in maintaining good health, evaluate strategies to promote health and safety and investigate personal and interpersonal skills to achieve goals. Please note that expenses will incurred when travelling to venues outside the school for both transport and use of community facilities. Approximate cost is $140 over two years. Students will be given notice of the payment schedule on commencement of the course.

2. WORKLOADWhile work in the written components will usually be covered in the allotted class time some further work outside class may be required. It is up to the individual in their own time to improve physical performance through practice. Students should display improved performance after a unit has been studied.

3. ASSESSMENT Each year students are required to submit 4 items of assessment. These

items will be: one project, one extended written response (investigation) and two physical performances. The assessment program is designed to provide students with the opportunities in semester 1 and 2 to become familiar with the assessment techniques that will be used in Semesters 3 and 4.

4. PRE-REQUISITE KNOWLEDGE, SKILLS No pre-requisite knowledge is essential. Students MUST be willing to PARTICIPATE in ALL practical elements. Please Note: There will be some swimming units as well as some outside of the school campus.

5. RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYRecreation Studies will appeal mostly to students with an active sporting involvement who enjoy all manner of physical activity, and who have experienced difficulty with theory work. Recreation provides a unique opportunity for students to experience the challenge and fun of active participation in physical activity while developing beneficial vocational and life skills. The skills developed in Recreation will be orientated towards general health and wellbeing.


SOCIAL AND COMMUNITY STUDIESTHIS SUBJECT DOES NOT COUNT TOWARDS AN OP

People interact in a variety of social, cultural, economic and environmental contexts, and so it is important for students to understand how their identities are shaped by life opportunities and influenced by factors such as culture, gender, race, class, belief systems and economic status. The Social and Community Studies study area specification (SAS) deals with skills needed to function efficiently and positively in current and future life roles.

The four (4) life roles described in the S.A.S. are interrelated and interdependent: personal management management of relationships resources management community involvement/management (local, state, national, global).

1. CONTENTSocial and Community Studies is designed to allow students to become familiar with the nature of the four life roles listed above and associated life skills. It covers personal skills related to self-awareness, relationships and personal management as well as examining the student’s role in the community. It allows students to achieve a broad understanding of self and the construction of identity, group dynamics, personal goal setting, and inquiry processes.

There are 8 units of work over the 4 semesters of year 11 and Year 12.

Each subject will be studied for one term.

2. WORKLOADStudents will need to complete some tasks independently and in small groups. There is an expectation that the student will need to allocate some time for homework and completion of assignments. A variety of field trips will form part of the research.

3. ASSESSMENTStudents will be assessed across three criteria: knowledge and understanding, decision making processes and communication skills. Assessment will be in the form of written assignments, tests and/or oral presentations.


TRAVEL AND TOURISM

WHY STUDY TOURISM?The study area specification in Tourism is designed to provide students with a variety of intellectual, technical, operational and workplace skills. It also enables students to gain an understanding of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services.

The course consists of four core units of work; Unit 1: Global Tourism Unit 2: The Nature of Tourism Unit 3: Tourism Information Unit 4: Tourism as a Business

These core units are studied through elective topics. These elective topics could include: The changing nature of Tourism Tourism and special events Tourist accommodation, products Tour guiding Careers in Tourism Overseas destinations Australian destinations and attractions Tourism in the Local area

ASSESSMENT AND WORKLOADThere will be 2-3 assessment pieces per semester consisting of: Non-written Task Workplace activities Written responses

Tourism has become the world’s biggest industry and its potential impact on societies and their economic and ecological future is enormous. The tourism industry is one of Australia’s fastest growing industries and has assumed increasing importance in Australian society as a source of expanding employment opportunities.

The tourism industry provides the context for students to understand the industry’s workplace culture and practices, and also to develop the skills, processes and attitudes crucial for making valid decisions about career pathways. Students are also encouraged to investigate tourism as a source of leisure activity, life skills and as an avenue for further study. The possibility of being involved in Tourism as a long term career option is also explored within the context of the course.


VISUAL ARTS STUDIESTHIS SUBJECT DOES NOT COUNT TOWARDS AN OP

1. COURSE DESCRIPTION AND LEARNING EXPERIENCES‘Arts in Practice - Visual Art’ is a practical based visual art subject. It is designed to allow students the opportunity to explore a variety of visual art media and develop a wide range of skills. Students take a raw mental image, idea or feeling and give them a form that makes it aesthetically satisfying to the artist. In this way, students’ imaginative, emotional, aesthetic, analytical and reflective experiences are heightened, fostering creativeness and developing problem-solving skills. Students learn about workplace health and safety issues, effective work practices and arts administration.

2. CONTENTThe time allowed for each unit is 27 hours.

YEAR AUNIT 1 Fine Art - SculptureUNIT 2 Community ArtsUNIT 3 Creative Makeup Design – Body ArtUNIT 4 Fine Art - Drawing

YEARBUNIT 5 Fine Art - CeramicsUNIT 6 Craft – Wearable ArtUNIT 7 Design – Graphic DesignUNIT 8 Fine Art - Painting

3. ASSESSMENTAssessment for this program of study is similar for each of the individual units. In each unit, students will be required to complete a risk assessment, a test on the relevant media and safety issues of the unit, a minor practical folio, visual diary and a major artwork.



STAND ALONE VET

AT SCHOOL

BSB20115 CERTIFICATE II IN BUSINESSCertificate II in Business has been developed to cater for those students who wish to gain vocational education certification, while remaining at school. This course provides the same level of certification as that delivered by TAFE or by a student completing a traineeship either at school or after leaving school. This certificate is recognised Australia wide and therefore has the potential of providing better opportunities for the student to gain full time employment in an office situation after leaving school.Certificate II in Business is designed to equip students with the ability to communicate effectively and to interact confidently through and within a business environment and to use a range of business information and technologies.

CONTENTWHILE THE FOLLOWING UNITS OF COMPETENCY WILL BE COVERED DURING THE COURSE, THE ORDER AND TIMING OF THESE MAY VARY DEPENDING ON THE PRIOR KNOWLEDGE AND SKILLS OF THE STUDENTS.SEM UNIT CODE NAME OF UNIT OF COMPETENCY TIME

1BSBITU102 Develop Keyboard Skills 6 weeksBSBITU201 Produce Simple Word Processed Documents 6 weeksBSBWHS201 Contribute to Health and Safety of Self and Others 4 weeks

2BSBADM101 Use Business Equipment and Resources 5 weeksBSBIND201 Work Effectively in a Business Environment 5 weeksBSBSUS201 Participate in environmentally sustainable work

practices6 weeks

3BSBWOR203 Work Effectively with Others 5 weeksBSBITU202 Create and Use Simple Spreadsheets 6 weeksBSBITU203 Communicate Electronically 5 weeks

4BSBINM201 Process and Maintain Workplace Information 5 weeksBSBWOR204 Use Business Technology 5 weeksBSBWOR202 Organise and Complete Daily Work Activities 4 weeks

ASSESSMENTThere are no A – E results attained in this course; the student will either be deemed competent or not yet competent at completing various tasks within the 12 Units of Competency. As a result the student will not receive a Level of Achievement. Completion of the 12 units contained within the Certificate II will contribute four (4) credits towards the Queensland Certificate of Education (QCE) and the student will be issued with the Certificate II within 21 days of finishing the 12 units of competency.Assessment of competency should provide fair and equitable opportunities for all learners to demonstrate their capabilities in relation to the above units of competency. Assessment may consist of the following techniques: Folios of work, computer tests, teacher observation checklists, oral presentations, practical simulations, scenarios and case studies.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYCertificate II in Business graduates have access to a variety of employment opportunities in a range of industries including: Public Administration, Legal, Banking, Retail, Tourism and Hospitality, Insurance, Health Care and Travel. Further study at TAFE or University is also possible.

FEES AND CHARGESThere are no additional fees or charges for this course apart from the Work Placement Fee.

Work Placement is not mandatory, but it is highly recommended for this course. Participation in Work Placement will incur a $40.00 placement fee, capped at $50.00 for the year.

RTO


Aldridge State High School, Provider No: 30208

DATE OF PUBLICATION: 7 August 2015 – This information is correct at time of publication but subject to change.


CERTIFICATE I IN CONSTRUCTIONCPC10111

CONTENTCertificate I in Construction consists of 11 units of competency (eight (8) Core and three (3) Elective) from the CPC11 – Construction, Plumbing & Services Training Package. Students can gain experiences that will assist in the transition from school to work by undertaking structured work placement (see D2C in Work placement below). The practical and theory assessment components are both covered. The first eight (8) and three (3) of the remaining five (5) units will be studied:

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

CPCCCM102A Work effectively and sustainably in the construction industry CPCCCM103A Plan and organise work CPCCCM104A Conduct workplace communications CPCCCM2001A Read and interpret plans and specifications CPCCCM2005A Use construction tools and equipment CPCCVE101A Undertake a basic construction project CPCCOHS1001A Work safely in the basic construction industry CPCCCM101A Undertake basic estimation and costing CPCCCM105A Carry out measurements and calculations CPCCCM2004A Handle construction materials CPCCCM2006A Apply basic levelling procedures CPCCVE1002A Undertake a basic computer design project

Through these competencies, students will: Make a saw stool and tool chest; Do concreting jobs, seating and edging; and Simulate construction activities.

Throughout this course, students will use a range of construction tools and equipment including: compound slide saw, bench grinder, pedestal drill, nailing guns, air compressor, cement mixer and various portable power tools.

Due to the nature of the course, using a number of the above machines has been identified by Education Queensland as High or Extreme Risk Activities. In an effort to ensure that all parents and students are aware of the risks of working with the equipment and our management procedures for such risks, it is the schools responsibility to ensure that suitably qualified persons are in charge of teaching this subject area. Students will be closely supervised until competent using equipment and will be taught to manage risks safely.

WORKLOADIt is anticipated that this course will be delivered in four (4) individual lessons during Week 2 and a three (3) hour block possibly on Friday of Week 1 (Year 11 day off).

ASSESSMENTAll assessment is competency-based as outlined above. On successful completion of Certificate I, students will be credited with three (3) QCE credits. Successful completion of the course will also result in the student being issued the Certificate within 21 days of finishing the 11 units of competency.

PRE-REQUISITE KNOWLEDGE SKILLSCompletion of Construction in Year 10 would be an advantage but not essential.

WORK PLACEMENT (Strongly Encouraged)Year 11 Subject Selection Book 2016 – Page 71

Doorways 2 Construction (D2C) is an industry focused strategy to engage industry to assist in the delivery of construction training that is supported by relevant structured workplace learning. D2C is funded by the Building and Construction Industry Training Fund Queensland (BCITF-Qld).Students would register with D2C (through the school) as well as study Certificate I in Construction. Students are required to do 160 hours (over Years 11 and 12) of structured work placement in the building/construction field and complete five (5) mandatory activities. This will be completed in week blocks prior to school holidays. Students have the options to also work during their holidays to gain invaluable experience.

NOTE:1. Students MUST have completed CPCCOHS1001A – Work Safety in the Construction

Industry – ie. A White Card, before registration for work placement.1. Students CAN NOT BE PAID for structured work placement (due to insurance/public

liability).2. Students will be issued with a safety pack (safety vest, safety glasses, shirt).3. Students MUST provide their own STEEL CAPPED BOOTS.4. Students MUST COMPLETE 160 HOURS (over Year 11 and 12) of structured work

placement. On completion, students will be credited with two (2) QCE credits.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYCertificate I in Construction provides opportunities for students to use their creative skills while working with building and construction equipment as they prepare for future employment and leisure activities.

This course allows for articulation into a range of further education opportunities including apprenticeships, especially within TAFE and the private sector. Many units of competency in this course are a pre-requisite to employment within the construction industry.

FEES AND CHARGESThere are no additional charges in relation to the VET component of the course.

NB. Students may need to complete a written application and participate in an interview process to gain selection into this course.

RTOAldridge State High School, Provider No: 30208DATE OF PUBLICATION: 7 August 2015 – This information is correct at time of publication but subject to change.


CERTIFICATE II IN HAIRDRESSINGSIH20111

Do you dream of becoming a professional hairdresser? Then this program will introduce you to the challenging world of hairdressing, with college-based training and an industry placement. Learn the skills you’ve always wanted, including personal hygiene and grooming, dealing with customers, and using salon treatments and products. You’ll even learn to manage your own hair.

CONTENTCertificate II in Hairdressing consists of 13 units of competency; eight (8) core and five (5) electives from the following list will be studied:BSBSUS201A Participate in environmentally sustainable work practiceSIHHBAS201A Perform shampoo and basin servicesSIHHCCS201A Greet and prepare clients for salon servicesSIHHHDS201A Dry hair to shapeSIHHIND201A Maintain and organise tools, equipment and work areasSIHHOHS201A Apply salon safety proceduresSIRXCOM001A Communicate in the workplaceSIRXIND001A Work effectively in a retail environmentSIBXCCS201A Conduct financial transactions electiveSIHHBAS202A Perform head, neck and shouler massage electiveSIHHHDS202A Apply hair braiding techniques electiveSIHHIND202A Develop hairdressing knowledge electiveSIRXRPK002A Recommend hair, beauty and cosmetic products and services electiveSIRXSLS001A Sell products and services electiveSIRXMER001A Merchandise products electiveSIHHCLS201A Apply hair colour products elective

ASSESSMENTThere are no A – E results attained in this course; the student will either be deemed competent or not yet competent at completing various tasks within the 13 Units of Competency. As a result the student will not receive a Level of Achievement. Completion of the 13 units contained within the Certificate II will contribute four (4) credits towards the Queensland Certificate of Education (QCE) and the student will be issued with the Certificate II within 21 days of finishing the 13 units of competency. Assessment of competency should provide fair and equitable opportunities for all learners to demonstrate their capabilities in relation to the above units of competency. Assessment may consist of the following techniques: practical, written/theory assessment, completion of workbooks, observation and demonstration.

RELEVANCE TO WORK, PERSONAL DEVELOPMENT, FURTHER STUDYCertificate II in Hairdressing graduates have access to a variety of employment opportunities in the beauty industry such as a hairdressing salon assistant, receptionist, tea and tidy, apprentice hairdresser and stylist. Further study at TAFE or University is also possible.

FEES AND CHARGESCertificate II in Hairdressing is being offered with Aldridge SHS being the provider. It is anticipated there will be no additional fees or charges for this course, apart from the Work Placement fee.

CAMPUSThis subject will be delivered by an Aldridge SHS trainer at Maryborough State High School at the following times:


1.00 pm to 4.00 pm on Thursdays in Year 11 1.00 pm to 4.00 pm on Tuesdays in Year 12

It is the responsibility of the student to make their own way to and from Maryborough State High School. It is expected that students attend classes at Aldridge State High School in the half day they are not attending Hairdressing. Students may miss other timetabled classes while at Hairdressing and there is an expectation that these classes will be “caught up” during spares.

WORK PLACEMENTStudents will be required to undertake 80 hours of industry placement in a hairdressing salon over the two (2) years. This is a mandatory component of the course and will incur a cost of $40.00 per placement, capped at $50.00 for the year.

RTO Aldridge State High School, Provider No: 30208



HOSPITALITY INCLUDING SIT10213 CERTIFICATE I IN HOSPITALITY

Hospitality is a two (2) year course, which has been developed to cater for those students who wish to gain vocational education certification, while remaining at school. As a result of studying this course, Year 11 students will be given the opportunity to complete Certificate I in Hospitality. The Year 12 program is vocational and skill based. Upon completing Senior Schooling, the successfully completed competencies will appear separately on their Queensland Certificate of Education (QCE). Students may use this to apply for credit for further studies in Hospitality and Catering at TAFE Colleges nationally. As well as: Part time work and leisure time activities.Tertiary Study - TAFE diploma and certificate courses in Tourism, Hospitality and Catering. Degree courses in the Tourism and Hospitality industries. Career opportunities in Tourism, Hospitality and Catering industries not requiring

tertiary study. If students are unsuccessful in gaining competencies, they may attempt it again at a

later date.

1. CONTENT & ASSESSMENTYear 11 Students complete SIT10213 Certificate I in Hospitality, studying four (4) Core Competencies at school and two (2) Elective Competencies. The aim of these Competencies is to provide students with vocational skills and knowledge, as well as principles they can apply to everyday life. Assessment is competency based – students will either be deemed competent or not yet competent for the various tasks therefore students will not receive an A to E rating.

Below are the areas of study to be covered (not listed in order of study).

FIVE CORE UNITES TWO ELECTIVE UNITS FROMBSBWOR203B Work effectively with

othersSITXCCS101 Provide information and

assistanceSITXFSA101 Use hygienic practices

for food safetySITXWHS101 Participate in safe work

practices

BSBWOR202A Organise and complete daily work activities

SITCHCCC101 Use food preparation equipment

SITHCCC102 Prepare simple dishesSITHCCC103 Prepare sandwichesSITXCOM101 Source and present

information

The Year 12 units are based on promoting vocational education as well as general knowledge and skills needed for employment in the Hospitality industry. Units include Food Production, Food and Beverage Service, Events Planning and Career Preparation. These two (2) Semester units are criteria based with A-E rating. The criteria used include practical skills and application, planning and decision making and knowledge.

Assessment may consist of the following techniques: Folios of work Work booklet activities Oral presentations Written exam Teacher observation checklists Practical simulations


Case Studies

2. WORKLOADPractical work requires commitment to weekly preparation at home and readiness for school lessons. Students must be prepared to attend functions and/or classes outside normal school hours or during lunch breaks. Students are required to undertake some work placement during the course of study unless already employed in the hospitality industry.

3. RELEVANCE TO WORK, PERSONAL DEVELOPMENT & FURTHER STUDYCompletion of Hospitality Practices can lead to jobs/further studies in many areas. Some examples include: Kitchen Operations – kitchen attendant, cook, chef. Restaurant Operations – waiter, bar attendant, managerial positions. Personal Relations Positions Tourism – Cruise Ships, Flight Attendants. Hotel/Motel – kitchen and restaurant operations, housekeeping. Sales Assistants

4. COSTSStudents may also have the opportunity to attend the Hotel School at Seaworld Nara Resort to experience the unique features of a career in the hospitality industry ($350.00 for three nights – includes all food, accommodation and travel).

IN SUMMARY This subject is a two year course. This subject does not count towards an OP. However, students may complete

SIT10213 Certificate I in Hospitality. Completion of SIT10213 Certificate I in Hospitality - students receive a separate

certificate within 21 days of successfully finishing the 6 units of competency, and two (2) points towards the QCE. A further two (2) points will also contribute towards QCE from successfully completing Year 12 units ie. Hospitality in Year 11 and 12 contributes four (4) points towards QCE.

Credit for successfully completing units of competency is received for other certificate courses at TAFE.

RTOAldridge State High School, Provider No: 30208



MEDIA STUDIESCUF20107 CERTIFICATE II IN CREATIVE INDUSTRIES

(MEDIA)Media Studies is a Performing Arts subject for students who are looking for media production experience and skills with level 2 certification.

1. CONTENT. Media studies is a non-authority subject. It is designed to equip students with certificate II level skills and knowledge required in the field of media. The skills cover video cameras, animation, special effects, editing suites, tripods, lighting desks, sound desks, vision mixing and safety. We also use industry standard editing and special effects software such as Premiere Pro and After Effects.

2. WORKLOADStudents will be expected to attend several performances and rehearsals in preparation for productions (operate lighting, sound and vision mixers, set up and pack down equipment and several other tasks) which WILL occur outside of school/in spare time. These will be for assessment. The units of work over the 2 years will be:CUFCAM201A Assist with a basic camera shootCUFPOS201A Perform basic vision and sound editing

CUFLGT101A Apply a general knowledge of lighting to work activitiesCUESOU07B Apply a general knowledge of audio to work activities

CUFIND201A Develop and apply creative arts industry knowledgeCUSOHS301A Follow Occupational Health & Safety proceduresBSBWOR203A Work effectively with othersBSBCRT101A Apply critical thinking techniquesStudents will need to be aware that they will be expected to complete some tasks independently of the classroom such as filming and editing. Students should not underestimate the amount of time required to prepare, produce and pack up a production, and will rely heavily on their own time management skills.

3. ASSESSMENTAssessment will vary depending on the role played in a production. It is expected that there will be some written tasks in the design phase, practical assessment for technology and a folio of finished products (including DVD’s of filmed work), and filmed presentations. Successful completion of the course will also result in the student being issued with the Certificate within 21 days of finishing the 8 units of competency.

4. PRE-REQUISITE KNOWLEDGE There are no prerequisites for this subject however students would be expected to have completed at least one performing arts subject (Media studies, dance, drama or music) in year 10 and received a C or higher mark.

5. FEES AND CHARGESThere are no additional fees or charges for this course. However, payment of school resource scheme fees is essential due to the technology requirements of the subject.

RTO: Aldridge State High School, Provider No: 30208


CERTIFICATE II – OUTDOOR RECREATION (SIS20213)PRE-REQUISITESWhile there are no formal pre-requisites to enrol in this subject, strong interest and individual commitment are essential. This subject involves COSTS (Approximately $1000.00 over two (2) years), this course delivered outside of Aldridge State High School exceeds $3000.00. Field trips and practical session participation may involve time outside the regular timetable that students must be available for and be aware of prior to enrolment.Students will be involved in activities that are physically, emotionally and interpersonally challenging and need to take this into account prior to enrolment. Students will undertake assessment tasks at:

Great Keppel Island (Snorkelling/Bushwalking) Aldershot Scout Camp (Navigation) Hervey Bay (Snorkelling and Sailing) Fraser Island (Bushwalking/Navigation) Rockhampton (Adventure Caving) Brooyar State Forest (Abseiling/Climbing) Noosa (Kayaking/Mountain Biking) Mapleton (Hiking camp)

THIS COURSE IS SUITABLE FOR STUDENTS WHO: Enjoy being active in the outdoors (including using water) Enjoy challenging themselves Enjoy learning new skills Are interested in outdoor recreation and related areas eg. Sport and Recreation,

environmental studies, ecotourism, recreation and environmental management, hospitality and physical education training.

ON SUCCESSFUL COMPLETION OF THE COURSE, YOU COULD OBTAIN:

Certificate II in Outdoor Education or Statement of Attainment for completed competencies. Students will be issued a certificate within 21 days of completing the 15 units of competency.

First Aid Certificate RTO: Royal Life Saving Society QLD, Provider No. - 5431 Royal Lifesaving Bronze Medallion RTO: Royal Life Saving Society QLD, Provider No. -

5431

CONTENTUNIT CODE NAME OF UNIT OF COMPETENCY CORE/ELECTIVEHLTFA301 Apply First Aid CoreSISOODR201A Assist in Conducting Outdoor Recreation Sessions CoreSISOOPS201A Minimise Environmental Impact CoreSISXIND101A Work Effectively in the Sport and Recreation

EnvironmentCore

SISXOHS101A Follow Occupational Health and Safety Policies CoreSISOBWG201A Demonstrate Bushwalking Skills in a Controlled

EnvironmentElective

SISONAV201A Demonstrate Navigational Skills in a Controlled Environment

Elective

SISOOPS202A Use and Maintain a Temporary or Overnight Site ElectiveSISXCAI102A Assist in Preparing and Conducting Sport and

Recreation SessionsElective

SISXFAC207 Maintain Sport ,fitness and recreation equipment for activities

Elective

SITXFSA101 Use Hygienic Practices for Food Safety ElectiveSISOABN201A Demonstrate abseiling skills on natural surface ElectiveSISOCNE202A Perform deep water rescues ElectiveSISOSNK210A Demonstrate snorkelling activities Elective


SISOCLN201A Demonstrate top rope climbing skills on natural surface Elective

THIS COURSE ENABLES STUDENTS THE OPPORTUNITY TO: Understand the various factors that influence participation in physical, recreational or

sporting activities. Demonstrate an enthusiasm for lifetime active involvement in sport and/or recreational

activities. Demonstrate an awareness of health issues. Appreciate and take action to achieve a healthy lifestyle. Demonstrate social, personal and communication skills through their participation in

and/or study of physical, recreational and sporting activities. Experience the enjoyment, challenge, self-expression and social interaction that is

possible through engagement in physical, recreational or sporting activities. Understand concepts, theories and terminology related to physical, recreational or

sporting activities. Interpret, analyse and critically evaluate information with reference to physical,

recreational or sporting activities. Interpret, analyse and critically evaluate information with reference to physical,

recreational or sporting activities. Develop an understanding and appreciation of the natural environment, their place in it

and how people interact with it.

ESSENTIAL CONCEPTS: Relevance and wide ranging nature of outdoor recreation in modern society. Ecological processes operating within natural environments that sustain life. Human impact on and management of the natural environment. Responsibilities, roles and approaches in outdoor recreational activities. Safety and risk management in adventure activities.

ESSENTIAL SKILLS: Problem Solving – practical/theoretical solutions Teamwork and leadership Exploring and investigating the natural environment Decision Making Communication

PRACTICAL OUTDOOR RECREATION ACTIVITIES: Navigation • Lifesaving Fishing • Outdoor recreation industry work experience Kayaking • Hiking Sailing • Exploration and investigation of the natural Mountain Biking environment Snorkelling • Environmental issues Abseiling • Nutrition and hydration Climbing • Camping Bushwalking • Activity specific skills in a range of areas Campsite Cooking • Leadership and teamwork skills/roles/ Adventure Caving responsibilities/processes. Safety, first aid and emergency response procedures Risk Management Radio Communication Swimming Planning and preparation of excursions Weather Interpretation

RTO: Aldridge State High School, Provider No: 30208



AHC 20110 CERTIFICATE II – RURAL OPERATIONSINTRODUCTIONIn 2016, Aldridge State High School, in conjunction with the Australian Agricultural College Corporation (AACC), will be offering a Certificate II in Rural Operations. Students who enrol in the Certificate II will receive competency completions from the Australian Agricultural College Corporation in addition to an Assessment from Aldridge State High School.

COURSE CONTENTThe course consists of 15 competencies which are listed below:

Occupational health and safety Treat weeds Handle Livestock using basic techniques Participate in environmentally sustainable work practices Operate vehicles Muster and move livestock Provide feed for livestock Ride horses to carry out stock work Participate in workplace communications Apply chemicals under supervision Provide daily care for horses Install, maintain and repair fencing Operate tractors Collect and record production data Observe environmental work practices

The course is conducted over Year 11 and 12 and consists of a number of block training sessions at an industry relevant venue. At these venues, students experience an intensive skills development involving horses, cattle and machinery.

ASSESSMENTStudents will complete the following for each competency that has been listed:

- A workbook- An exam- Assignments- An observation sheet/assessment of demonstrated skills

Students who successfully complete the above in all 15 competencies will obtain a “Certificate II in Rural Operations”.

OTHER INFORMATIONThis unit provides a sound basis for students who wish to obtain a solid practical grounding in animal husbandry and rural skills. It can lead to further study in Certificate III and Diploma level for students suited to hands on learning. It also provides a good practical base for students who are wishing to go into Agricultural Science.

COSTSThere is an approximate cost for this course which varies from year to year. At the time of publication the indicative cost would be a total of $1 350 including meals, accommodation, training and resources. Block training would be a total of 16 days spread over Year 11 and 12. Note these approximate costs may be subject to change because of change in government funding initiates that are being considered at the time of writing.

RTOAustralian Agricultural College, Provider No – 31258DATE OF PUBLICATION: 7 August 2015 – This information is correct at time of publication but subject to change.


10324NAT CERTIFICATE III IN EDUCATION(Aboriginal and Torres Strait Islander)

CAMPUS LOCATION/TIMEMaryborough State High School – Kent Street, Maryborough

REGISTERED TRAINING PROVIDER TAFE Queensland North – Provider No. 0542

RATEP is a community-based teacher education program which enables Indigenous people to become qualified teaching aides and/or registered teachers through the partnership between TAFE Queensland North, Education Queensland and James Cook University. This course is open to young people who identify as Indigenous. As such, applicants will be required to produce a certificate of identity. This is a two-year course, which enables students to exit the course as a Teacher Aide in the early years of schooling. The opportunity exists for students after Year 12 to continue studying to the point of achieving a teaching qualification through James Cook University, while living in Maryborough. Students undertaking this course are supported by a full-time tutor based at Maryborough State High School for the two years of study. The course involves having one full day per fortnight and one half day per fortnight, usually Friday, working through theory units of competency at the RATEP Room at Maryborough State High School, with some time regularly doing practical work at a local primary school. There was no cost for studying this course in 2015, thanks to support from the Queensland Government. Previously, the cost was $20.00 per subject. The Queensland Government funding for 2016 is not know at this time (16 July 2015).

Students will study the following units of competency over the whole course:Core Unit Codes Core Unit Titles AHCILM303A CHCFC301A CHCIC201B CHCIC301E CHCORG303C CHCPR301C HLTWHS300A AIELIT300A AIENUM301A AIEPAR303A AIEVAL406A

Work in an Indigenous community or organisation Support the development of children Communicate with children Interact effectively with children Participate effectively in the work environment Provide experiences to support children’s play and learning Contribute to WHS processes Develop literacy for ATSI peoples in culturally diverse workplaces Develop numeracy for ATSI peoples in culturally diverse

workplaces Promote partnerships between school and ATSI communities Integrate ATSI cultural values

Elective Unit Codes

Elective Unit Titles (minimum 50 hours required)

AIELAN301A AIEART407A BSBITU306A CUVDRAQ201

A

Identify Aboriginal and Torres Strait Islander Languages (30 hours)

Assist ATSI children to express themselves through Creative Arts (50 hours)

Design and produce business documents (80 hours) Develop drawing skills (50 hours)

The credits arrangement with the Queensland Curriculum and Assessment Authority (QCAA) towards a student’s Queensland Certificate of Education (QCE) at the end of Year 12 is: on successful completion of at least 12 (core and elective) units: eight (8) credits on successful completion of any six units of study: four (4) credits on completion of any three units of study: two (2) credits

For further information, please contact/visit the: RATEP Teacher Co-ordinator, Jan Sterling, at Maryborough State High School on (07) 4120

9359 TAFE Queensland North website, and enter RATEP in the Course Search Dialogue Box


https://maryboroshs.eq.edu.au Curriculum Tertiary Programs Related links




LECSUBJECTS

Students with disabilities have various options for the pathway they follow through their senior years. There are two (2) dominant choices – these are the QCE pathway and the QCIA pathway.

QCE PathwayThe QCE Pathway provides the opportunity for students to complete a Queensland Certificate of Education while at school. To achieve this, students must show evidence of a breadth and depth of knowledge across at least five (5) subjects. Further, students must meet set literacy and numeracy standards.

For Students with Disabilities who wish to engage in this pathway, students must undertake the following subjects:

English Communication or English Prevocational Maths or Maths A or Maths B Four (4) elective subjects

QCIA PathwayThe QCIA Pathway has been designed for students who aim to attain a Queensland Certificate of Individual Achievement at the completion of their senior schooling. This pathway will consist of six (6) subjects which have been designed to develop life skills and establish links into the community for post school transition.

The subjects offered in this pathway are as follows: Functional English Functional Maths Hospitality or Agriculture and Horticulture Social and Community Studies The World of Work QCIA Preparation

These subjects are further described on the following pages.


FUNCTIONAL ENGLISH

1. OVERVIEWFunctional English is a course offered by the Learning Enhancement Centre in consultation with HOSES and HOD English. It caters for students with special needs, including students with disabilities and/or students with low literacy skills. It provides emphasis on practical literacy experiences for students and allows for programs of study based on a flexible combination of literacy topics.

2. LEARNING EXPERIENCESThe learning experiences in this subject will be activity based and life related as much as possible. They will be designed to allow students to present topics in practical and oral forms and, as much as possible, the learning environment will emphasise group work and presentation. The learning experiences will cater for individual differences in ability, learning styles and interests that actively encourage participation and reward effort.

3. CONTENTThe course will be a mixture of practical and in class work related to the following topics:

Work Community Leisure

4. ASSESSMENTAssessment for this program of study will be predominately oral work and/or practical with an emphasis on participation. It will evolve from learning experiences that reflect real life situations. Traditional examinations will be kept to a minimum. Where possible, assessment will be through oral presentations and work folios.


FUNCTIONAL MATHEMATICS

1. OVERVIEWFunctional Mathematics is a course offered by the Learning Enhancement Centre in consultation with HOSES and HOD Mathematics. It caters for students with special needs, including students with disabilities and/or students with low numeracy skills. It provides emphasis on practical numeracy experiences for students and allows for programs of study based on a flexible combination of numeracy topics.

2. LEARNING EXPERIENCESThe learning experiences in this subject will be actively based and life related as much as possible. They will be designed to allow students to present topics in practical and oral forms and, as much as possible, the learning environment with emphasis on group work and presentation. The learning experiences will cater for individual differences in ability, learning styles and interests that actively encourage participation and reward effort.

3. CONTENTThe course will be a mixture of practical and in class work related to the following topics: Number Data Location and Time Measurement and time

4. ASSESSMENTAssessment for this program of study will be related to practical activities with the emphasis on participation. It will evolve from learning experiences that reflect real life situation. It will evolve from learning experiences that reflect real life situations. Where possible, presentation of assessment pieces will be through projects, folios and investigation. Traditional examinations will be kept to a minimum.


IN THE KITCHENThis subject does not count towards a QCE or OP.

In the Kitchen is a two (2) year course which will provide students with the theoretical knowledge and practical skills they need to produce food and beverages at home. There are four (4) major themes covered in this course. Many of these will be taught concurrently over the two (2) years. These topics are:

Kitchen Health and Safety Food and Beverage Production and Presentation Serving Food and Beverages Planning a Menu for an Event

NB: this is a developmental course and will be adjusted according to the needs of the students in the class.

ASSESSMENTStudents will be assessed using a variety of methods including (but not exclusive to) observation of their skills, record-keeping, portfolio presentation and in-class mini-tests.

FEESThere are NO fees for this course.

FARM SKILLSThis subject does not count towards a QCE or OP.

Farm Skills is a two (2) year course which will provide students with the theoretical knowledge and practical skills they will need to maintain a garden and provide basic care for some animals. There are eight (8) main topics in this course. Many of these will be taught concurrently over the two (2) years. These topics are:

NB: this is a developmental course and will be adjusted according to the needs of the students in the class.

ASSESSMENTStudents will be assessed using a variety of methods including (but not exclusive to) observation of their skills, record-keeping, portfolios of work and in-class mini-tests.

FEESThere are NO fees for this course.


THE WORLD OF WORK

OVERVIEWThis subject does not count towards a QCE or OP.

This subject is offered by the Learning Enhancement Centre in consultation with the HOSES. It caters for students with disabilities. It provides an emphasis on practical experience and skills.

The world of work includes not just paid employment, but unpaid work and volunteering. To be successful in a workplace, a number of skills are necessary. This subject aims to develop those skills.

Topics to be covered will include: Workplace Health and Safety Presenting a Positive Image in the Workplace Developing Job search and Interview Skills Effective Communication in the Workplace Using Office Equipment Working with Others Effective Volunteering

Students undertaking this subject will be encouraged to undertake work experience in both business and volunteer organisation settings.


MODIFIED HEALTH AND PHYSICAL EDUCATIONTHIS SUBJECT DOES COUNT TOWARDS A QCIA

This subject does not count towards a QCE or OP.

1. OVERVIEWModified Health and Physical Education is a course offered by the Learning Enhancement Centre in consultation with the HOSES and cooperation with the HOD HPE. It is developed for students with special needs, including physical and cognitive disabilities and disorders, encouraging them to maintain active lifestyles, enhance physical wellbeing and self-esteem, and promote participation in activities with both physical and social benefits.

2. LEARNING EXPERIENCESEmphasis throughout the course is on active participation and cooperation with classmates. The course has a practical focus, but with weekly theory lessons based around the specific units which promote an understanding of the rules, skills and science associated with that unit. Students are encouraged to experiment with new skills and improve existing abilities, within an accepting and predominantly low stress environment.

3. CONTENTContent will be impacted to some degree on whether the course can function independently, based on sufficient participant numbers, or needs to be incorporated with another LEC year level (which has been successfully trialled). If the course runs independently, the topics will include:• Swimming – Recreational Water sports• Fitness and Training for Self-Improvement• Track and Field Athletics• Individual Ball Sports – Table Tennis/Golf/Squash• Team Sports – Basketball/Volleyball/Touch Football

4. ASSESSMENTAssessment for the course will occur at the end of each term or unit, and will be focused on participation linked to skill mastery in the various sport units studied, with consideration made for individual differences and disabilities. Theory content will be assessed via open book exams or short assignments, with additional support and scaffolding provided where necessary.
