Senior Pathways Handbook - chinchillashs.eq.edu.au€¦ · Pathways Evening – Year 10 into Year...
Transcript of Senior Pathways Handbook - chinchillashs.eq.edu.au€¦ · Pathways Evening – Year 10 into Year...
2020
Senior Pathways Handbook
MESSAGE FROM THE PRINCIPAL
Dear Students and Parents, In Years 11 and 12, there are opportunities available for you to personalise your pathway towards your future aspirations. Preparation for tertiary and further education, vocational education and a range of other learning pathways are available for you. The purpose of this Handbook is to assist you in your preparation for Year 11 and Year 12 at Chinchilla State High School by providing important information about the subjects that are available to students as they enter the Senior Phase of Learning. It is essential that whenever you are given the opportunity to select subjects, you approach the process carefully. You should consider not only your needs, but carefully consider your proven aptitude, your abilities and areas of interest. It is expected that you will show increasing responsibility for your own learning and behaviour and that you will take advantage of the wide variety of opportunities to be involved in co-curricular activities. Our main emphasis with our senior secondary students is to facilitate learning so that it becomes second nature to them for the rest of their lives. In this context “learning” is more than just remembering what was covered in classes during lessons. It is about students:
seeking feedback about their actions/behaviours;
analysing their personal successes/failures;
determining appropriate responses;
making the necessary behavioural adjustments.
In addition, students will be encouraged to develop skills like emotional resilience necessary for coping with continuous (or discontinuous) change, time management and entrepreneurial behaviours and skills that will be important tools for their futures. The ability to be self-motivated and self-directed individuals is also highly valued as part of the senior schooling program at Chinchilla State High School. I am confident that Chinchilla State High School will provide challenges and opportunities for all senior secondary school students as they enter the final phase of the formal school education. I look forward to working with you to make the experience both enriching and rewarding. We hope that Year 11 and 12 proves to be both rewarding and challenging and look forward to seeing you working hard to achieve your potential. Ian Insley Principal
STATEMENT OF PURPOSE
At Chinchilla State High School our School Vision is: Learning together for a happy and productive future.
Our main focus every day is: Teaching and learning in a safe, disciplined environment.
STATEMENT OF SCHOOL VALUES
Our School Vision is underpinned by our TEAM Core Values.
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CONTENTS PAGE
General Information
Message from the Principal 2
Contents 3
Purpose of this Handbook 4
Senior Schooling Policy 4
SET Plan 5
Creating a SET Plan 5
Senior Education Profile 5
QCE 6
QCIA 6
Senior Subject Syllabuses 6
Australian Tertiary Admission Rank (ATAR) Eligibility
7
General Syllabuses 8
Applied Syllabuses 9
QCE Brochure 11
QCE Learning Options 13
Plan your Pathway 14
QCIA Brochure 15
Career Exploration 15
Which Subjects? 16
Subject Restrictions 17
Vocation Education and Training (VET) 18
Students with disabilities 58
Subject information
ENGLISH / HUMANITIES
English Subjects
English 20
Essential English 21
Humanities Subjects
Ancient History 23
Legal Studies 24
Modern History 25
MATHS / SCIENCE
Maths Subjects
General Mathematics 27
Mathematical Methods 28
Specialist Mathematics 29
Essential Mathematics 30
Science Subjects
Biology 32
Chemistry 33
Physics 34
HEALTH & PHYSICAL EDUCATION / LOTE
Health 36
Physical Education 37
Early Childhood Studies 38
Sport and Recreation 39
TECHNOLOGY
Accounting 41
Design 42
Agricultural Practices 43
Building and Construction Skills 44
Business Studies 45
Hospitality Practices 46
Industrial Graphics Skills 47
Industrial Technology Studies 48
Information & Communication Technology 49
Certificate I Business (BSB10115) 50
Certificate II Engineering Pathways (MEM20413)
50
Certificate I Information, Digital Media and Technology(ICT10115)
51
THE ARTS
Dance 53
Drama 54
Music 55
Visual Art 56
Visual Arts in Practice 57
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THE PURPOSE OF THIS HANDBOOK
This handbook is developed to assist students and parents to make informed decisions regarding study options and pathways for Year 11 and 12 at Chinchilla State High School. It is part of a process designed to expose both students and parents to as much knowledge, experience and advice as possible. A wise choice of subjects has vitally important bearing on results and outcomes from school, success in studies and the range of options available for further study or for entry to a desired vocation. The Senior Phase of Learning is a very different educational experience from previous years. Subjects are more demanding in respect to both the quantity and the quality of work required. Students need to be realistic in terms of their previous results, efforts and future interests. Under the current Queensland Government’s package of education and training reforms, young people must stay at school until they complete Year 10 or have turned 16, whichever comes first. After that, they are required to:
participate in education or training for 2 more years,
OR gain a Certificate III vocational qualification or higher,
OR gain a New Queensland Certificate of Education (QCE),
OR turn 17,
OR choose to go into employment, working at least 25 hours per week, whichever comes first. To assist with selecting a pathway, there must be a plan. This plan is called the Student Education and Training Plan or SET Plan. The SET Plan allows students to detail their intended learning outcomes or activities after Year 10. The SET Plan will be completed in conjunction with the subject selection process. This handbook provides a brief outline of the subjects available in Year 11 and 12 at Chinchilla State High School. It is not presumed that students and parents will know all the required information. Therefore, each student and parent will be required to book an interview with a teacher who will assist in planning for their Senior Phase of Learning and beyond. SET Plan interviews will be conducted over two days, on the 13 August and 14 August 2019. Parents and students are encouraged attend the Senior Pathways Evening – Year 10 into Year 11 Subject Information Night, which will be held at school on 5 August. SET Plan interviews will be booked via our SOBS interviewing booking system. While many Year 10 students do not have definite occupational goals, they should have clear ideas of their abilities and interests, and match this with realistic ambitions. The Senior Phase of Learning can be a rewarding and useful experience if students are motivated, have a positive attitude and have attainable goals. It is important to enter Year 11 with an appropriate course of study and a positive plan based on sound advice. Please note: All information in this handbook is current at the time of publication, but is subject to change.
SENIOR SCHOOLING POLICY
Preamble Chinchilla State High School is committed to providing a breadth of opportunities and programs for senior school students. The School will challenge students at all levels, support them in setting and attaining realistic personal academic goals and remain committed to excellence at all times. It will also guide students in selecting and attaining credentials from a variety of pathways for successful transition post school. The staff will support all students throughout their senior years at the school. They will also share the responsibility with parents and students for assisting each student in attaining his/her educational goals. Senior students need to be self-motivated and mature in the approach to their studies. They will be required to adopt effective study routines and commit to working in an increasingly independent way. They will be expected to work as part of the Year group and achieve their very best. Policy
Chinchilla State High School will provide a range of high quality academic and vocational studies options.
Chinchilla State High School staff will provide personal monitoring and goal setting for all students in its support of the students’ academic and vocational pursuits.
Students will be expected to approach their studies in a diligent manner, access available support services if needed, be accountable for their actions and responsible for their learning.
Parents will be expected to support their children and work collaboratively with Chinchilla State High School.
Each Year 10 student will participate in a senior education and training planning process beginning with the submission of an individual Student Education and Training (SET) plan. The plan will be endorsed by the student’s parents but will only become operational for the student once approved by the Chinchilla State High School.
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In addition to its ongoing support and advice Chinchilla State High School will implement, in consultation with the student and his/her parents, a targeted support plan for students who achieve less than a "C" grade (or VET equivalent) in any senior subject, at the end of a term. If a student does not achieve the agreed outcomes of the plan, the school may require the student to amend or change their subjects or course, including the student’s participation with a school-based traineeship or apprenticeship.
Failure to comply with the requirements of this policy will be considered a breach of Chinchilla State High School’s Responsible Behaviour Plan for Students. In addition, students whose behaviour amounts to a refusal to participate in the education program may have their enrolment cancelled.
SET PLAN: SENIOR EDUCATION & TRAINING PLAN
There are many different pathways that can lead to rewarding careers. It is not unusual for people to move between differing career paths and occupations or educational levels throughout lives. It is possible to move between TAFE and University, work and study, apprenticeship to professional career. The SET Plan process asks students to consider where their aspirations lie after school. The SET Plan is designed to map individual learning pathways through the Senior Phase of Learning to assist students to successfully transition from school to their next phase of learning. The SET Plan may:
work as a ‘road map’ to help students achieve learning goals during the Senior Phase of Learning.
include flexible and coordinated pathways options.
assist to examine further learning options across education, training and employment sectors.
help students to communicate with parents/guardians about their learning pathways, and
help students communicate with the school about their learning pathways.
CREATING A SET PLAN
SET Planning is the process by which students commit to a plan for the Senior Phase of Learning (Year 11 and 12). In the SET Plan interview, students will discuss the level of education they wish to complete, interests and abilities aligning with fields or jobs and their intended course of study. A student’s plan must be matched with their proven ability for the best chance of success. It is a confidential document negotiated between student, parents/guardians and the school.
Students will be required to discuss and provide some plans around the following:
Future aspirations
Further study – University or TAFE
Interests and abilities and selecting subjects that align.
Setting learning goals for Year 11 and 12.
Achieving certificates within the Senior Education Profile.
Please note: A SET Plan is a ‘fluid’ document, whereby students are encouraged to monitor their progress and alter it based on updated goals and ambitions. The SET Plan should reflect their success and achievements throughout their Senior Phase of Learning. This interview and SET Plan establishment could be one of the most useful processes you participate in while you are at school.
SENIOR EDUCATION PROFILE
Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:
statement of results
Queensland Certificate of Education (QCE)
Queensland Certificate of Individual Achievement (QCIA).
For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-qualifications/sep.
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STATEMENT OF RESULTS
Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed.
A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE.
QUEENSLAND CERTIFICATE OF EDUCATION (QCE)
Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.
The school will assist and track students’ progress towards achieving their QCE during Year 11 and 12. Students can also track their progress through their Learning Accounts using their Learning Unique Identifier (LUI). Learning accounts are accessed on Student Connect (https://studentconnect.qcaa.qld.edu.au/).
QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT (QCIA)
The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.
The Statement of Participation lists activities that a student has undertaken, for example, community-based learning, work placement or work experience, extra-curricular activities, community access programs or mentor programs with employers.
SENIOR SUBJECTS
The QCAA develops three types of senior subject syllabuses — General, Applied and Short Courses. Results in General and Applied subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.
Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course.
All General and Extension subjects will consist of an external examination.
Typically, it is expected that most students will complete these courses across Years 11 and 12. All subjects build on the P–10 Australian Curriculum.
GENERAL SUBJECTS
General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects.
APPLIED SUBJECTS
Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.
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SHORT COURSES
Short Courses are developed to meet a specific curriculum need and are suited to students who are interested in pathways beyond senior secondary schooling that lead to vocational education and training and establish a basis for further education and employment. They are informed by, and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A grade of C in Short Courses aligns with the requirements for ACSF Level 3. For more information about the ACSF see: https://www.education.gov.au/australian-core-skills-framework.
SENIOR EXTERNAL EXAMINATION
The Senior External Examination consists of individual subject examinations provided across Queensland in October and November each year by the QCAA. The external examination contributes 50% towards the overall exit result for all Mathematics and Science subjects and 25% for all of the General subjects.
UNDERPINNING FACTORS
All senior syllabuses are underpinned by:
literacy — the set of knowledge and skills about language and texts essential for understanding and conveying content
numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of
situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities
to use mathematical knowledge and skills purposefully.
GENERAL SYLLABUSES AND SHORT COURSES
In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by:
21st century skills — the attributes and skills students need to prepare them for higher education, work and engagement in a
complex and rapidly changing world. These include critical thinking, creative thinking, communication, collaboration and
teamwork, personal and social skills, and information & communication technologies (ICT) skills.
APPLIED SYLLABUSES
In addition to literacy and numeracy, Applied syllabuses are underpinned by:
applied learning — the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts
community connections — the awareness and understanding of life beyond school through authentic, real-world interactions
by connecting classroom experience with the world outside the classroom
core skills for work — the set of knowledge, understanding and non-technical skills that underpin successful participation in
work.
VOCATIONAL EDUCATION AND TRAINING (VET)
Students can access VET programs through the school if it:
is a registered training organisation (RTO)
has a third-party arrangement with an external provider who is an RTO
offers opportunities for students to undertake school-based apprenticeships or traineeships.
AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) ELIGIBILITY
The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:
best five General subject results or
best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET
qualification.
The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.
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ENGLISH REQUIREMENT
Eligibility for an ATAR will require satisfactory completion of a QCAA English subject.
Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language.
While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.
GENERAL SYLLABUSES
STRUCTURE
The syllabus structure consists of a course overview and assessment.
GENERAL SYLLABUSES COURSE OVERVIEW
General syllabuses are developmental four-unit courses of study.
Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE.
Students should complete Units 1 and 2 before starting Units 3 and 4.
Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.
EXTENSION SYLLABUSES COURSE OVERVIEW
Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study.
Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners.
The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.
ASSESSMENT
UNITS 1 AND 2 ASSESSMENTS
Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2.
Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit.
Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.
UNITS 3 AND 4 ASSESSMENTS
Students complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject.
Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.
The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.
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INSTRUMENT-SPECIFIC MARKING GUIDES
Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments.
The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
Schools cannot change or modify an ISMG for use with summative internal assessment.
As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.
EXTERNAL ASSESSMENT
External assessment is summative and adds valuable evidence of achievement to a student’s profile. External assessment is:
common to all schools
administered under the same conditions at the same time and on the same day
developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.
APPLIED SYLLABUSES
STRUCTURE
The syllabus structure consists of a course overview and assessment.
APPLIED SYLLABUSES COURSE OVERVIEW
Applied syllabuses are developmental four-unit courses of study.
Units 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners.
Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.
A course of study for Applied syllabuses includes core topics and elective areas for study.
ASSESSMENT
Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.
Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4.
Applied syllabuses do not use external assessment.
INSTRUMENT-SPECIFIC STANDARDS MATRIXES
For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.
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ESSENTIAL ENGLISH AND ESSENTIAL MATHEMATICS — COMMON INTERNAL ASSESSMENT
Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.
The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:
developed by the QCAA
common to all schools
delivered to schools by the QCAA
administered flexibly in Unit 3
administered under supervised conditions
marked by the school according to a common marking scheme developed by the QCAA.
The CIA is not privileged over the other summative internal assessment.
SUMMATIVE INTERNAL ASSESSMENT — INSTRUMENT—SPECIFIC STANDARDS
The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.
The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
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CAREER EXPLORATION
Chinchilla State High School students have completed a Career Education program to assist them to develop intended outcomes which they will record within their SET Plans. Career exploration can also take several other forms:
Working through the ‘Job Guide’ available online.
Using online career information websites, e.g. Career Voyage.
Undertaking work experience (See HOD Technology about this opportunity).
Talking to teachers, family and friends about careers.
Visiting Career and University expos.
Accessing University websites.
Accessing Queensland Tertiary Admissions Centre (QTAC) website.
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WHICH SUBJECTS?
It is important to choose senior subjects carefully as your decisions may affect the type of occupations your chose in the future, your success at school and your feelings about school. Students will select six subjects to make up their course of study (This will be done during the SET Plan interview). All students MUST select an English and Mathematics subject. The remaining four subjects should consist of subjects the student enjoys and in which they can achieve success. As an overall plan when choosing subjects, it is suggested to choose subjects:
you enjoy
in which you have achieved good results
which reflect your interest and abilities
which help you reach your career and employment goals
which develop skills, knowledge and attitudes useful throughout your life. These are general points, so it is wise to look in more detail at the guidelines outlined below. Guidelines
Find out more about occupational pathways. It is useful to have a few career ideas in mind before choosing subjects. If you are uncertain about this at present, then select subjects that allow for you to keep several career options open. Your Guidance Officer can help you get started here. Resources that you could also use to help you include:
www.myfuture.edu.au
The JobGuide book
Brochures from industry groups
The QTAC guide
The TAFE handbook
www.goingtouni.gov.au
Find out about the subjects offered at school.
General subjects. Your ATAR is dependent on how well you achieve in your subjects. Therefore, you need to choose subjects in which you have the best chance of doing well and which you will enjoy.
Applied subjects. These emphasise practical skills and knowledge relevant to specific industries.
VET subjects.
Check out the subject fully. Take these steps to ensure you understand the content and the requirements of each subject. a) Read the subject descriptions and course outlines b) Talk to the Heads of Departments and Teachers of the subjects c) Look at the books and materials used in the subjects d) Listen carefully at subject selection talks e) Fully understand the requirements of the subject – rigour required, assignments, exams, trips, camps, etc.
Choose a combination of subjects that suit your needs and abilities. Be sure to consider:
Vocational Education options – VET certificates, school-based Traineeship/ Apprenticeship options.
Tertiary entrance – Ensure you check prerequisite subjects for university/TAFE courses and complete 20 semester units of General subjects with at least 3 subjects remaining unchanged throughout Year 11 and 12.
Be prepared to ask for help.
Enter the SET Plan process with a good understanding and be open to advice.
Talk with Teachers, Head of Departments, Guidance Officer and Deputy Principals. They are all prepared to help.
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SUBJECT RESTRICTIONS
Cancellations All subjects are dependent on sufficient numbers of students selecting the subject. If a subject does not attract the minimum number of students required, the subject will not be offered. In this case, the student will be notified as a soon as possible and will be asked to choose another subject. This is standard practice in all schools. As a Registered Training Organisation (RTO), Chinchilla State High School is registered to deliver specific nationally recognised vocational competencies. All VET certificates will only proceed if the school is able to meet registration requirements, such as qualified staff, physical resources, external facilities and sufficient numbers of students to run the subject. Should the school be unable to meet or maintain registration requirements, it will offer existing students one of the following options:
an alternative subject
an alternative strand of the same subject which does not contain the vocational competencies. Clashes After all students have completed their SET Plan interviews and subject selections, clashes in the timetable may become apparent. In this case, the student will be notified as a soon as possible and will be asked to choose another subject. Maximum class sizes Students who enrol late, or who submit late forms, may not be enrolled in the subjects of their choosing due to class size restrictions. Students who change their mind about subjects after their SET Plan interview need to be aware that they may not be accepted into a class and will remain on a waiting list. Changing your subjects Changes to subjects may be needed due to:
a continuing medical problems
family / personal change of circumstance
the uptake of a school-based Apprenticeship or Traineeship or a TAFE course
further career exploration
lack of success in chosen course of study which may put QCE at risk. All subject changes must be discussed with a Deputy Principal or Guidance Officer and supported by a parent/guardian. Changes are dependent on availability and recommendation of the new chosen pathway. Changes are carefully considered to ensure ATAR eligibility and QCE/QCIA attainment are not placed at risk. General Subjects: Students may change General Subjects until the end of Week 3 of Unit 1, or within, the first three weeks of Unit 2. Applied Subjects: Students may change into Applied Subject within the first three weeks of Unit 1, 2 or 3. No change will be made during Unit 4. VET Subjects: changes into VET subjects are general subject to external provider enrolment approval and can occur at any time with their approval.
Only in exception circumstances will a student be given approval to change subject at any other point.
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VOCATIONAL EDUCATION AND TRAINING (VET)
VET refers to education and training that focuses on delivering skills and knowledge required for specific industries. It is a learning option for students in the senior phase of learning. Student achievement in subjects with vocational competencies receives credit towards qualifications recognised nationally within the Vocational Qualification Framework (VQF). Participating in VET can:
provide credit points towards the attainment of a Queensland Certificate of Education (QCE), and/or the attainment of a nationally recognised VET qualification
receive an industry specific vocational Certificate or Statement of Attainment
support student’s transitions to employment, vocational and higher education pathways Other benefits of participating in VET include (but are not limited to):
obtaining practical experience from work
gaining familiarity on how a workplace operates
developing employability skills
developing and improving interpersonal skills
allowing students to explore the potential career path they would like to pursue. Students at Chinchilla State High School can access VET in a number of ways including:
through Chinchilla State High School (30060) as a Registered Training Organisation (RTO)
through another Registered Training Organisation
through a school-based Apprenticeship or Traineeship. VET in Schools allows students to remain enrolled at school while completing vocational training delivered either by Chinchilla State High School’s RTO or by other external Registered Organisations. Chinchilla State High School has a complaints and appeals policy specific to the RTO operations: A complaint can be made to the school RTO regarding the conduct of
Chinchilla State High School, its trainers, assessors or other school RTO staff
Students’ of Chinchilla State High School
Any third parties providing services on behalf of Chinchilla State High School (if relevant). The appeals policy manages requests for a review of decisions, including assessment decisions, made by the RTO or a third party providing services on the RTO’s behalf. A copy of Chinchilla State High School’s complaints and appeals policy can be located online at https://chinchillashs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx Complaints or appeals should be directed to the Principal as CEO of Chinchilla State High School, [email protected]. Refer to complaints and appeals policy and procedure document for further information.
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ENGLISH / HUMANITIES
English Learning Areas
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ENGLISH Type of Subject General
Contact HOD English / Humanities QCE Credits 4
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ays
A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations
2. establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences
3. create and analyse perspectives and representations of concepts, identities, times and places
4. make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to
take up positions
5. use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts
6. select and synthesise subject matter to support perspectives
7. organise and sequence subject matter to achieve particular purposes
8. use cohesive devices to emphasise ideas and connect parts of texts
9. make language choices for particular purposes and contexts
10. use grammar and language structures for particular purposes
11. use mode-appropriate features to achieve particular purposes.
Unit Unit Description Assessment
1 Perspectives and texts
Examining and creating perspectives in texts
Responding to a variety of non-literary and literary texts
Creating responses for public audiences and persuasive texts
Formative internal assessment 1 (FA1):
Extended response — written response for a public audience (25%)
Formative internal assessment 2 (FA2):
Extended response — persuasive spoken response (25%)
2 Texts and culture
Examining and shaping representations of culture in texts
Responding to literary and non-literary texts, including a focus on Australian texts
Creating imaginative and analytical texts
Formative internal assessment 3 (FA3):
Extended response — imaginative written response (25%)
Formative internal assessment 4 (FA4):
Examination — analytical written response (25%)
3 Textual connections
Exploring connections between texts
Examining different perspectives of the same issue in texts and shaping own perspectives
Creating responses for public audiences and persuasive texts
Summative internal assessment 1 (IA1):
Extended response — written response for a public audience (25%)
Summative internal assessment 2 (IA2):
Extended response — persuasive spoken response (25%)
4 Close study of literary texts
Engaging with literary texts from diverse times and places
Responding to literary texts creatively and critically
Creating imaginative and analytical texts
Summative internal assessment 3 (IA3):
Extended response — imaginative written response (25%)
Summative external assessment (EA):
Examination — analytical written response (25%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 21
ESSENTIAL ENGLISH Type of Subject Applied
Contact HOD English / Humanities QCE Credits Up to 4
Pat
hw
ays
A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations
2. use appropriate roles and relationships with audiences
3. construct and explain representations of identities, places, events and concepts
4. make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence meaning
5. explain how language features and text structures shape meaning and invite particular responses
6. select and use subject matter to support perspectives
7. sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts
8. make mode-appropriate language choices according to register informed by purpose, audience and context
9. use language features to achieve particular purposes across modes.
Unit Unit Description Assessment
1 Language that works
Responding to a variety of texts used in and developed for a work context
Creating multimodal and written texts
Formative internal assessment 1 (FA1):
Extended response — spoken/signed response
Formative internal assessment 2 (FA2):
Short response exam (CIA)
2 Texts and human experiences
Responding to reflective and nonfiction texts that explore human experiences
Creating spoken and written texts
Formative internal assessment 3 (FA3):
Extended response — Multimodal response Formative internal assessment (FA4):
Extended response — Written response
3 Language that influences
Creating and shaping perspectives on community, local and global issues in texts
Responding to texts that seek to influence audiences
Summative internal assessment 1 (IA1):
Extended response — spoken/signed response.
Summative internal assessment 2 (IA2):
Common internal assessment (CIA)
4 Representations and popular culture texts
Responding to popular culture texts
Creating representations of Australian identifies, places, events and concepts
Summative internal assessment 3 (IA3):
Extended response — Multimodal response Summative internal assessment (IA4):
Extended response — Written response
This document is accurate as at 30 July 2019. Consult website for latest version. 22
Humanities and Social Sciences Learning Areas
This document is accurate as at 30 July 2019. Consult website for latest version. 23
ANCIENT HISTORY Type of Subject General
Contact HOD English / Humanities QCE Credits 4
Pat
hw
ays
A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. comprehend terms, issues and concepts
2. devise historical questions and conduct research
3. analyse historical sources and evidence
4. synthesise information from historical sources and evidence
5. evaluate historical interpretations
6. create responses that communicate meaning.
Unit Unit Description Assessment
1 Investigating the ancient world Formative internal assessment 1 (FA1):
Examination — essay in response to historical sources (25%)
Formative internal assessment 2 (FA2):
Independent source investigation (25%)
Digging up the past
Ancient societies — Beliefs, rituals and funerary practices
2 Personalities in their time Formative internal assessment 3 (FA3):
Investigation — historical essay based on research (25%)
Formative internal assessment (FA4):
Examination — short responses to historical sources (25%)
Perikles
Alexander the Great
3 Reconstructing the ancient world Summative internal assessment 1 (IA1):
Examination — essay in response to historical sources (25%)
Summative internal assessment 2 (IA2):
Independent source investigation (25%)
Pompeii and Herculaneum
The Medieval Crusades
4 People, power and authority Summative internal assessment 3 (IA3):
Investigation — historical essay based on research (25%)
Summative external assessment (EA):
Examination — short responses to historical sources (25%)
Ancient Greece — the Persian Wars
Ancient Greece — the Peloponnesian War
Ancient Rome — the Punic Wars
Augustus
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 24
LEGAL STUDIES Type of Subject General
Contact HOD English / Humanities QCE Credits 4
Pat
hw
ays A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement,
criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. comprehend legal concepts, principles and processes
2. select legal information from sources
3. analyse legal issues
4. evaluate legal situations
5. create responses that communicate meaning.
Unit Unit Description Assessment
1 Beyond reasonable doubt
Legal foundations
Criminal investigation process
Criminal trial process
Punishment and sentencing
Formative internal assessment 1 (FA1):
Examination — combination response (25%) Formative internal assessment 2 (FA2):
Investigation — argumentative essay (25%)
2 Balance of probabilities
Civil law foundations
Contractual obligations
Negligence and the duty of care
Formative internal assessment 3 (FA3):
Investigation — inquiry report (25%) Formative internal assessment (FA4):
Examination — combination response (25%)
3 Law, governance and change
Governance in Australia
Law reform within a dynamic society
Summative internal assessment 1 (IA1):
Examination — combination response (25%) Summative internal assessment 2 (IA2):
Investigation — inquiry report (25%)
4 Human rights in legal contexts
Human rights
The effectiveness of international law
Human rights in Australian contexts
Summative internal assessment 3 (IA3):
Investigation — argumentative essay (25%) Summative external assessment (EA):
Examination — combination response (25%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 25
MODERN HISTORY Type of Subject General
Contact HOD English / Humanities QCE Credits 4
Pat
hw
ays
A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. comprehend terms, issues and concepts
2. devise historical questions and conduct research
3. analyse historical sources and evidence
4. synthesise information from historical sources and evidence
5. evaluate historical interpretations
6. create responses that communicate meaning.
Unit Unit Description Assessment
1 Ideas in the modern world
Australian Frontier Wars, 1788 — 1930s
French Revolution, 1789 — 1799
Formative internal assessment 1 (IA1):
Examination — essay in response to historical sources (25%)
Formative internal assessment 2 (IA2):
Independent source investigation (25%)
2 Movements in the modern world
Independence movement in India, 1857 — 1947
Anti-apartheid movement in South Africa, 1948 — 1991
Formative internal assessment 3 (IA3):
Investigation — historical essay based on research (25%)
Formative internal assessment (IA4):
Examination — short responses to historical sources (25%)
3 National experiences in the modern world
Germany,1914 — 1945
China, 1931 — 1976
Summative internal assessment 1 (IA1):
Examination — essay in response to historical sources (25%)
Summative internal assessment 2 (IA2):
Independent source investigation (25%)
4 International experiences in the modern world
Australian engagement with Asia since 1945
Cold War, 1945 — 1991
Summative internal assessment 3 (IA3):
Investigation — historical essay based on research (25%)
Summative external assessment (EA):
Examination — short responses to historical sources (25%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 26
MATHS / SCIENCE
Mathematics Learning Areas
This document is accurate as at 30 July 2019. Consult website for latest version. 27
GENERAL MATHEMATICS Type of Subject General
Contact HOD Maths / Science QCE Credits 4
Pat
hw
ays
A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Number and algebra, Measurement and geometry,
Statistics, and Networks and matrices
2. comprehend mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry,
Statistics, and Networks and matrices
3. communicate using mathematical, statistical and everyday language and conventions
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning
6. solve problems by applying mathematical concepts and techniques drawn from Number and algebra, Measurement and
geometry, Statistics, and Networks and matrices.
Unit Unit Description or Unit Structure Assessment
1 Money, measurement and relations
Consumer arithmetic
Shape and measurement
Linear equations and their graphs
Formative internal assessment (IA1)
Problem-solving and modelling task Formative internal assessment (IA2)
Examination
2 Applied trigonometry, algebra, matrices and univariate data
Applications of trigonometry
Algebra and matrices
Univariate data analysis
Formative internal assessment (IA3)
Examination
3 Bivariate data, sequences and change, and Earth geometry
Bivariate data analysis
Time series analysis
Growth and decay in sequences
Earth geometry and time zones
Summative internal assessment 1 (IA1):
Problem-solving and modelling task (20%)
Summative internal assessment 2 (IA2):
Examination (20%)
4 Investing and networking
Loans, investments and annuities
Graphs and networks
Networks and decision mathematics
Summative internal assessment 3 (IA3):
Examination (15%)
Summative external assessment (EA): 50% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 28
MATHEMATICAL METHODS Type of Subject General
Contact HOD Maths / Science QCE Credits 4
Pat
hw
ays
A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Algebra, Functions, relations and their graphs,
Calculus and Statistics
2. comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus
and Statistics
3. communicate using mathematical, statistical and everyday language and conventions
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning
6. solve problems by applying mathematical concepts and techniques drawn from Algebra, Functions, relations and their
graphs, Calculus and Statistics.
Unit Unit Description Assessment
1 Algebra, statistics and functions
Arithmetic and geometric sequences and series 1
Functions and graphs
Counting and probability
Exponential functions 1
Arithmetic and geometric sequences
Formative internal assessment (IA1)
Problem-solving and modelling task Formative internal assessment (IA2)
Examination
2 Calculus and further functions
Exponential functions 2
The logarithmic function 1
Trigonometric functions 1
Introduction to differential calculus
Further differentiation and applications 1
Discrete random variables 1
Formative internal assessment (IA3)
Examination
3 Further calculus
The logarithmic function 2
Further differentiation and applications 2
Integrals
Summative internal assessment 1 (IA1):
Problem-solving and modelling task (20%) Summative internal assessment 2 (IA2):
Examination (15%)
4 Further functions and statistics
Further differentiation and applications 3
Trigonometric functions 2
Discrete random variables 2
Continuous random variables and the normal distribution
Interval estimates for proportions
Summative internal assessment 3 (IA3):
Examination (15%)
Summative external assessment (EA): 50% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 29
SPECIALIST MATHEMATICS Type of Subject General
Contact HOD Maths / Science QCE Credits 4
Pat
hw
ays
A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Vectors and matrices, Real and complex numbers,
Trigonometry, Statistics and Calculus
2. comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real and complex numbers,
Trigonometry, Statistics and Calculus
3. communicate using mathematical, statistical and everyday language and conventions
4. evaluate the reasonableness of solutions
5. justify procedures and decisions, and prove propositions by explaining mathematical reasoning
6. solve problems by applying mathematical concepts and techniques drawn from Vectors and matrices, Real and complex
numbers, Trigonometry, Statistics and Calculus
Unit Unit Description Assessment
1 Combinatorics, vectors and proof
Combinatorics
Vectors in the plane
Introduction to proof
Formative internal assessment (IA1)
Problem-solving and modelling task Formative internal assessment (IA2)
Examination
2 Complex numbers, trigonometry, functions and matrices
Complex numbers 1
Trigonometry and functions
Matrices
Formative internal assessment (IA3)
Examination
3 Mathematical induction, and further vectors, matrices and complex numbers
Proof by mathematical induction
Vectors and matrices
Complex numbers 2
Summative internal assessment 1 (IA1):
Problem-solving and modelling task (20%) Summative internal assessment 2 (IA2):
Examination (15%)
4 Further statistical and calculus inference
Integration and applications of integration
Rates of change and differential equations
Statistical inference
Summative internal assessment 3 (IA3):
Examination (15%)
Summative external assessment (EA): 50% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 30
ESSENTIAL MATHEMATICS Type of Subject Applied
Contact HOD Maths / Science QCE Credits Up to 4
Pat
hw
ays
A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. select, recall and use facts, rules, definitions and procedures drawn from Number, Data, Location and time, Measurement
and Finance
2. comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and
Finance
3. communicate using mathematical, statistical and everyday language and conventions
4. evaluate the reasonableness of solutions
5. justify procedures and decisions by explaining mathematical reasoning
6. solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time,
Measurement and Finance
Unit Unit Description Assessment
1 Number, data and graphs
Fundamental topic: Calculations
Number
Representing data
Graphs
Formative internal assessment (IA1)
Problem-solving and modelling task Formative internal assessment (IA2)
Examination
2 Money, travel and data
Fundamental topic: Calculations
Managing money
Time and motion
Data collection
Formative internal assessment (IA3)
Examination
3 Measurement, scales and data
Fundamental topic: Calculations
Measurement
Scales, plans and models
Summarising and comparing data
Summative internal assessment 1 (IA1):
Problem-solving and modelling task
Summative internal assessment 2 (IA2):
Common internal assessment (CIA)
4 Graphs, chance and loans
Fundamental topic: Calculations
Bivariate graphs
Probability and relative frequencies
Loans and compound interest
Summative internal assessment (IA4):
Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 31
Sciences Learning Areas
This document is accurate as at 30 July 2019. Consult website for latest version. 32
BIOLOGY Type of Subject General
Contact HOD Maths / Science QCE Credits 4
Pat
hw
ays
A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. describe and explain scientific concepts, theories, models and systems and their limitations
2. apply understanding of scientific concepts, theories, models and systems within their limitations
3. analyse evidence
4. interpret evidence
5. investigate phenomena
6. evaluate processes, claims and conclusions
7. communicate understandings, findings, arguments and conclusions
Unit Unit Description Assessment
1 Cells and multicellular organisms
Cells as the basis of life
Multicellular organisms
Formative internal assessment 1 (IA1)
Data test Formative internal assessment (IA2)
Student experiment
2 Maintaining the internal environment
Homeostasis
Infectious diseases
Formative internal assessment (IA3)
Research investigation Formative internal assessment (EA4)
Examination
3 Biodiversity and the interconnectedness of life
Describing biodiversity
Ecosystem dynamics
Summative internal assessment 1 (IA1):
Data test (10%) Summative internal assessment 2 (IA2):
Student experiment (20%)
4 Heredity and continuity of life
DNA, genes and the continuity of life
Continuity of life on Earth
Summative internal assessment 3 (IA3):
Research investigation (20%)
Summative external assessment (EA): 50% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 33
CHEMISTRY Type of Subject General
Contact HOD Maths / Science QCE Credits 4
Pat
hw
ays
A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. describe and explain scientific concepts, theories, models and systems and their limitations
2. apply understanding of scientific concepts, theories, models and systems within their limitations
3. analyse evidence
4. interpret evidence
5. investigate phenomena
6. evaluate processes, claims and conclusions
7. communicate understandings, findings, arguments and conclusions
Unit Unit Description Assessment
1 Chemical fundamentals — structure, properties and reactions
Properties and structure of atoms
Properties and structure of materials
Chemical reactions —reactants, products and energy change
Formative internal assessment 1 (IA1)
Data test Formative internal assessment (IA2)
Student experiment
2 Molecular interactions and reactions
Intermolecular forces and gases
Aqueous solutions and acidity
Rates of chemical reactions
Formative internal assessment (IA3)
Research investigation Formative internal assessment (EA4)
Examination
3 Equilibrium, acids and redox reactions
Chemical equilibrium systems
Oxidation and reduction
Summative internal assessment 1 (IA1):
Data test (10%) Summative internal assessment 2 (IA2):
Student experiment (20%)
4 Structure, synthesis and design
Properties and structure of organic materials
Chemical synthesis and design
Summative internal assessment 3 (IA3):
Research investigation (20%)
Summative external assessment (EA): 50% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 34
PHYSICS Type of Subject General
Contact HOD Maths / Science QCE Credits 4
Pat
hw
ays
A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.
By the conclusion of the course of study, students will:
1. describe and explain scientific concepts, theories, models and systems and their limitations
2. apply understanding of scientific concepts, theories, models and systems within their limitations
3. analyse evidence
4. interpret evidence
5. investigate phenomena
6. evaluate processes, claims and conclusions
7. communicate understandings, findings, arguments and conclusions
Unit Unit Description Assessment
1 Thermal, nuclear and electrical physics
Heating processes
Ionising radiation and nuclear reactions
Electrical circuits
Formative internal assessment 1 (IA1)
Data test Formative internal assessment (IA2)
Student experiment
2 Linear motion and waves
Linear motion and force
Waves
Formative internal assessment (IA3)
Research investigation Formative internal assessment (EA4)
Examination
3 Gravity and electromagnetism
Gravity and motion
Electromagnetism
Summative internal assessment 1 (IA1):
Data test (10%) Summative internal assessment 2 (IA2):
Student experiment (20%)
4 Revolutions in modern physics
Special relativity
Quantum theory
The Standard Model
Summative internal assessment 3 (IA3):
Research investigation (20%)
Summative external assessment (EA): 50%
Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 35
HEALTH and PHYSICAL EDUCATION / LOTE
Health and Physical Education Learning Areas
This document is accurate as at 30 July 2019. Consult website for latest version. 36
HEALTH Type of Subject General
Contact HOD Health & Physical Education / LOTE QCE Credits 4
Pat
hw
ays
A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. recognise and describe information about health-related topics and issues
2. comprehend and use health approaches and frameworks
3. analyse and interpret information about health-related topics and issues
4. critique information to distinguish determinants that influence health status
5. organise information for particular purposes
6. investigate and synthesise information to develop action strategies
7. evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocate and enable health
promotion
8. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts
Unit Unit Description Assessment
1 Resilience as a personal health resource Formative internal assessment 1 (IA1):
Investigation — action research (25%) Formative internal assessment 2 (IA2):
Examination — extended response (25%)
2 Peers and family as resources for healthy living
Alcohol (elective)
Formative internal assessment 3 (IA3):
Investigation —analytical exposition (25%) Formative external assessment (IA4):
Examination (25%)
3 Community as a resource for healthy living
Road safety (elective)
Summative internal assessment 1 (IA1):
Investigation — action research (25%) Summative internal assessment 2 (IA2):
Examination — extended response (25%)
4 Respectful relationships in the post-schooling transition Summative internal assessment 3 (IA3):
Investigation —analytical exposition (25%) Summative external assessment (EA):
Examination (25%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 37
PHYSICAL EDUCATION Type of Subject General
Contact HOD Health & Physical Education / LOTE QCE Credits 4
Pat
hw
ays
A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. recognise and explain concepts and principles about movement
2. demonstrate specialised movement sequences and movement strategies
3. apply concepts to specialised movement sequences and movement strategies
4. analyse and synthesise data to devise strategies about movement
5. evaluate strategies about and in movement
6. justify strategies about and in movement
7. make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts
Unit Unit Description Assessment
1 Motor learning, functional anatomy, biomechanics and physical activity
Motor learning integrated with a selected physical activity
Functional anatomy and biomechanics integrated with a selected physical activity
Formative internal assessment 1 (IA1):
Project — folio (25%) Formative internal assessment 2 (IA2):
Investigation — report (20%)
2 Sport psychology, equity and physical activity
Sport psychology integrated with a selected physical activity
Equity — barriers and enablers
Formative internal assessment 3 (IA3):
Project — folio (30%) Formative external assessment (IA4):
Examination — combination response (25%)
3 Tactical awareness, ethics and integrity and physical activity
Tactical awareness integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity
Ethics and integrity
Summative internal assessment 1 (IA1):
Project — folio (25%) Summative internal assessment 2 (IA2):
Investigation — report (20%)
4 Energy, fitness and training and physical activity
Energy, fitness and training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity
Summative internal assessment 3 (IA3):
Project — folio (30%) Summative external assessment (EA):
Examination — combination response (25%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 38
EARLY CHILDHOOD STUDIES Type of Subject Applied
Contact HOD Health & Physical Education / LOTE QCE Credits Up to 4
Pat
hw
ays
A course of study in Early Childhood Studies can establish a basis for further education and employment in health, community services and education. Work opportunities exist as early childhood educators, teacher’s aides or assistants in a range of early childhood contexts.
Ob
ject
ives
By the conclusion of the course of study, students should:
1. describe concepts and ideas related to fundamentals of early childhood
2. explain concepts and ideas of practices of early childhood learning.
3. analyse concepts and ideas of the fundamentals and practices of early childhood learning
4. apply concepts and ideas of the fundamentals and practices of early childhood learning
5. use language conventions and features to communicate ideas and information for specific purposes
6. plan and justify play-based learning activities responsive to children’s needs
7. evaluate play-based learning activities in response to children’s needs
8. evaluate contexts in early childhood learning
Str
uct
ure
The Early Childhood Studies course is designed around core topics embedded in at least four elective topics.
Core topics Elective topics
Fundamentals of early childhood
Practices in early childhood
Play and creativity
Literacy and numeracy skills
Being in a safe place
Health and physical wellbeing
Indoor and outdoor learning environments
For Early Childhood Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:
two projects
two other assessments.
Project Investigation Extended response Examination
A response to a single task, situation and/or scenario.
A response that includes locating and using information beyond students’ own knowledge and the data they have been given.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A response that answers a number of provided questions, scenarios and/or problems.
At least two different components from the following:
written: 500 — 900 words
spoken: 2½ — 3½ minutes
multimodal: 3 — 6 minutes
performance: continuous class time
product: continuous class time.
Presented in one of the following
modes:
written: 600 — 1000 word
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
Presented in one of the following
modes:
written: 600 — 1000 words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
60 — 90 minutes
50 — 250 words per item
This document is accurate as at 30 July 2019. Consult website for latest version. 39
SPORT AND RECREATION Type of Subject Applied
Contact HOD Health & Physical Education / LOTE QCE Credits Up to 4
Pat
hw
ays
A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.
Ob
ject
ives
By the conclusion of the course of study, students should: 1. demonstrate physical responses and interpersonal strategies in individual and group situations in sport and recreation
activities
2. describe concepts and ideas about sport and recreation using terminology and examples
3. explain procedures and strategies in, about and through sport and recreation activities for individuals and communities
4. apply concepts and adapt procedures, strategies and physical responses in individual and group sport and recreation
activities
5. manage individual and group sport and recreation activities
6. apply strategies in sport and recreation activities to enhance health, wellbeing, and participation for individuals and
communities
7. use language conventions and textual features to achieve particular purposes
8. evaluate individual and group physical responses and interpersonal strategies to improve outcomes in sport and recreation
activities
9. evaluate the effects of sport and recreation on individuals and communities
10. evaluate strategies that seek to enhance health, wellbeing, and participation in sport and recreation activities and provide
recommendations
11. create communications that convey meaning for particular audiences and purposes
Str
uct
ure
The Sport & Recreation course is designed around core and elective topics.
Core topics Elective topics
Sport and recreation in the community
Sport, recreation and healthy living
Health and safety in sport and recreation activities
Personal and interpersonal skills in sport and recreation activities
Active play and minor games
Challenge and adventure activities
Games and sports
Lifelong physical activities
Rhythmic and expressive movement activities
Sport and recreation physical activities
For Sport & Recreation, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: one project (annotated records of the performance is also required) one investigation, extended response or examination.
Project Investigation Extended response Performance Examination
A response to a single task, situation and/or scenario.
A response that includes locating and using information beyond students’ own knowledge and the data they have been given.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.
A response that answers a number of provided questions, scenarios and/or problems.
At least two different components from the following:
written: 500 — 900 words
spoken: 2½ — 3½
minutes
multimodal: 3 — 6
minutes
performance: 2 — 4 minutes.*
Presented in one of the
following modes:
written: 600 — 1000
words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
Presented in one of the
following modes:
written: 600 — 1000
words
spoken: 3 — 4 minutes
multimodal: 4 — 7
minutes.
2 — 4 minutes* 60 — 90 minutes
50 — 250 words per item
* Evidence must include annotated records that clearly identify the application of standards to performance.
This document is accurate as at 30 July 2019. Consult website for latest version. 40
TECHNOLOGIES
Technologies Learning Areas
This document is accurate as at 30 July 2019. Consult website for latest version. 41
ACCOUNTING Type of Subject General
Contact HOD Technology QCE Credits 4
Pat
hw
ays
A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking, finance, law, economics and commerce.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. comprehend accounting concepts, principles and processes
2. apply accounting principles and processes
3. analyse and interpret financial data and information to draw conclusions
4. evaluate accounting practices to make decisions and propose recommendations
5. synthesise and solve accounting problems
6. create responses that communicate meaning to suit purpose and audience
Unit Unit Description Assessment
1 Real world accounting
Accounting for a service business — cash, accounts receivable, accounts payable and no GST
End-of-month reporting for a service business – no GST
Formative internal assessment 1 (FA1): Examination — combination response (25%)
Formative internal assessment 2 (FA2): Examination — combination response (25%)
2 Management effectiveness
Accounting for a trading GST business
End-of-year reporting for a trading GST business
Formative internal assessment 3 (FA3): Project (25%)
Formative internal assessment 4 (FA4): Examination — combination response (25%)
3 Monitoring a business
Managing resources for a trading GST business
Fully classified financial statement reporting for a trading GST business
Summative internal assessment 1 (IA1):
Examination — combination response (25%) Summative internal assessment 2 (IA2):
Examination — combination response (25%)
4 Accounting — the big picture
Cash management
Complete accounting process for a trading GST business
Performance analysis of a public company
Summative internal assessment 3 (IA3): Project (25%)
Summative external assessment (EA): Examination — short response (25%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 42
DESIGN Type of Subject General
Contact HOD Technology QCE Credits 4
Pat
hw
ays
A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. describe design problems and design criteria
2. represent ideas, design concepts and design information using drawing and low-fidelity prototyping
3. analyse needs, wants and opportunities using data
4. devise ideas in response to design problems
5. synthesise ideas and design information to propose design concepts
6. evaluate ideas and design concepts to make refinements
7. make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts
Unit Unit Description Assessment
1 Design in practice
Experiencing design
Design process
Design styles
Formative Assessment 1 (FA1)
Examination — design challenge Formative Assessment 2 (FA2):
Project
2 Commercial design
Explore — client needs and wants
Develop — collaborative design
Formative Assessment 3 (FA3):
Project
3 Human-centred design
Designing with empathy
Summative internal assessment 1 (IA1):
Examination — design challenge (15%) Summative internal assessment 2 (IA2):
Project (35%)
4 Sustainable design
Explore — sustainable design opportunities
Develop — redesign
Summative internal assessment 3 (IA3):
Project (25%) Summative external assessment (EA):
Examination — design challenge (25%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 43
AGRICULTURAL PRACTICES Type of Subject Applied
Contact HOD Technology QCE Credits Up to 4
Pat
hw
ays
A course of study in Agricultural Practices can establish a basis for further education, training and employment in agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as agricultural shows.
Ob
ject
ives
By the conclusion of the course of study, students should: 1. demonstrate procedures to complete tasks in agricultural activities
2. describe and explain concepts, ideas and processes relevant to agricultural activities
3. analyse agricultural information
4. apply knowledge, understanding and skills relevant to agricultural activities
5. use appropriate language conventions and features for communication of agricultural information
6. plan processes for agricultural activities
7. make decisions and recommendations with evidence for agricultural activities
8. evaluate processes and decisions regarding safety and effectiveness
Str
uct
ure
The Agricultural Practices course is designed around core topics embedded in at least two elective topics.
Core topics Elective topics
Rules, regulations and recommendations
Equipment maintenance and operation
Management practices
An area of study: Animal industries Plant industries Animal industries and Plant industries
Operating machinery
Animal studies Plant studies
Infrastructure
Production
Agribusiness
Infrastructure
Production
Agribusiness
For Agricultural Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including no more than two assessment instruments from any one technique.
Project Collection of work Investigation Extended response Examination
A response to a single task, situation and/or
scenario.
A response to a series of tasks relating to a single
topic in a module of work.
A response that includes locating and using information beyond
students’ own knowledge and the data they have
been given.
A technique that assesses the interpretation,
analysis/examination and/or evaluation of ideas
and information in provided stimulus
materials.
A response that answers a number of provided questions, scenarios
and/or problems.
At least two different components from the following:
written: 500 — 900
words
spoken: 2½ — 3½
minutes
multimodal: 3 — 6 minutes
performance: continuous class time.
At least three components from the following:
written: 200 — 300
words
spoken: 1½ — 2½
minutes
multimodal: 2 — 3 minutes
performance: continuous class time.
Presented in one of the
following modes:
written: 600 — 1000
words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
Presented in one of the
following modes:
written: 600 — 1000
words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
60 — 90 minutes
50 — 250 words per item
This document is accurate as at 30 July 2019. Consult website for latest version. 44
BUILDING AND CONSTRUCTION SKILLS Type of Subject Applied
Contact HOD Technology QCE Credits Up to 4
Pat
hw
ays
A course of study in Building & Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.
Ob
ject
ives
By the conclusion of the course of study, students should: 1. describe industry practices in construction tasks
2. demonstrate fundamental construction skills
3. interpret drawings and technical information
4. analyse construction tasks to organise materials and resources
5. select and apply construction skills and procedures in construction tasks
6. use visual representations and language conventions and features to communicate for particular purposes
7. plan and adapt construction processes
8. create structures from specifications
9. evaluate industry practices, construction processes and structures, and make recommendations
Str
uct
ure
The Building & Construction Skills course is designed around core and elective topics.
Core topics Elective topics
Industry practices
Construction processes
Carpentry plus at least two other electives:
Bricklaying
Concreting
Landscaping
Plastering and painting
Tiling.
For Building and Construction Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one practical demonstration (separate to the assessable component of a project).
Project Practical demonstration Examination
A response to a single task, situation and/or scenario.
A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.
A response that answers a number of provided questions, scenarios and/or problems.
A project consists of a product component and at least one of the following components:
written: 500 — 900 words
spoken: 2½ — 3½ minutes
multimodal non-presentation: 8 A4 pages max (or
equivalent) presentation: 3 — 6 minutes
product: continous class time.
Students demonstrate production skills and procedures in class under teacher supervision.
60 — 90 minutes
50 — 250 words per item
This document is accurate as at 30 July 2019. Consult website for latest version. 45
BUSINESS STUDIES Type of Subject Applied
Contact HOD Technology QCE Credits Up to 4
Pat
hw
ays
A course of study in Business Studies can establish a basis for further education and employment in office administration, data entry, retail, sales, reception, small business, finance administration, public relations, property management, events administration and marketing.
Ob
ject
ives
By the end of the course of study, students should:
1. describe concepts and ideas related to business functions
2. explain concepts and ideas related to business functions
3. demonstrate processes, procedures and skills related to business functions to complete tasks
4. analyse business information related to business functions and contexts
5. apply knowledge, understanding and skills related to business functions and contexts
6. use language conventions and features to communicate ideas and information
7. make and justify decisions for business solutions and outcomes
8. plan and organise business solutions and outcomes
9. evaluate business decisions, solutions and outcomes
Str
uct
ure
The Business Studies course is designed around core and elective topics. The elective learning occurs through business contexts.
Core topics Elective topics
Business practices, consisting of
Business fundamentals, Financial
literacy, Business communication and
Business technology
Business functions, consisting of
Working in administration, Working in
finance, Working with customers and
Working in marketing
Entertainment
Events management
Financial services
Health and well-being
Insurance
Legal
Media
Mining
Not-for-profit
Real estate
Retail
Rural
Sports management
Technical, e.g. manufacturing,
construction, engineering
Tourism
Travel
For Business Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including: at least one project no more than two assessment instruments from any one technique.
Project Extended Response Examination
A response to a single task, situation and/or scenario.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A response that answers a number of provided questions, scenarios and/or problems.
At least two different components from the
following:
written: 500 — 900 words
spoken: 2½ — 3½ minutes
multimodal: 3 — 6 minutes
performance: continuous class time
product: continuous class time.
Presented in one of the following modes:
written: 600 — 1000 words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
60 — 90 minutes
50 — 250 words per item on the test
This document is accurate as at 30 July 2019. Consult website for latest version. 46
HOSPITALITY PRACTICES Type of Subject Applied
Contact HOD Technology QCE Credits UP to 4
Pat
hw
ays
A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation.
Ob
ject
ives
By the conslusion of the course of study, students should: 1. explain concepts and ideas from the food and beverage sector
2. describe procedures in hospitality contexts from the food and beverage sector
3. examine concepts and ideas and procedures related to industry practices from the food and beverage sector
4. apply concepts and ideas and procedures when making decisions to produce products and perform services for customers
5. use language conventions and features to communicate ideas and information for specific purposes.
6. plan, implement and justify decisions for events in hospitality contexts
7. critique plans for, and implementation of, events in hospitality contexts
8. evaluate industry practices from the food and beverage sector
Str
uct
ure
The Hospitality Practices course is designed around core topics embedded in a minimum of two elective topics.
Core topics Elective topics
Navigating the hospitality industry
Working effectively with others
Hospitality in practice
Kitchen operations
Beverage operations and service
Food and beverage service
For Hospitality Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects
at least one investigation or an extended response.
Project Investigation Extended response Examination
A response to a single task, situation and/or scenario.
A response that includes locating and using information
beyond students’ own knowledge and the data they
have been given.
A technique that assesses the interpretation,
analysis/examination and/or evaluation of ideas and
information in provided stimulus materials.
A response that answers a number of provided questions,
scenarios and/or problems.
A project consists of a product and performance component and one other component from the following:
written: 500 — 900 words
spoken: 2½ — 3½ minutes
multimodal: 3 — 6 minutes
product and performance: continuous class time
Presented in one of the following
modes:
written: 600 — 1000 words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
Presented in one of the following
modes:
written: 600 — 1000 words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
60 — 90 minutes
50 — 250 words per item
This document is accurate as at 30 July 2019. Consult website for latest version. 47
INDUSTRIAL GRAPHICS SKILLS Type of Subject Applied
Contact HOD Technology QCE Credits Up to 4
Pat
hw
ays A course of study in Industrial Graphics Skills can establish a basis for further education and employment in a range of roles and
trades in the manufacturing industries. With additional training and experience, potential employment opportunities may be found in drafting roles such as architectural drafter, estimator, mechanical drafter, electrical drafter, structural drafter, civil drafter and survey drafter.
Ob
ject
ives
By the conclusion of the course of study, students should: 1. describe industry practices in drafting and modelling tasks
2. demonstrate fundamental drawing skills
3. interpret drawings and technical information
4. analyse drafting tasks to organise information
5. select and apply drawing skills and procedures in drafting tasks
6. use language conventions and features to communicate for particular purposes
7. construct models from drawings
8. create technical drawings from industry requirements
9. evaluate industry practices, drafting processes and drawings, and make recommendations
Str
uct
ure
The Hospitality Practices course is designed around core topics embedded in a minimum of two elective topics.
Core topics Elective topics
Industry practices
Drafting processes
Building and construction drafting
Engineering drafting
Furnishing drafting
For Industrial Graphic Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects
at least one practical demonstration (separate to the assessable component of a project).
Project Practical demonstration Examination
A response to a single task, situation and/or scenario.
A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.
A response that answers a number of provided questions, scenarios and/or problems.
A project consists of a technical drawing (which incldues a model) component and at least one of the following components:
written: 500 — 900 words
spoken: 2½ — 3½ minutes
multimodal non-presentation: 8 A4 pages max (or
equivalent) presentation: 3 — 6 minutes
product: continous class time.
Students demonstrate production skills and procedures in class under teacher supervision.
60 — 90 minutes
50 — 250 words per item
This document is accurate as at 30 July 2019. Consult website for latest version. 48
INDUSTRIAL TECHNOLOGY SKILLS Type of Subject Applied
Contact HOD Technology QCE Credits Up to 4
Pat
hw
ays
A course of study in Industrial Technology Skills can establish a basis for further education and employment in manufacturing industries. Employment opportunities may be found in the industry areas of aeroskills,
Ob
ject
ives
By the conclusion of the course of study, students should: 1. describe industry practices in manufacturing tasks
2. demonstrate fundamental production skills
3. interpret drawings and technical information
4. analyse manufacturing tasks to organise materials and resources
5. select and apply production skills and procedures in manufacturing tasks
6. use visual representations and language conventions and features to communicate for particular purposes
7. plan and adapt production processes
8. create products from specifications
9. evaluate industry practices, production processes and products, and make recommendations
Str
uct
ure
The Industrial Technology Skills course is designed around: core topics, which are integrated throughout the course
elective topics, organised in industry areas, and manufacturing tasks related to the chosen electives.
Core topics Industry area Elective topics
Industry practices
Production processes
Building and
construction
Bricklaying
Plastering and painting
Concreting
Carpentry
Tiling
Landscaping
Engineering Sheet metal working
Welding and fabrication
Fitting and machining
Furnishing Cabinet-making
Furniture finishing
Furniture-making
Glazing and framing
Upholstery
Industrial graphics Engineering drafting
Furnishing drafting
Building and construction
drafting
Plastics Thermoplastics fabrication Thermosetting fabrication
For Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and this consists of four instruments, including: at least two projects
at least one practical demonstration (separate to the assessable component of a project).
Project Practical demonstration Examination
A response to a single task, situation and/or scenario.
A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.
A response that answers a number of provided questions, scenarios and/or problems.
A project consists of a product component and at least one of the following components:
written: 500 — 900 words
spoken: 2½ — 3½ minutes
multimodal
non-presentation: 8 A4 pages max (or
equivalent)
presentation: 3 — 6 minutes
product: continuous class time.
Students demonstrate production skills and procedures in class under teacher supervision.
60 — 90 minutes; 50 — 250 words per
item
This document is accurate as at 30 July 2019. Consult website for latest version. 49
INFORMATION & COMMUNICATION TECHNOLOGY
Type of Subject Applied
Contact HOD Technology QCE Credits Up to 4
Pat
hw
ays
A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.
Ob
ject
ives
By the conslusion of the course of study, students should: 1. identify and explain hardware and software requirements related to ICT problems
2. identify and explain the use of ICT in society
3. analyse ICT problems to identify solutions
4. communicate ICT information to audiences using visual representations and language conventions and features
5. apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts
6. synthesise ICT concepts and ideas to plan solutions to given ICT problems
7. produce solutions that address ICT problems
8. evaluate problem-solving processes and solutions, and make recommendations
Str
uct
ure
A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.
Core topics Elective contexts
Hardware
Software
ICT in society
Animation
Application development
Audio and video production
Data management
Website production
Digital imaging and modelling
Document production
For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:
at least two projects
at least one extended response.
Project Extended response
A response to a single task, situation and/or scenario. A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A project consists of a product component and at least one of the following components:
written: 500 — 900 words
spoken: 2½ — 3½ minutes
multimodal: 3 — 6 minutes
product: continuous class time.
Presented in one of the following modes:
written: 600 — 1000 words
spoken: 3 — 4 minutes
multimodal: 4 — 7 minutes.
This document is accurate as at 30 July 2019. Consult website for latest version. 50
CERTIFICATE I BUSINESS (BSB10115) Type of Subject VET
Contact HOD Technology QCE Credits 2
Future Options Careers in office, clerical, retail, marketing, events management, book keeping and sales work. Also assist students to gain entry into further study programs relating to Business, e.g. certificate course in Business.
Pat
hw
ays
This subject offers students the opportunity to undertake tasks within a range of business contexts. The content is structured around nationally endorsed competencies which make up the course BSB10115 Certificate I in Business. The certificate provides students with foundation administration skills for workplace entry or further studies. The entire qualification consists of 6 units of competency. Students need to complete all 6 units, to achieve the Certificate I in Business. Partial completion of the certificate does not attain any QCE points. Units of competency are clustered together each term; as such assessment undertaken will cover multiple competencies. All assessment is competency based. Provider: Chinchilla State High School; Code: 30060
Sem Unit Description Assessment
1 BSBADM101 Use business equipment and resources
BSBITU112 Develop keyboard skills
BSBITU212 Create and Use Spreadsheets
Portfolio Activities
2 BSBLED101 Plan skills development
BSBWHS201 Contribute to health and safety of self and others
ICTICT107 Use personal productivity tools
Portfolio Activities
CERTIFICATE II ENGINEERING PATHWAYS (MEM20413)
Type of Subject VET
Contact HOD Technology QCE Credits Up to 4
Future Options Careers as Fitter and Machinist, Plumber, Diesel Fitter, Motor Mechanic, Maintenance Fitter, Aircraft Fitter and Aircraft Mechanic.
Pat
hw
ays
This subject offers students the opportunity to undertake a range of tasks within the context of the various sectors of the engineering industry. The content is structured around nationally endorsed competencies which make up the course. The competency units are derived from the Metal and Engineering Training Package, some of which are studied by apprentices and trainees who are in the first year of their career. The entire qualification consists of 12 units of competency. Students need to complete all 12 units, to achieve the Certificate II in Engineering Pathways. This course is offered through a VETiS fee free program. Students are only eligible to undertake one VETiS free course whilst at school. Provider: Blue Dog Training Pty Ltd; Code: 31193
Unit Code Assessment
MEM13014A Apply principles of occupational health and safety in the work environment
Students will complete online theory quizzes for each competency. This will include multiple choice and short response questions.
Students will additionally be assessed on their ability to complete practical tasks required of each unit. An example of some products student may get to create include; toolbox, G Clamp, Bench Vice, Bearing Puller.
MEMPE005A Develop a career plan for the engineering and manufacturing industry
MSAENV272B Participate in environmentally sustainable work practices
MEM16008A Interact with computing technology
MEM18001C Use hand tools
MEMPE006A Undertake a basic engineering project
MEM18002B Use power tools/hand held operations
MEMPE001A Use engineering workshop machines
MEMPE003A Use oxy-acetylene and soldering equipment
MSAPMSUP106A Work in a team
MEM16006A Organise and communicate information
MEMPE002A Use electric welding machines
This document is accurate as at 30 July 2019. Consult website for latest version. 51
CERTIFICATE I INFORMATION, DIGITAL MEDIA AND TECHNOLOGY (ICT10115)
Type of Subject VET
Contact HOD Technology QCE Credits 2
Future Options All Careers, Basic Computer Employability skills
Pat
hw
ays
This subject offers students the opportunity to undertake a range of basic computer tasks. The content is structured around nationally endorsed competencies which make up the course ICT10115 Certificate I in IDMT (Information, Digital Media and Technology). The certificate provides students with foundation computer skills for workplace entry. The entire qualification consists of 6 units of competency. Students need to complete all 6 units, to achieve the Certificate I in IDMT. Partial completion of the certificate does not attain any QCE points. Units of competency are clustered together each term; as such assessment undertaken will cover multiple competencies. All assessment is competency based. Provider: Chinchilla State High School; Code: 30060
Sem Unit Description Assessment
1 ICTICT101 Operate a personal computer
ICTICT102 Operate word-processing applications
ICTICT103 Use, communicate and search securely on the internet
Portfolio Activities
2 ICTICT104 Use digital devices
ICTICT106 Operate presentation packages
ICTICT205 Design basic organisational documents using computing
Portfolio Activities
This document is accurate as at 30 July 2019. Consult website for latest version. 52
THE ARTS
The Arts Learning Areas
This document is accurate as at 30 July 2019. Consult website for latest version. 53
DANCE Type of Subject General
Contact HOD The Arts QCE Credits 4
Pat
hw
ays
A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research, and science and technology.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. demonstrate an understanding of dance concepts and skills
2. apply literacy skills
3. organise and apply the dance concepts
4. analyse and interpret dance concepts and skills
5. apply technical skills
6. realise meaning through expressive skills
7. create dance to communicate meaning
8. evaluate dance, justifying the use of dance concepts and skills
Unit Unit Description Assessment
1 Moving bodies How does dance communicate meaning for different purposes and in different contexts?
Genres: - Contemporary - at least one other genre
Subject matter: - meaning, purpose and context
historical and cultural origins of focus genres
Formative internal assessment 1 (IA1):
Performance (20%) Formative internal assessment 2 (IA2):
Choreography (20%)
2 Moving through environments How does the integration of the environment shape dance to communicate meaning?
Genres: - Contemporary - at least one other genre
Subject matter: - physical dance environments including site-specific dance
virtual dance environments
Formative internal assessment 3 (IA3):
Project — dance work (35%) Formative internal assessment 3 (IA4):
Exam Extended Response (25%)
3 Moving statements How is dance used to communicate viewpoints?
Genres: - Contemporary - at least one other genre
Subject matter:
social, political and cultural influences on dance
Summative internal assessment 1 (IA1):
Performance (20%) Summative internal assessment 2 (IA2):
Choreography (20%)
4 Moving my way How does dance communicate meaning for me?
Genres: - fusion of movement styles
Subject matter: - developing a personal movement style
personal viewpoints and influences on genre
Summative internal assessment 3 (IA3):
Project — dance work (35%)
Summative external assessment (EA): 25% Examination — extended response
This document is accurate as at 30 July 2019. Consult website for latest version. 54
DRAMA Type of Subject General
Contact HOD The Arts QCE Credits 4
Pat
hw
ays
A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. demonstrate an understanding of dramatic languages
2. apply literacy skills
3. apply and structure dramatic languages
4. analyse how dramatic languages are used to create dramatic action and meaning
5. interpret purpose, context and text to communicate dramatic meaning
6. manipulate dramatic languages to create dramatic action and meaning
7. evaluate and justify the use of dramatic languages to communicate dramatic meaning
8. synthesise and argue a position about dramatic action and meaning
Unit Unit Description Assessment
1 Share How does drama promote shared understandings of the human experience?
cultural inheritances of storytelling
oral history and emerging practices
a range of linear and non-linear forms
Formative internal assessment 1 (IA1):
Performance (20%) Formative internal assessment 2 (IA2):
Project — dramatic concept (20%)
2 Reflect How is drama shaped to reflect lived experience?
Realism, including Magical Realism, Australian Gothic
Associated conventions of styles and texts
Formative internal assessment 3 (IA3):
Project — practice-led (35%) Formative internal assessment 4 (IA4):
Exam — extended response (25%)
3 Challenge How can we use drama to challenge our understanding of humanity?
Theatre of Social Comment, including Theatre of the Absurd and Epic
Theatre
Associated conventions of styles and texts
Summative internal assessment 1 (IA1):
Performance (20%) Summative internal assessment 2 (IA2):
Project — dramatic concept (20%)
4 Transform How can you transform dramatic practice?
Contemporary performance
Associated conventions of styles and texts
Inherited texts as stimulus
Summative internal assessment 3 (IA3):
Project — practice-led project (35%)
Summative external assessment (EA): 25% Examination — extended response
This document is accurate as at 30 July 2019. Consult website for latest version. 55
MUSIC Type of Subject General
Contact HOD The Arts QCE Credits 4
Pat
hw
ays
A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. demonstrate technical skills
2. explain music elements and concepts
3. use music elements and concepts
4. analyse music
5. apply compositional devices
6. apply literacy skills
7. interpret music elements and concepts
8. evaluate music to justify the use of music elements and concepts
9. realise music ideas
10. resolve music ideas
Unit Unit Description Assessment
1 Designs
Through inquiry learning, the following is explored:
How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?
Formative internal assessment 1 (IA1):
Performance (20%) Formative internal assessment 2 (IA2):
Composition (20%)
2 Identities
Through inquiry learning, the following is explored:
How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?
Formative internal assessment 3 (IA3):
Integrated project (35%) Formative internal assessment 4 (IA4):
Exam – Extended Response (25%)
3 Innovations
Through inquiry learning, the following is explored:
How do musicians incorporate innovative music practices to communicate meaning when performing and composing?
Summative internal assessment 1 (IA1):
Performance (20%) Summative internal assessment 2 (IA2):
Composition (20%)
4 Narratives
Through inquiry learning, the following is explored:
How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?
Summative internal assessment 3 (IA3):
Integrated project (35%)
Summative external assessment (EA): 25% Examination
This document is accurate as at 30 July 2019. Consult website for latest version. 56
VISUAL ART Type of Subject General
Contact HOD The Arts QCE Credits 4
Pat
hw
ays A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft,
and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.
Ob
ject
ives
By the conclusion of the course of study, students will: 1. implement ideas and representations 2. apply literacy skills 3. analyse and interpret visual language, expression and meaning in artworks and practices 4. evaluate art practices, traditions, cultures and theories 5. justify viewpoints 6. experiment in response to stimulus 7. create meaning through the knowledge and understanding of materials, techniques, technologies and art processes 8. realise responses to communicate meaning
Unit Unit Description Assessment
1 Art as lens
Through inquiry learning, the following are explored:
Concept: lenses to explore the material world
Contexts: personal and contemporary
Focus: People, place, objects
Media: 2D, 3D, and time-based
Summative internal assessment 1 (IA1):
Investigation — inquiry phase 1 (15%) Summative internal assessment 2 (IA2):
Project — inquiry phase 2 (25%)
2 Art as code
Through inquiry learning, the following are explored:
Concept: art as a coded visual language
Contexts: formal and cultural
Focus: Codes, symbols, signs and art conventions
Media: 2D, 3D, and time-based
Summative internal assessment 3 (IA1):
Investigation — inquiry phase 1 (35%) Summative internal assessment 4 (IA4):
Exam - Extended Response (25%)
3 Art as knowledge
Through inquiry learning, the following are explored:
Concept: constructing knowledge as artist and audience
Contexts: contemporary, personal, cultural and/or formal
Focus: student-directed
Media: student-directed
Summative internal assessment 1 (IA1):
Investigation — inquiry phase 1 (15%) Summative internal assessment 2 (IA2):
Project — inquiry phase 2 (25%)
Art as alternate
Through inquiry learning, the following are explored:
Concept: evolving alternate representations and meaning
Contexts: contemporary and personal, cultural and/or formal
Focus: continued exploration of Unit 3 student-directed focus
Media: student-directed
Summative internal assessment 3 (IA3):
Project — inquiry phase 3 (35%)
Summative external assessment (EA): 25% Examination
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VISUAL ARTS IN PRACTICE Type of Subject Applied
Contact HOD The Arts QCE Credits Up to 4
Future Options
Pat
hw
ays
A course of study in Visual Arts in Practice can establish a basis for further education and employment in a range of fields, including design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.
Ob
ject
ives
By the conclusion of the course of study, students should: 1. recall terminology and explain art-making processes
2. interpret information about concepts and ideas for a purpose
3. demonstrate art-making processes required for visual artworks
4. apply art-making processes, concepts and ideas
5. analyse visual art-making processes for particular purposes
6. use language conventions and features to achieve particular purposes
7. generate plans and ideas and make decisions
8. create communications that convey meaning to audiences
9. evaluate art-making processes, concepts and ideas
Str
uct
ure
The Visual Arts in Practice course is designed around core and elective topics.
Core Electives
Visual mediums, technologies, techniques
Visual literacies and contexts
Artwork realisation
2D
3D
Digital and 4D
Design
Craft
For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects, with at least one project arising from community connections
at least one product (composition), separate to an assessable component of a project.
Project Product Extended response Investigation
A response to a single task, situation and/or scenario.
A technique that assesses the application of idenified skills to the production of artworks.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A response that includes locating and using information beyond students’ own knowledge and the data they have been given.
A project consists of:
a product component: variable conditions
at least one different component from the following written: 500 — 900 words
spoken: 2½ — 3½ minutes multimodal non-presentation: 8 A4
pages max (or equivalent)
presentation: 3 — 6 minutes.
variable conditions Presented in one of the following
modes:
written: 600 — 1000 words
spoken: 3 — 4 minutes
multimodal non-presentation: 10 A4
pages max (or equivalent)
presentation: 4 — 7 minutes.
Presented in one of the following
modes:
written: 600 — 1000 words
spoken: 3 — 4 minutes
multimodal non-presentation: 10 A4
pages max (or equivalent)
presentation: 4 — 7 minutes.
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STUDENTS WITH DISABILITIES
Students who have a disability often require additional educational support needs. In E Block at Chinchilla State High School, we offer a range of learning options and support for students, which are highly individualised. The department of Education adheres to the definition of a disability as outlined in the Disability Discrimination Act. This legislation defines disability, in relation to a person, as:
Total or partial loss of the person’s bodily or mental functions; or
Total or partial loss of a part of the body; or
The presence in the body of organisms causing disease or illness; or
The presence in the body of organisms capable of causing disease or illness; or
A disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or
A disorder, illness or disease that affects a person’s thought processes, perception of reality emotions or judgement or that results in disturbed behaviour.
All students covered under the DDA, are supported through a range of provisions at Chinchilla State High School including specialists (Occupational Therapists, Physiotherapist, Speech Language Pathologist), learning support staff, personal health support, behaviour and guidance support. Some students who have significant educational support needs meet the eligibility criteria for additional resources through the Departments’ Education Adjustment Program (EAP). These additional resources assist classroom and specialist teaching staff to deliver high quality educational programs that are designed to meet the individual program needs of students within an inclusive school setting. These resources are allocated to the school, not individual students. If you would like to know further information or would like to discuss/plan individual programs, please contact Mrs Anne Cardillo, Head of Student Services.
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COMMUNICATION
How can you keep up to date?
School Website: www.chinchillashs.eq.edu.au
QSchools App (download from App store or Google Play)
School Newsletter via QSchools App and our School website
Contact class teachers by phone or email
Contact administration: [email protected]
Contact absence officer: [email protected]
NOTES
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NOTES