SUBJECT SELECTION BOOKLET 2020 · 4 General Subjects + 1 VET Course - either Certificate III, VI or...
Transcript of SUBJECT SELECTION BOOKLET 2020 · 4 General Subjects + 1 VET Course - either Certificate III, VI or...
SUBJECT SELECTION BOOKLET 2020 1
SUBJECT
SELECTION BOOKLET
2020
Version 1
SUBJECT SELECTION BOOKLET 2020 2
SUBJECT SELECTION BOOKLET 2020 3
Table of Contents Introduction ...................................................................................................................................................... 5
School Philosophy ............................................................................................................................................. 5
GLOSSARY ....................................................................................................................................................... 6
What is a pathway? ........................................................................................................................................... 7
What is an Australian Tertiary Admission Rank (ATAR)? ............................................................................. 8
About the QCE ................................................................................................................................................. 9
What motivates successful ............................................................................................................................ 10
Year 10 possible subject offerings ................................................................................................................. 11
Senior Subject Recommendations................................................................................................................ 12
Example Senior Programs ............................................................................................................................. 16
Key Staff Contacts .......................................................................................................................................... 17
Learning Area: English ................................................................................................................................... 19
English (General) .................................................................................................................................................... 20
English as an Additional Language (EAL) (General) ...................................................................................... 20
Essential English (Applied) ................................................................................................................................... 20
Learning Area: Mathematics ......................................................................................................................... 20
General Mathematics (General) ......................................................................................................................... 20
Mathematical Methods (General) ....................................................................................................................... 20
Specialist Mathematics (General) ....................................................................................................................... 20
Essential Mathematics (Applied)......................................................................................................................... 20
Learning Area: Science .................................................................................................................................. 20
Biology (General) .................................................................................................................................................... 20
Chemistry (General) .............................................................................................................................................. 20
Physics (General) .................................................................................................................................................... 20
Science in Practice (Applied) ............................................................................................................................... 20
Humanities ...................................................................................................................................................... 20
Accounting (General) ............................................................................................................................................ 20
Geography (General) ............................................................................................................................................. 20
Legal Studies (General) ......................................................................................................................................... 20
Modern History (General) .................................................................................................................................... 20
Philosophy and Reason (General) ....................................................................................................................... 20
Social and Community Studies (Applied) ......................................................................................................... 20
Physical Education .......................................................................................................................................... 20
Physical Education (General) ............................................................................................................................... 20
Sport and Recreation (Applied) .......................................................................................................................... 20
The Arts .......................................................................................................................................................... 20
Drama (General) ..................................................................................................................................................... 20
Film, Television and New Media (General) ...................................................................................................... 20
SUBJECT SELECTION BOOKLET 2020 4
Music (General) ....................................................................................................................................................... 20
Visual Arts (General) ............................................................................................................................................. 20
Visual Arts in Practice (Applied) ......................................................................................................................... 20
Technologies ................................................................................................................................................... 20
Design (General) ..................................................................................................................................................... 20
Digital Solutions (General) ................................................................................................................................... 20
Industrial Technology Skills (Applied) ............................................................................................................... 20
Information and Communication Technology (Applied) .............................................................................. 20
Chinese ............................................................................................................................................................ 20
Chinese (General) ................................................................................................................................................... 20
Vocational Education and Training .............................................................................................................. 20
ICT20115 - Certificate II in Information, Digital Media and Technology .................................................. 20
Dual Certificate: BSB20115 Certificate II in Business and SIT20116 Certificate II in Tourism........... 20
SIT20416 - Certificate II in Kitchen Operations .............................................................................................. 20
SIT20316 – Certificate II in Hospitality ............................................................................................................. 20
SIT30616 - Certificate III in Hospitality ............................................................................................................. 20
BSB30115 Certificate III in Business ................................................................................................................. 20
SIS30315 Certificate III in Fitness ....................................................................................................................... 20
MEA20418 - Certificate II in Aeroskills ............................................................................................................. 20
AVI30316 – Certificate III in Aviation ................................................................................................................ 20
BSB50215 - Diploma of Business ......................................................................................................................... 20
SUBJECT SELECTION BOOKLET 2020 5
Introduction
The senior subject selection booklet is a resource to help plan your senior education pathway. This booklet
intends to provide you with relevant information about the next stage of your secondary schooling, including
subject selection, pre requisite subjects, qualifications and tertiary entrance.
Outlined in this booklet are courses offered at Calamvale Community College for senior school students in
Year 11 for the 2020 academic year. Please note that subject selection for relevant courses will only be
operated with sufficient student numbers for the classes. The final decision regarding subject offerings is at
the discretion of the school.
This booklet is intended to help in planning your senior schooling journey. Furthermore, we have planned a
comprehensive process for parents and students to participate and elaborate in informed decision making
and course choices.
School Philosophy
Motto
Building on Success
Purpose
The primary purpose of our College is to deliver
outstanding educational outcomes in an agile and
thriving P-12 learning community where our people
are: creative and critical thinkers; problem solvers;
citizens of the world.
Values
As a core part of achieving our purpose, our four core
values underpin all elements of the day-to-day
operations of our College, with all students and staff
aware of the importance these values hold for our
community. The development of these values was
coordinated through a thorough consultation process
with students, staff and parents.
Respect Valuing ourselves, others and
the diversity of our world.
Responsibility Being accountable for one’s
actions and contributing
through the service to the
College and community.
Resilience Identifying opportunities with a
readiness to respond with
innovation to achieve a positive
outcome.
Initiative Having courage to overcome
challenges by building positive
connections with self and others
Through our values and College culture,
we aim to:
• Inspire learning
• Engage the community, and
• Challenge our people
Building on Success
Curious, Creative and Clever
SUBJECT SELECTION BOOKLET 2020 6
GLOSSARY
QCAA Queensland Curriculum and Assessment Authority – the government body overseeing curriculum
QTAC Queensland Tertiary Admissions Centre
TAFE Technical And Further Education
RTO Registered Training Organisation – registered to deliver VET courses
QCE Queensland Certificate of Education, which is awarded to students at the end of Year 12 who have met
requirements
New QCE New senior assessment and tertiary entrance systems begin in Queensland with students entering Year
11 in 2019.
The new system includes:
a model that uses school-based assessment and external assessment
processes that strengthen the quality and comparability of school-based assessment
introduction of the Australian Tertiary Admission Rank (ATAR).
ATAR Australian Tertiary Admission Rank
IA Internal Assessment – set by and marked by Calamvale staff
EA External Assessment – set by and marked by teachers outside of the College
LUI Learner Unique Identifier – a student number that links to students’ learning accounts at QCAA
Pre-requisite Required course of study and level of achievement
LOA Level of Achievement – for example, A, B, C
General Currently known as Authority subjects. Four assessments will count towards the final grade in each
subject. General subject results will be based on your achievement in three internal assessments
(developed by your school), and one external assessment that is set and marked by the QCAA.
Applied Currently known as Authority-registered subjects. Four assessments will count towards the final grade
in each subject. Applied subject results will be based on your achievement in four internal assessments.
SETP Student Education Training Plan – a plan for the future that incorporates Career Education and the
selection of courses that will facilitate career goals. This is a formal process run by the College with
families.
VET Vocational Education and Training – courses that are skill-based and are targeted at different levels, for
example Certificate I, II, III, IV or Diploma
VETiS Vocational Education and Training in Schools – funding model that can accessed by students once in
regards to a selection of VET courses offered
SAT School-Based Apprenticeship or Traineeship
USI Unique Student Identifier – student number used for VET only
SVETE A DET Initiative. A school to work transition program. Schools plus Vocational Education and Training
leads to Employment
DET Department of Education and Training
SUBJECT SELECTION BOOKLET 2020 7
Calamvale Community College
TERTIARY
Further studies at instituitions
such as: - University
-TAFE
-Technical college
APPRENTICESHIPS AND TRAINEESHIPS
Recognised Vocational or foundational studies
that lead to qualifications in trades
or employment
PREPARATION FOR THE WORK FORCE
- Skill preparation to join the workforce
- Start a small business.
- Apply for jobs
What is a pathway?
A Pathway is a direction selected for individual learning and selecting an appropriate pathways is vital for
student success. Careful deliberation needs to be given to the pathway selected to maximise student
potential and access to particular careers.
When selecting a pathway consider the following questions:
1. What career am I interested in?
2. What is the pathway necessary to access this career?
3. What are the educational prerequisites for the career?
4. Do the subjects I have selected contribute to my preparation for this career?
5. Beyond my chosen career, what other pathways would be accessible through this course?
What Pathway is best for me?
SUBJECT SELECTION BOOKLET 2020 8
What is an Australian Tertiary
Admission Rank (ATAR)?
An ATAR allows tertiary admissions centres to compare students from across Australia when they apply for
tertiary places. The ATAR is a number between 0 and 99.95, in increments of 0.05 ATARs of below 30 are
not reported. ATAR’s will be calculated by QTAC for entry into courses in 2021.
An ATAR will now replace Overall Position (OPs) that have been in place in Queensland for over 30 years.
To receive an ATAR, you must study a certain combination of subjects to be eligible. If you have chosen an
appropriate combination of subjects, an ATAR will be allocated based on your performance in those subjects.
The Following combination of subjects will contribute to an ATAR:
5 General Subjects
4 General Subjects + 1 Applied
4 General Subjects + 1 VET Course - either Certificate III, VI or Diploma
Additionally, an International Baccalaureate (IB) Diploma will also generate an ATAR
Please note that at Calamvale Community College, students are required to take six subjects
with the ATAR being calculated form the five best subjects from the six. At Calamvale, every
student must study an English and Mathematics Subject.
For More information logon to:
https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance
SUBJECT SELECTION BOOKLET 2020 9
About the QCE
The Queensland Certificate of Education (QCE) is Queensland’s senior secondary schooling qualification. The flexibility of the QCE means that students can choose from a wide range of learning options to suit their interests and career goals. At CCC students will plan their QCE pathway in Year 10 when choosing senior courses of study.
The QCE requirements
To receive a QCE, students must achieve the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements (diagram below).
Changes to the QCE
2020 GRADUATES AND BEYOND 20 Credits are required
Unit 1 pass = 1 Credit Unit 2 pass = 1 Credit Unit 3 + 4 satisfactory standard = 2 Credits (No Splitting)
Literacy and Numeracy requirements: Satisfactory completion in Unit 1 or Unit 2
or A grade of C or better in a Unit 3 and 4 pair
Core = 12 credits from subjects completed to beginning and end –failed units will not be counted
VET = maximum of 8 credits from a Training Package, no doubling up of points from credit transfers
For further information, please refer to the QCAA link below regarding the new QCE senior assessment
system. Additionally, College staff can provide relevant information. The College is focused on
supporting students to attain their QCE and will keep families informed of any issues regarding QCE
attainment as students work through their courses of study.
https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/information-school-communities
SUBJECT SELECTION BOOKLET 2020 10
What motivates successful
subject selection?
In order to maximise your performance and reach your goals, you should study the subjects that you enjoy
and in which you excel. It is a good idea to keep your options open by taking prerequisite subjects however,
if you choose subjects that you find too difficult, or that are not suited to you, you may actually reduce your
chances of success. This can impact the ATAR you achieve. If a university or TAFE course you are interested
in has a prerequisite subject you find too difficult at school, you should think about how you will be able to
achieve what is required by that course at tertiary level?
DO NOT choose your subjects for the following reasons:
1. “My friend is taking that subject.” There are usually several classes in a subject, so even if you are
doing the same subjects, you won’t necessarily be in the same class.
2. “I do/don’t really like the teacher.” There is no guarantee that you will have any particular teacher.
3. “Someone told me that the subject is fun (or easy, or interesting).” It may be
enjoyable/easy/interesting for someone but not necessarily for you. Make up your own mind based on
what you enjoy.
4. “Someone told me that the subject is boring.” See point 3.
5. “Someone told me that I do/don’t need that subject for the course I want to take at
university.” Check tertiary prerequisites or see a Guidance Officer. If you haven’t already, discuss the
answers to these questions with your parents, a Guidance Officer, your Head of Year or your ARC
teacher. You may wish to write down your answers for reference when making your subject selections.
Choose very carefully
At Calamvale Community College, ‘blocks’ of subjects i.e. groups of subjects that are programmed at the
same time on the timetable are determined AFTER the students have chosen their subjects. Subject changes
are therefore not always possible due to the continuity and depth of the program and are only permitted at
certain times. Multiple subject changes in the senior phase of learning can also impact on both a student’s
ATAR eligibility and QCE eligibility (see QCE requirements table).
For more information about the new tertiary entrance system, visit the QTAC website
SUBJECT SELECTION BOOKLET 2020 11
ENGLISH AND MATHS HUMANITIES SCIENCE THE ARTS TECHNOLOGIES PE LANGUAGES
GENERAL SUBJECTS
☐ English ☐ Legal Studies ☐ Biology ☐ Drama ☐ Design ☐ Physical
Education ☐ Chinese
☐ EAL ☐ Modern History ☐ Chemistry ☐ Music ☐ Digital Solutions
☐ General Mathematics ☐ Geography ☐ Physics ☐ Visual Art
☐ Mathematical Methods ☐ Philosophy and
Reason ☐ Film, TV and
New Media
☐ Specialist Mathematics ☐ Accounting
APPLIED SUBJECTS
☐ Essential English ☐ Social and
Community Studies
☐ Science in
Practice
☐ Visual Arts in
Practice ☐ Industrial Technology Skills
☐ Sport and
Recreation
☐ Essential Mathematics ☐ Information and Communication
Technology
☐ Vocational Education
Training (VET) ☐ Dual Cert II Bus/Cert II Tourism
☐ Cert III in
Fitness
☐ Cert II in Kitchen Operations
☐ Cert II in IDMT
☐ Cert II in Hospitality possible entry
in Cert III in Hospitality
☐ Cert III in IDMT
☐ Cert III in Business
☐ Cert II in Aeroskills
☐ Cert III in Aviation
☐ Diploma of Business
Please Note: Information and Communication Technology is incompatible to study with Certificate II in Information, Digital Media and Technology
Year 10 possible subject offerings
SUBJECT SELECTION BOOKLET 2020 12
Year 10 2020
To enter into a preparatory course that consists of General subjects for those students looking to achieve an ATAR, a solid grasp of literacy and numeracy
skills are required. As such, the results in Table 1 are recommended for entry into courses for Year 10 2020. Students not making Pre-Requisite levels in
Semester 2 Year 10, or into Year 11, may continue in selected subject upon Head of Program approval.
A laptop is required which meets the required specifications as outlined in the Calamvale Community College BYOD handbook for all subjects. You are
expected to have all specialist equipment (including laptops) by Week 2. If this requirement is not met then students will be required to change subjects.
Year 10 Subject Year 9 Recommendations Specialist Equipment Year 10 Semester 2 Pre-Requisite Year 11 Pre-Requisite
Essential Mathematics (Applied)
Nil Laptop Scientific Calculator (see Stationery List)
Nil C – Essential Maths
General Mathematics (General)
C – Mathematics Laptop Scientific Calculator (see Stationery List)
C – General Mathematics (General) C – General Mathematics (General)
Mathematical Methods (General)
B – Mathematics Laptop Non-CAS Graphics Calculator (see Stationery List)
C – Mathematical Methods (General) AND C – English (General) or C – EALD English (General)
C – Mathematical Methods (General) AND C – English (General) or C – EALD English (General)
Specialist Mathematics (General)
B – Mathematics Laptop Non-CAS Graphics Calculator (see Stationery List)
C – Specialist Mathematics (General) AND C – English (General) or C – EALD English (General)
C – Specialist Mathematics (General) AND C – English (General) or C – EALD English (General)
Essential English (Applied)
Nil Laptop Nil C – Essential English (Applied)
English (General) B – English Laptop
C – English (General) C –English (General)
English as an Additional Language (General)
C – English or English Enrichment
Laptop
C – EAL (General) C – EAL (General)
Science in Practice (Applied)
Nil Laptop Nil C- Science in Practice (Applied)
Biology (General) C – Science Laptop
C – Biology (General) AND C – English (General) or C – EALD English (General)
C – Biology (General) AND C – English (General) or C – EALD English (General)
Senior Subject Recommendations
SUBJECT SELECTION BOOKLET 2020 13
Year 10 Subject Year 9 Recommendations Specialist Equipment Year 10 Semester 2 Pre-Requisite Year 11 Pre-Requisite
Chemistry (General) C – Science Laptop
C – Chemistry (General) AND C – English (General) or C – EALD English (General); C-General Mats
C – Chemistry (General) AND C – English (General) or C – EALD English (General); C- General Maths
Physics (General) C – Science C – Maths
Laptop Non-CAS Graphics Calculator (see Stationery List)
C – Physics (General) AND C – English (General) or C – EALD English (General) C – General Mathematics (General)
C – Physics (General) AND C – English (General) or C – EALD English (General) C – General Mathematics (General)
Social and Community Studies (Applied)
Nil Laptop
Nil C – Social and Community Studies
Geography (General) C – Geography C – English
Laptop
C – Geography (General) AND C – English (General) or C – EALD English (General)
C – Geography (General) AND C – English (General)or C – EALD English (General)
Legal Studies (General)
Laptop
C – Legal Studies (General) AND C – English (General)or C – EALD English (General)
C – Legal Studies (General) AND C – English (General)or C – EALD English (General)
Modern History (General)
Laptop
C – Modern History (General) AND C – English (General) or C – EALD English (General)
C – Modern History (General) AND C – English (General) or C – EALD English (General)
Philosophy and Reason (General)
Laptop
C – Philosophy and Reason (General) AND C – English (General) or C – EALD English (General)
C – Philosophy and Reason (General) AND C – English (General) or C – EALD English (General)
Sport and Recreation (Applied)
Nil Laptop USB
C – Sport and Recreation (Applied) C – Sport and Recreation (Applied)
Physical Education (General)
C – Physical Education C- English
Laptop USB
C – Physical Education (General)
C – Physical Education (General)
Visual Arts in Practice (Applied)
Nil Laptop C – VAP (Applied) C – VAP (Applied)
Drama (General) C – Drama
Laptop C – Drama (General) C – English (General) or C – EALD English (General)
C – Drama (General) C – English (General) or C – EALD English (General)
SUBJECT SELECTION BOOKLET 2020 14
Year 10 Subject Year 9 Recommendations Specialist Equipment Year 10 Semester 2 Pre-Requisite Year 11 Pre-Requisite
Film Television and New Media (General)
C – Film, Television and New Media
Laptop C – Film, Television and New Media (General) C – English (General) or C – EALD English (General)
C – Film, Television and New Media (General) C – English (General) or C – EALD English (General)
Music (General) C – Music
Laptop C – Music (General) C – English (General) or C – EALD English (General)
C – Music (General) C – English (General) or C – EALD English (General)
Visual Arts (General) C – Visual Arts
Laptop C – Visual Arts (General) C – English (General) or C – EALD English (General)
C – Visual Arts (General) C – English (General) or C – EALD English (General)
Industrial Technology Skills (Applied)
C – Maths C – English
Laptop CCC Industrial shirt
C – Industrial Technology Skills (Applied) C – Essential Mathematics (Applied) C – Essential English (Applied)
C – Industrial Technology Skills (Applied) C – Essential Mathematics (Applied) C – Essential English (Applied)
Information Communication Technology (Applied)
C – Maths C – English
Laptop
C – Information Communication Technology (Applied) C – Essential Mathematics(Applied) C – Essential English (Applied)
C – Information Communication Technology (Applied) C – Essential Mathematics (Applied) C – Essential English (Applied)
Accounting (General) C – Mathematics AND C – English or C – EALD English
Laptop
C – Mathematics (General) AND C – English (General) or C – EALD English (General)
C – Mathematics (General) AND C – English (General)or C – EALD English (General)
Design (General) C – English C – Design
Laptop C – Design (General) AND C – English (General) or C – EALD English (General) C – General Maths (General)
C – Design (General) AND C – English (General)or C – EALD English (General) C – General Maths (General)
Digital Solutions (General)
C – Digital Technologies C – Maths C – English
Laptop C – Digital Solutions (General) AND C – English (General)or C – EALD English (General) C – General Maths (General)
C – Digital Solutions (General) AND C – English(General) or C – EALD English (General) C – General Maths (General)
Please note: Students taking Mathematical Methods or Specialist Mathematics in Year 11 and 12 MUST have a Non-CAS Graphics Calculator for use in External Exams.
SUBJECT SELECTION BOOKLET 2020 15
Vocational Education and Training Certificate III Aviation Nil Laptop Competency Achieved and 92%
Attendance Competency Achieved and 92% Attendance
Certificate II in Aeroskills
Successful Aeroskills Signature Program Application
Laptop Successful review of application Competency Achieved and 92% Attendance
Successful review of application Competency Achieved and 92% Attendance
Certificate II Hospitality Successful Hospitality Signature Program Application
C – Hospitality Preparation and 92% Attendance
Competency Achieved and 92% Attendance
Certificate III Hospitality
Successful completion of Cert II Hospitality
C – Hospitality Preparation and 92% Attendance
Competency Achieved and 92% Attendance
Certificate II in Kitchen Operations
Successful Hospitality Signature Program Application
C – Hospitality Preparation and 92% Attendance
Competency Achieved and 92% Attendance
Certificate III in Business
Nil Laptop Competency Achieved and 92% Attendance
Competency Achieved and 92% Attendance
Certificate III in Fitness C – Physical Education C- English (General)
Laptop Competency Achieved and 92% Attendance
Competency Achieved and 92% Attendance
Certificate II in Business and Certificate II in Tourism
Nil Laptop Competency Achieved and 92% Attendance
Competency Achieved and 92% Attendance
Certificate II in IDMT Nil Laptop Competency Achieved and 92% Attendance
Competency Achieved and 92% Attendance
Diploma of Business Whilst there is no
specified minimum
educational achievement
standards to undertake
the Diploma of Business,
students must be aware
this is a high level
qualification equivalent to
first year university study.
Students should be
consistently achieving a
minimum of B – in English
and Math.
Laptop
SUBJECT SELECTION BOOKLET 2020 16
Example Senior Programs Scenario 1: ATAR bound - University Pathways (6 general)
Year 10 Year 11 Year 12
Prep English English English
Prep Mathematical Methods Mathematical Methods Mathematical Methods
Prep Chemistry Chemistry Chemistry
Prep Modern History Modern History Modern History
Prep Chinese Chinese Chinese
Prep Philosophy and Reason Philosophy and Reason Philosophy and Reason
Scenario 2: ATAR bound - University Pathways (5 general + 1 Applied/Certificate*)
Year 10 Year 11 Year 12
Prep English English English
Prep Mathematical Methods Mathematical Methods Mathematical Methods
Prep Physical Education Physical Education Physical Education
Prep Design Design Design
Prep Film, TV and New Media Film, TV and New Media Film, TV and New Media
Certificate II IDMT Certificate II IDMT Certificate II IDMT
Scenario 3: VET Certificate course
Year 10 Year 11 Year 12
Prep Essential English Essential English Essential English
Prep General Mathematics General Mathematics General Mathematics
Prep Social and Community
Studies Social and Community Studies Social and Community Studies
Certificate II Kitchen Operations Certificate II Kitchen Operations Certificate II Kitchen Operations
Certificate III Aviation Certificate III Aviation Certificate III Aviation
Sport and Recreation Sport and Recreation Sport and Recreation
Scenario 4: Skilled Training and preparation for the work force
Year 10 Year 11 Year 12
Prep Essential English Essential English Essential English
Prep General Mathematics General Mathematics General Mathematics
Certificate II Dual Certificate
Business and Tourism Certificate II Dual Certificate Business
and Tourism
Certificate II Dual Certificate Business
and Tourism
School-Based Traineeship
(Certificate III in Retail at
Bunnings)
School-Based Traineeship (Certificate III
in Retail at Bunnings)
School-Based Traineeship (Certificate III
in Retail at Bunnings)
Prep Visual Arts in Practice Visual Arts in Practice Visual Arts in Practice
Prep Industrial Technology Skills Industrial Technology Skills Industrial Technology Skills
*For ATAR students - can elect to do a certificate, as long as there is no off-campus work placement/components
SUBJECT SELECTION BOOKLET 2020 17
Key Staff Contacts
For pathway planning, contact:
Heads of House
Head of Tharah Dean Stevens [email protected]
Head of Boree Lisa Batley [email protected]
Head of Cobar Louise Ferguson [email protected]
Head of Keera Alison Jordan [email protected]
For subject-specific information, contact:
Heads of Program
English Benita Sihvola [email protected]
Maths Yvette Cole [email protected]
Science Roshni Sharma [email protected]
Technology Marie Moo [email protected]
Health and Physical Education Michelle Bullion [email protected]
Humanities Matt Butterworth [email protected]
Languages Luke Lilly [email protected]
The Arts Luke Lilly [email protected]
Vocational Education Training
(VET), Hospitality & Business Alison Jordan [email protected]
Learning and Student Support
EALD Coordinator Sharon Volschenk [email protected]
Guidance Officer
Senior School Julie Dodt
Catherine Sander
SUBJECT SELECTION BOOKLET 2020 18
SUBJECT SELECTION BOOKLET 2020 19
Learning Area: English
Year 9 Year 10 Year 11/12
Key
Recommended Pathway Available Pathway
English
English
EAL
Essential
English
English as
an Additional
Language
(General)
English
(General)
Essential
English
Prep
EAL Prep
English
Prep
SUBJECT SELECTION BOOKLET 2020 20
What is this course about?
The subject General English focuses on the study of
both literary texts and non-literary texts. The Course
intents to develop students as independent,
innovative, creative learners and thinkers who
appreciate the aesthetic use of language. Furthermore,
students will analyse perspectives, sources of
evidence, challenge ideas, examine interpretations and
exploring the creation of varied texts.
How will I be assessed?
The assessment criteria are derived from the
objectives of the course, some of which:
Use patterns and conventions of genres, establish
and maintain roles and relationships with
audiences
Create and analyse perspectives and
representations,
make use of and analyse the ways cultural
assumptions, attitudes, values and beliefs underpin
texts
Select, synthesise, organise and sequence subject
matter to support perspectives and to achieve
particular purposes
Make language choices and use cohesive devices,
grammar and language structures, and mode-
appropriate features for particular purposes and
contexts
Students are required to complete four tasks each
year. These can be written (600-1000 words) or
spoken (3-7 mins) assignments. In Year 12, students
will complete an External Exam which will focus on
the text studied as part of Unit Four (Topic Two).
What technology requirement will I need?
• Laptop
• Computer software with word processing
applications
Please refer to the BYOD Information and
Procedures Handbook.
What will I study and what skills will I learn at
a preparatory level in Year 10?
Subject Matter
A range of literary and non-literary texts
including multi-modal
Communication processes – language modes
The English Language – using language and
understanding the language system including
grammar, language structure and how meaning is
created
Literacy – the technical skills of language and the
use of aesthetic features for purpose and effect
Language features, visual features and text
structures – how authors use these features to
create meaning
Appreciation of literature – empathy and
different perspectives
Skills
Listening, speaking, reading, viewing and writing
across a range of texts and modes
Inquiring into the aesthetic aspects of texts, and
developing an informed appreciation of literature
Expressing and developing ideas
Interpreting, comparing, analysing and evaluating
texts
Creating and editing texts using a range of text
structures and purposes
Applying reading processes and comprehension
strategies to complex texts
Cognitive Verbs
Investigate - search, inquire into, interpret and
draw conclusions about information,
Analyse - examine something in order to explain
and interpret it.
Create - reorganise or put elements together
into a new coherent whole,
Express - convey or communicate a thought,
opinion, idea or viewpoint
English (General)
GENERAL ENGLISH
SUBJECT SELECTION BOOKLET 2020 21
UNIT 1 Perspectives and
Texts
Examining
representations of
Heroism across Time
and Place
UNIT 2 Texts and
Culture
Australian and
Indigenous
representations of
Heroism
UNIT 3 Textual
Connections
Topic 1
Conversations about
concepts in texts
Topic 2
Conversations about issues
in texts
UNIT 4 Close Study of
Literary Texts
Topic 1
Creative responses to
literary texts
Topic 2
Critical responses to
literary texts
Examining and creating
perspectives in texts
Responding to a variety
of non-literary and
literary texts
Creating response for
public audiences and
persuasive texts
Examining and shaping
representations of
culture in texts
Responding to literary
and non-literary texts,
including a focus on
Australian texts
Creating persuasive and
analytical texts
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
Engaging with literary
texts from diverse times
and places
Responding to literary
texts creatively and
critically
Creating imaginative and
analytical texts
ASSESSMENT Formative Internal
Assessment
Feature Article
(an extended response
written for a public
audience)
ASSESSMENT Formative Internal
Assessments
Persuasive Speech (an
extended response
spoken to persuade an
audience)
Examination
(an analytical response
to an unseen question)
ASSESSMENT Internal Summative
Assessments
Summative Internal
Assessment 1:
Extended Response –
Written response for a
public audience (25%)
Summative Internal
Assessment 2:
Extended Response –
Persuasive spoken
response (25%)
ASSESSMENT Internal Summative
Assessment
Summative Internal
Assessment 3:
Examination –
Imaginative written
response (25%)
External Summative
Assessment
Examination – Analytical
written response (25%)
English (General)
SUBJECT SELECTION BOOKLET 2020 22
What is this course about?
The subject English as an Additional Language (EAL) is
a General subject that is designed to develop students’
knowledge, understanding and language skills in
Standard Australian English (SAE), and provides
students with opportunities to develop higher-order
thinking skills through interpretation, analysis and
creation of varied literary, non-literary, media and
academic texts.
How will I be assessed?
The assessment criteria are derived from the
objectives of the course, some of which:
Use patterns and conventions of genres, establish
and maintain roles and relationships with
audiences
Create and analyse perspectives and
representations, make use of and analyse the ways
cultural assumptions underpin texts
Select, synthesise, organise and sequence subject
matter to support perspectives
Make language choices, and use grammar
structures and mode-appropriate features for
particular purposes and contexts
Students are required to complete four tasks each
year. These can be written (600-1000 words) or
spoken (3-7 mins) assignments. In Year 12 students
will complete an External Exam which will focus on
the text studied as part of Unit Four (Topic Two).
What will I study and what skills will I learn
at a preparatory level in Year 10?
Subject Matter
A range of literary and non-literary texts
including multi-modal
Communication processes – language skills in
Standard Australian English
The English Language – using language and
understanding the language system including
grammar, language structure and how meaning
is created
Literacy – the technical skills of language and the
use of aesthetic features for purpose and effect
Language features, visual features and text
structures – how authors use these features to
create meaning
Appreciation of literature – empathy and
different perspectives
Skills
Listening, speaking, reading, viewing and writing
across a range of texts and modes
Inquiring into the aesthetic aspects of texts, and
developing an appreciation of literature
Expressing and developing ideas
Interpreting, comparing, analysing and evaluating
texts
Creating and editing texts using a range of text
structures and purposes
Applying reading processes and comprehension
strategies to simple and complex texts
Cognitive Verbs
Investigate - search, inquire into, interpret and
draw conclusions about information,
Analyse - examine something in order to explain
and interpret it.
Create - reorganise or put elements together
into a new coherent whole,
Express - convey or communicate a thought,
opinion, idea or viewpoint
English as an Additional Language
(EAL) (General)
SUBJECT SELECTION BOOKLET 2020 23
UNIT 1
Language, Text and Culture
Examining representations
of social issues in literary
and non-literary texts
UNIT 2
Perspectives in Texts
Australian and Indigenous
representations and
perspectives
UNIT 3
Issues, Ideas and Attitudes
Exploring and responding
to representations of
contemporary social issues,
ideas and attitudes
UNIT 4
Close Study of Literary
Texts
Topic 1
Creative responses to literary
texts
Topic 2
Critical responses to literary
texts
Examining and shaping
representations of
culture in texts
Responding to a variety
of media and literary
texts
Creating analytical and
persuasive texts
Examining and shaping
perspectives in texts
Responding to literary,
including a focus on
Australian texts
Creating imaginative and
analytical texts
Exploring
representations of
issues, ideas and
attitudes in texts
Responding to literary
and persuasive texts
Creating analytical and
persuasive texts
Engaging with literary
texts from diverse times
and places
Responding to literary
texts creatively and
critically
Creating imaginative and
analytical texts
ASSESSMENT
Formative Internal
Assessment
Examination
(an analytical extended
response to a seen
question)
ASSESSMENT
Formative Internal
Assessments
Persuasive speech script
(an extended persuasive
written response)
Examination
(an analytical response
to an unseen question)
ASSESSMENT
Internal Summative
Assessments
Summative Internal
Assessment 1:
Examination – Analytical
written response (25%)
Summative Internal
Assessment 2:
Extended Response –
Persuasive written
response (25%)
ASSESSMENT
Internal Summative
Assessment
Summative Internal
Assessment 3:
Extended Response –
Imaginative spoken
response (25%)
External Summative
Assessment
Examination – Analytical
written response (25%)
English as an Additional Language (EAL) General
SUBJECT SELECTION BOOKLET 2020 24
What is this course about?
The subject Essential English is an Applied subject that
develops and refines students’ understanding of
language, literature and literacy to enable them to
interact confidently and effectively with others in
everyday, community and social contexts. The subject
encourages students to recognise language and texts
as relevant in their lives now and in the future and
enables them to understand, accept or challenge the
values and attitudes in these texts.
How will I be assessed?
The assessment criteria are derived from the
objectives of the course, some of which:
Use patterns and conventions of genres, and
appropriate roles and relationships with audiences
Construct and explain representations of
identities, places, events and concepts
Explain how language features and text structures
shape meaning
Select, sequence and use subject matter to
support perspectives
Make mode-appropriate language choices and use
language features to achieve particular purposes
across modes
Students are required to complete four tasks each
year. These can be written (400-800 words) or
spoken (4-6 mins) assignments. In Year 12, students
will complete a Common Internal Assessment (under
supervised conditions) which will focus on the learning
undertaken in Unit Three.
What technology requirement will I need?
• Laptop
• Computer software with word processing
applications
Please refer to the BYOD Information and
Procedures Handbook.
What will I study and what skills will I learn at
a preparatory level in Year 10?
Subject Matter
A range of texts including multi-modal and media
texts
Communication processes – language skills
The English Language – using language and
understanding the language system including
grammar, language structure and how meaning is
created at the word, sentence and text levels
Literacy – the technical skills of language
Language features, visual features and text
structures – how authors use these features to
create meaning
Skills
Listening, speaking, reading, viewing and writing
across a range of texts and modes
Expressing and developing ideas
Interpreting, comparing and analysing texts
Creating and editing texts using a range of text
structures and purposes
Applying reading processes and comprehension
strategies to complex and simple texts
Cognitive Verbs
Investigate - search, inquire into, interpret and
draw conclusions about information,
Analyse - examine something in order to explain
and interpret it.
Create - reorganise or put elements together into
a new coherent whole,
Express - convey or communicate a thought,
opinion, idea or viewpoint
Essential English (Applied)
SUBJECT SELECTION BOOKLET 2020 25
UNIT 1
Language that
Works
Examining how meaning is
communicated in
contemporary texts
developed for and used in a
work context
UNIT 2
Texts and Human
Experiences
Exploring how different
perspectives, ideas and
cultural assumptions are
communicated through
textual representations
UNIT 3
Language that
Influences
Topic 1
Creating and shaping
perspectives on community,
local and global issues in
texts
Topic 2
Responding to texts that
seek to influence audiences
UNIT 4
Representations and
Popular Culture
Texts
Topic 1
Responding to popular
culture texts
Topic 2
Creating representations of
Australian identities, places,
events and concepts
Responding to a variety
of texts used in and
developed for a work
context
Creating multimodal and
written texts
Responding to reflective
and nonfiction texts that
explore human
experiences
Creating spoken and
written text
Creating and shaping
perspectives on
community, local and
global issues in texts
Responding to texts that
seek to influence
audiences
Responding to popular
culture texts
Creating representations
of Australian identities,
places, events and
concepts
ASSESSMENT
Formative Internal
Assessment
Informative Speech
(an extended multimodal
response)
ASSESSMENT
Formative Internal
Assessments
Examination
(an analytical response to
unseen questions)
Reflective written (an
excerpt of an biography)
ASSESSMENT
Internal Summative
Assessments
Summative Internal
Assessment 1:
Extended Response –
Spoken/signed response
Summative Internal
Assessment 2:
Common Internal
Assessment
ASSESSMENT
Internal Summative
Assessments
Summative Internal
Assessment 3:
Extended response –
Multimodal response
Summative Internal
Assessment 4:
Extended response –
Written response
Essential English (Applied)
SUBJECT SELECTION BOOKLET 2020 26
SUBJECT SELECTION BOOKLET 2020 27
Year 9 Year 10/11/12
Learning Area: Mathematics
Mathematics
Essential
Mathematics
General
Mathematics
Mathematics
Methods
Specialist
Mathematics
Companion Subject
Recommended: C minimum
Recommended: B minimum
SUBJECT SELECTION BOOKLET 2020 28
What is this course about?
General Mathematics is a General subject suited to
students who are interested in pathways beyond
school that lead to tertiary studies, vocational
education or work. 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.
How will I be assessed?
Units 1 & 2 have formal internal assessment of an
assignment and exams. Units 3 & 4 have summative
internal assessments of an assignment and exams, as
well as a summative external exam (50% of final
grade).
In each assessment task, students are required to
demonstrate four criteria:
• Formulate
• Solve
• Evaluate & Justify
• Communicate
What technology requirement will I need?
• A scientific calculator e.g.,Casio FX-82AU
Plus II
• A laptop
• Computer software designed for
mathematics
• Smartphone/Tablet
Please refer to the BYOD Information and
Procedures Handbook.
What will I study and what skills will I learn at a
preparatory level in Year 10?
Subject Matter The following is a non-exhaustive list of assumed knowledge
from the P–10 Australian Curriculum that must be learnt or
revised and maintained as required:
• solve a range of problems using percentages, rates and
ratios, surface area and volume, Pythagoras’ theorem,
simple algebraic fractions, linear and quadratic equations
• understand the connection between algebraic and
graphical representations, using appropriate technology
when necessary
• calculate and compare measures of central tendency (mean, median and mode) and measures of spread;
determine quartiles, interquartile range (IQR) and range
• construct and interpret box plots and use them to
compare datasets; compare shapes of box plots to
corresponding histograms and dot plots
• solve right-angled triangle problems, using trigonometric
ratios
• construct back-to-back stem-and-leaf plots and
histograms
• solve linear equations
• solve simultaneous equations
Skills • select, recall and use facts, rules, definitions and
procedures
• comprehend mathematical concepts and techniques
• communicate using mathematical, statistical and
everyday language and conventions
• evaluate the reasonableness of solutions
• justify procedures and decisions by explaining
mathematical reasoning • solve problems by applying mathematical concepts and
techniques
Cognitive verbs Calculate - determine or find (e.g. a number, answer) by
using mathematical processes; obtain a numerical answer
showing the relevant stages in the working;
ascertain/determine from given facts, figures or
information
Derive - arrive at by reasoning; manipulate a
mathematical relationship to give a new equation or
relationship
Solve - find an answer to, explanation for, or means of
dealing with (e.g. a problem)
Predict - give an expected result of an upcoming action
or event; suggest what may happen based on available
information
General Mathematics (General)
SUBJECT SELECTION BOOKLET 2020 29
UNIT 1
Money, Measurement and
Relations
UNIT 2
Applied trigonometry,
algebra, matrices and
univariate data
UNIT 3
Bivariate data, sequences
and change , and Earth
geometry
UNIT 4
Investing and networking
Topic 1
Consumer arithmetic
Topic 2
Shape and measurement
Topic 3
Linear equations and their
graphs
Topic 1
Applications of
trigonometry
Topic 2
Algebra and matrices
Topic 3
Univariate data analysis
Topic 1
Bivariate data analysis
Topic 2
Time series analysis
Topic 3
Earth geometry and time
zones
Topic 1
Loans and investment
annuities
Topic 2
Graphs and networks
Topic 3
Networks and decision
mathematics
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Internal Summative
Assessment 1:
Problem-solving and
modelling task (20%)
Summative internal
assessment 2:
Examination (15%)
ASSESSMENT Summative internal
assessment 3:
Examination (15%)
General Mathematics (General)
External Summative Assessment:
Examination (50%)
SUBJECT SELECTION BOOKLET 2020 30
What is this course about?
Mathematical Methods is a General subject suited to
students who are interested in pathways beyond
school that lead to tertiary studies, vocational
education or work. 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.
How will I be assessed?
Units 1 & 2 have formal internal assessment of an
assignment and exams. Units 3 & 4 have summative
internal assessments of an assignment and exams, as
well as a summative external exam (50% of final
grade).
In each assessment task, students are required to
demonstrate four criteria:
• Formulate
• Solve
• Evaluate & Justify
• Communicate
What technology requirement will I need?
• A scientific calculator e.g., Casio FX-82AU
Plus II
• Graphics calculator (CAS or non-CAS)
(a non-CAS graphics calculator is required
for Paper 2 of the external exam)
• A laptop
• Computer software designed for
mathematics.
• Smartphone/Tablet
Please refer to the BYOD Information and
Procedures Handbook.
What will I study and what skills will I learn at a
preparatory level in Year 10?
Subject Matter The following is a non-exhaustive list of assumed knowledge from
the P–10 Australian Curriculum that has been mastered:
• factorising, expanding and simplifying algebraic expressions
including monic quadratic expressions using a variety of strategies
• substituting values into formulas to determine an unknown
• solving problems involving linear equations, including those
derived from formulas and those that involve simple algebraic
fractions
• exploring the connection between algebraic and graphical
representations of relations such as simple quadratics, circles and
exponentials using digital technology as appropriate
• solving simple quadratic equations using a range of strategies
• solving linear simultaneous equations, using algebraic and graphical
techniques, including using digital technology
• solving linear inequalities and graphing their solutions on a number
line
• solving right-angled triangle problems using trigonometric skills
• describing the results of two- and three-step chance experiments
to determine probabilities of events and investigating the concept
of independence and conditional probability
• obtaining simple statistics from discrete and continuous data,
including mean, median, mode, quartiles, range and interquartile
range
• using scatterplots to investigate and comment on relationships
between two numerical variables
• translating word problems to mathematical form.
Skills & Objectives: • select, recall and use facts, rules, definitions and procedures
• comprehend mathematical concepts and techniques
• communicate using mathematical, statistical and everyday language
and conventions
• evaluate the reasonableness of solutions
• justify procedures and decisions by explaining mathematical
reasoning
• solve problems by applying mathematical concepts and techniques
Cognitive verbs Calculate - determine or find (e.g. a number, answer) by
using mathematical processes; obtain a numerical answer
showing the relevant stages in the working;
ascertain/determine from given facts, figures or information
Correlate – to find a mutual or reciprocal relationship
Deduct – reach a conclusion that is necessarily true,
provided a given set of assumptions is true; arrive at, reach
or draw a logical conclusion from reasoning and the
information given from something known or assumed
Evaluate - make an appraisal by weighing up or assessing
strengths, implications and limitations; make judgments
about the ideas, works, solutions or methods in relation to
selected criteria; examine and determine the merit, value or
significance of something, based on criteria
Mathematical Methods (General)
SUBJECT SELECTION BOOKLET 2020 31
UNIT 1
Algebra, statistics and
functions
UNIT 2
Calculus and further
functions
UNIT 3
Further calculus
UNIT 4
Further functions and
statistics
Topic 1
Arithmetic and
geometric sequences
and series 1
Topic 2
Functions and graphs
Topic 3
Counting and
Probability
Topic 4
Exponential functions
1
Topic 5
Arithmetic and
geometric sequences
and series 2
Topic 1
Exponential functions 2
Topic 2
The logarithmic function 1
Topic 3
Trigonometric functions 1
Topic 4
Introduction to differential
calculus
Topic 5
Further differentiation and
applications 1
Topic 6
Discrete random variables 1
Topic 1
The logarithmic
function 2
Topic 2
Further differentiation
and applications 2
Topic 3
Integrals
Topic 1
Further differentiation and
applications 3
Topic 2
Trigonometric functions 2
Topic 3
Discrete random variables
2
Topic 4
Continuous random
variables and the normal
distribution
Topic 5 Interval estimates
for proportions
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Summative internal
assessment 1:
Problem-solving and
modelling task (20%)
Summative internal
assessment 2:
Examination (15%)
ASSESSMENT Summative internal
assessment 3:
Examination
Mathematical Methods (General)
External Summative Assessment:
Examination (50%)
SUBJECT SELECTION BOOKLET 2020 32
What is this course about?
Specialist Mathematics is a General subject suited to
students who are interested in pathways beyond
school that lead to tertiary studies, vocational
education or work. 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
Companion Subject:
Specialist Mathematics is a companion subject to
Mathematical Methods
How will I be assessed?
Units 1 & 2 have formal internal assessment of an
assignment and exams. Units 3 & 4 have summative
internal assessments of an assignment and exams, as
well as a summative external exam (50% of final
grade).
In each assessment task, students are required to
demonstrate four criteria:
• Formulate
• Solve
• Evaluate & Justify
• Communicate
What technology requirement will I need?
• A scientific calculator e.g., Casio FX-82AU
Plus II
• Graphics calculator (CAS or non-CAS)
(a non CAS graphics calculator is required for
Paper 2 of the external exam)
• A laptop
• Computer software designed for mathematics.
• Smartphone/Tablet
Please refer to the BYOD Information and
Procedures handbook.
What will I study and what skills will I learn at a
preparatory level in Year 10?
Subject Matter
The following is a non-exhaustive list of assumed
knowledge from the P–10 Australian Curriculum that has
been mastered:
• describe the results of two- and three-step chance
experiments
• determine probabilities of events
• substitute values into formulas to determine an
unknown
• solve right-angled triangle problems
• translate word problems to mathematical form
• factorise, expand and simplify algebraic expressions
• apply the four operations to simple algebraic
fractions with numerical denominators.
Skills
• select, recall and use facts, rules, definitions and
procedures
• comprehend mathematical concepts and techniques
• communicate using mathematical, statistical and
everyday language and conventions
• evaluate the reasonableness of solutions
• justify procedures and decisions by explaining
mathematical reasoning
solve problems by applying mathematical concepts and
techniques
Cognitive verbs
Calculate - determine or find (e.g. a number,
answer) by using mathematical processes; obtain a
numerical answer showing the relevant stages in the
working; ascertain/determine from given facts,
figures or information
Derive - arrive at by reasoning; manipulate a
mathematical relationship to give a new equation or
relationship
Justify - give reasons or evidence to support an
answer, response or conclusion; show or prove
how an argument, statement or conclusion is right
or reasonable
Solve - find an answer to, explanation for, or means
of dealing with (e.g. a problem)
Specialist Mathematics (General)
SUBJECT SELECTION BOOKLET 2020 33
UNIT 1
Combinatorics, vectors
and proof
UNIT 2
Complex numbers,
trigonometry and
functions
UNIT 3
Mathematical induction,
and further vectors,
matrices and complex
numbers
UNIT 4
Further calculus
and statistical inference
Topic 1
Combinatorics
Topic 2
Vectors in the plane
Topic 3
Introduction to proof
Topic 1
Complex numbers 1
Topic 2
Trigonometry and
functions
Topic 3
Matrices
Topic 1
Proof by mathematical
induction
Topic 2
Vectors and matrices
Topic 3
Complex numbers 2
Topic 1
Integration and
applications of
integration
Topic 2
Rates of change and
differential equations
Topic 3
Statistical inference
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Internal Summative Assessment 1: Problem-solving and modelling task (20%) Summative internal assessment 2: Examination (15%)
ASSESSMENT
Summative internal assessment 3: Examination (15%)
Specialist Mathematics (General)
External Summative Assessment:
Examination (50%)
SUBJECT SELECTION BOOKLET 2020 34
What is this course about?
Essential Mathematics is an Applied subject suited to
students who are interested in pathways beyond Year
12 that lead to tertiary studies, vocational education
or work. 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 will 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.
How will I be assessed?
Units 1 & 2 have Formative Internal Assessment, both
exams and assignments.
Units 3 & 4 have Summative Internal Assessment,
both exams and assignments. Unit 3 also has a
Common Internal Assessment.
In each assessment task, students are required to
demonstrate four criteria:
• Formulate
• Solve
• Evaluate & Justify
• Communicate
What technology requirement will I need?
• A scientific calculator e.g. Casio FX-82AU Plus
II
• A laptop.
Please refer to the BYOD Information and
Procedures Handbook.
What will I study and what skills will I
learn at a preparatory level in Year 10?
Subject Matter The following is a non-exhaustive list of assumed
knowledge from the P–10 Australian Curriculum that must be learnt or revised and maintained as
required:
• recall concepts of number and its operations, percentages, money, rates and ratios
• read and use graphs and scales
• recall concepts of probability, data collection and statistical data representations
• use a scientific calculator and other technology, where appropriate
• substitute numbers into formulas
translate word problems to mathematical form.
Skills
select, recall and use facts, rules, definitions and procedures
comprehend mathematical concepts and techniques
communicate using mathematical, statistical and everyday language and conventions
evaluate the reasonableness of solutions
justify procedures and decisions by explaining mathematical reasoning
solve problems by applying mathematical concepts and techniques
Cognitive verbs
Calculate - determine or find (e.g. a number,
answer) by using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given
facts, figures or information
Correlate – to find a mutual or reciprocal
relationship
Deduct – reach a conclusion that is necessarily true, provided a given set of assumptions is
true; arrive at, reach or draw a logical conclusion from reasoning and the information
given from something known or assumed
Evaluate - make an appraisal by weighing up or assessing strengths, implications and limitations;
make judgments about the ideas, works, solutions or methods in relation to selected
criteria; examine and determine the merit, value or significance of something, based on criteria
Essential Mathematics (Applied)
SUBJECT SELECTION BOOKLET 2020 35
UNIT 1
Number, data and
graphs
UNIT 2
Money, travel and
data
UNIT 3
Measurement,
scales and data
UNIT 4
Graphs, chance
and loans
Topic 1
Number
Topic 2
Representing data
Topic 3
Graphs
Topic 1
Managing money
Topic 2
Time and motion
Topic 3
Data
collection
Topic 1
Measurement
Topic 2
Scales, plans and models
Topic 3
Summarising and
comparing data
Topic 1
Bivariate graphs
Topic 2
Probability and relative
frequencies
Topic 3
Loans and compound
interest
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Internal Formative
Assessment
ASSESSMENT
Summative internal
assessment 1:
Problem-solving and
modelling task
Summative internal
assessment 2:
Common internal
assessment
ASSESSMENT Summative internal
assessment 3:
Problem-solving and
modelling task
Summative internal
assessment 4:
Examination
Essential Mathematics (Applied)
SUBJECT SELECTION BOOKLET 2020 36
SUBJECT SELECTION BOOKLET 2020 37
Year 9 Year 10/11/12
Key
Recommended Pathway Available Pathway
Learning Area: Science
Year 9
Science
Applied
Science in
Practice
General
Physics
Chemistry
Biology
SUBJECT SELECTION BOOKLET 2020 38
What is this course about?
The subject Biology provides opportunities for
students to engage with living systems. In Unit 1,
students develop their understanding of cells and
multicellular organisms. In Unit 2, they engage with
the concept of maintaining the internal environment.
In Unit 3, students study biodiversity and the
interconnectedness of life. This knowledge is linked in
Unit 4 with the concepts of heredity and the
continuity of life.
Students will learn valuable skills required for the
scientific investigation of questions. In addition, they
will become citizens who are better informed about
the world around them and who have the critical skills
to evaluate and make evidence-based decisions about
current scientific issues.
Pathways
Biology is a General subject suited to students who
are interested in pathways beyond school that lead to
tertiary studies, vocational education or work. 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
The units studied in Year 11 and 12 are:
Cells are the basis of life
Multicellular organisms
Homeostasis
Infectious diseases
Describing biodiversity
Ecosystem dynamics
DNA, genes and the continuity of life
Continuity of life on Earth
How will I be assessed?
Criteria will be instrument specific and may include:
Data test
Research and planning
Analysis of evidence
Interpretation and evaluation
Communication
What technology requirement will I need?
For general and specific subject software
requirements and laptop device specifications
Please refer to the BYOD Information and
Procedures Handbook.
What will I study and what skills will I learn
at a preparatory level in Year 10?
Subject Matter • Respect for all living things and the environment
• Understanding of how biological systems interact and
are interrelated, the flow of matter and energy
through and between these systems, and the
processes by which they persist and change
• Appreciation of how biological knowledge has
developed over time and continues to develop; how
scientists use biology in a wide range of applications;
and how biological knowledge influences society in
local, regional and global contexts
• Collection and analysis of qualitative and quantitative
data and the interpretation of evidence
• Ability to use sound, evidence-based arguments
creatively and analytically when evaluating claims and
applying biological knowledge
• Ability to communicate biological understanding,
findings, arguments and conclusions using appropriate
representations, modes and genres.
Cognitive Verbs
Analyse - dissect to ascertain and examine
constituent parts and/or their relationships; break
down or examine in order to identify the essential
elements, features, components or structure;
determine the logic and reasonableness of
information
Evaluate - make an appraisal by weighing up or
assessing strengths, implications and limitations;
make judgments about the ideas, works, solutions
or methods in relation to selected criteria; examine
and determine the merit, value or significance of
something, based on criteria
Explain - make an idea or situation plain or clear by
describing it in more detail or revealing relevant
facts; present a meaning with due regard to the
order of statements in the explanation; give an
account; provide additional information
Hypothesise - formulate a supposition to account
for known facts or observed occurrences;
conjecture, theorise, speculate; believe, especially
on uncertain or tentative grounds
Categorise - place in or assign to a particular class
or group; arrange or order by classes or categories;
classify, sort out, sort, separate
Biology (General)
SUBJECT SELECTION BOOKLET 2020 39
c
What are the Units of work I will study in Year 11 & 12?
Unit 1
Cells and
multicellular
organisms
•Topic 1: Cells as the
basis of life
•Topic 2: Multicellular
organisms
Unit 2 Maintaining the
internal environment
•Topic 1: Homeostasis
•Topic 2: Infectious
diseases
Unit 3 Biodiversity and the
inter-connectedness
of life
•Topic 1: Describing
biodiversity
•Topic 2: Ecosystem
dynamics
Unit 4 Heredity and
continuity of life
•Topic 1: DNA, genes
and the continuity of life
•Topic 2: Continuity of
life on Earth
Assessment Formative internal
assessment/s
Assessment Formative internal
assessment/s
Assessment Summative internal
assessment 1:
Data test (10%)
Summative internal
assessment 2:
Student experiment
(20%)
Assessment Summative internal
assessment 3:
Research investigation
(20%)
UNIT 3 & Unit 4 - Summative external assessment: Examination (50%)
Biology (General)
E
N
G
SUBJECT SELECTION BOOKLET 2020 40
What is this course about? The subject Chemistry is the study of materials and their
properties and structure. In Unit 1, students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. In Unit 2, students
explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. In Unit 3, students study
equilibrium processes and redox reactions. In Unit 4, students explore organic chemistry, synthesis and design
to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic
compounds. Students will learn valuable skills required for the scientific
investigation of questions. In addition, they will become citizens who are better informed about the world around
them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues.
Pathways
Chemistry is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.
The units studied in Year 11 and 12 are:
Properties and structure of atoms/materials.
Chemical reactions- reactants, products and
energy change.
Intermolecular forces and gases.
Aqueous solutions and acidity.
Rates of chemical reactions.
Chemical equilibrium systems.
Oxidation and reduction.
Properties and structure of organic materials.
Chemical synthesis and design. How will I be assessed? Criteria will be instrument specific and may
include:
Data test
Research and planning
Analysis of evidence
Interpretation and evaluation
Communication
What technology requirement will I need? For general and specific subject software requirements and
laptop device specifications
Please refer to the BYOD Information and Procedures
Handbook.
What will I study and what skills will I learn at a preparatory level in Year 10?
Subject Matter
• understanding of the theories and models used to
describe, explain and make predictions about chemical
systems, structures and properties
• understanding of the factors that affect chemical systems
and how chemical systems can be controlled to produce
desired products
• appreciation of chemistry as an experimental science that
has developed through independent and collaborative
research, and that has significant impacts on society and
implications for decision-making
• expertise in conducting a range of scientific investigations,
including the collection and analysis of qualitative and
quantitative data, and the interpretation of evidence
• ability to communicate chemical understanding and
findings to a range of audiences, including through the use
of appropriate representations, language and nomenclature.
Skills
describe, explain and apply scientific concepts, theories,
models and systems and their limitations
analyse and interpret evidence
investigate phenomena
evaluate processes, claims and conclusions
communicate understandings, findings, arguments and
conclusions
Cognitive Verbs
Analyse - dissect to ascertain and examine constituent
parts and/or their relationships; break down or
examine in order to identify the essential elements,
features, components or structure; determine the logic
and reasonableness of information
Evaluate - make an appraisal by weighing up or
assessing strengths, implications and limitations; make
judgments about the ideas, works, solutions or
methods in relation to selected criteria; examine and
determine the merit, value or significance of something,
based on criteria
Interpret - use knowledge and understanding to
recognise trends and draw conclusions from given
information; make clear or explicit; elucidate or
understand in a particular way; bring out the meaning
of, e.g. a dramatic or music work, by performance or
execution; bring out the meaning of an artwork by
artistic representation or performance; give one's own
interpretation of; identify or draw meaning from, or
give meaning to, information presented in various
forms, such as words, symbols, pictures or graphs
Predict - give an expected result of an upcoming action
or event; suggest what may happen based on available
information
Chemistry (General)
SUBJECT SELECTION BOOKLET 2020 41
What are the Units of work I will study in Year 11 & 12?
Unit 1 Chemical
fundamentals —
structure, properties
and reactions
•Topic 1: Properties and
structure of atoms
•Topic 2: Properties and
structure of materials
•Topic 3: Chemical
reactions —reactants,
products and energy
change
Unit 2 Molecular interactions
and reactions
•Topic 1: Intermolecular
forces and gases
•Topic 2: Aqueous
solutions and acidity
•Topic 3: Rates of
chemical reactions
Unit 3 Equilibrium, acids and
redox reactions
•Topic 1: Chemical
equilibrium systems
•Topic 2: Oxidation and
reduction
Unit 4 Structure, synthesis
and design
•Topic 1: Properties and
structure of organic
materials
•Topic 2: Chemical
synthesis and design
Assessment Formative internal
assessment/s
Assessment Formative internal
assessment/s
Assessment Summative internal
assessment 1:
Data test (10%)
Summative internal
assessment 2:
Student experiment
(20%)
Assessment
Summative internal
assessment 3:
Research investigation
(20%)
UNIT 3 & Unit 4 - Summative external assessment: Examination (50%)
Chemistry (General)
E
SUBJECT SELECTION BOOKLET 2020 42
What is this course about? The subject Physics provides opportunities for students to engage with the classical and modern understandings of
the universe. In Unit 1, students learn about the fundamental concepts of thermodynamics, electricity and
nuclear processes. In Unit 2, students learn about the concepts and theories that predict and describe the linear
motion of objects. Further, they will explore how scientists explain some phenomena using an understanding
of waves. In Unit 3, students engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. Finally, in Unit 4, students
study modern physics theories and models that, despite being counterintuitive, are fundamental to our
understanding of many common observable phenomena
Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become
citizens who are better informed about the world around them, and who have the critical skills to evaluate and make
evidence-based decisions about current scientific issues.
Pathways Physics is a General subject suited to students who are
interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study
in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine
and technology. The units studied in Year 11 and 12 are:
Heating processes
Ionising radiation and nuclear reactions
Electrical circuits
Linear motion and force
Waves
Gravity and motion
Electromagnetism
Special relativity
Quantum theory
The Standard Model
How will I be assessed?
Criteria will be instrument specific and may
include: • Data test
• Research and planning
• Analysis of evidence
• Interpretation and evaluation
• Communication
What technology requirement will I need? For general and specific subject software requirements and laptop device specifications. Please refer to the BYOD
Information and Procedures Handbook.
What will I study and what skills will I learn at
a preparatory level in Year 10?
Subject Matter • understanding of the ways in which matter and energy
interact in physical systems across a range of scales
• understanding of the ways in which models and theories are refined, and new models and theories are developed in
physics; and how physics knowledge is used in a wide range
of contexts and informs personal, local and global issues
• investigative skills, including the design and conduct of investigations to explore phenomena and solve problems,
the collection and analysis of qualitative and quantitative data,
and the interpretation of evidence
• ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to
evaluate claims
• ability to communicate physics understanding, findings, arguments and conclusions using appropriate
representations, modes and genres.
Skills Describe, explain and apply scientific concepts, theories,
models and systems and their limitations
analyse and interpret evidence
investigate phenomena
evaluate processes, claims and conclusions
communicate understandings, findings, arguments and
conclusions
Cognitive Verbs Derive - arrive at by reasoning; manipulate a
mathematical relationship to give a new equation or relationship
Extrapolate - infer or estimate by extending or projecting known information; conjecture; infer from what is known; extend the application of (e.g. a method or
conclusion) to an unknown situation by assuming that existing trends will continue or similar methods will be
applicable
Hypothesise - formulate a supposition to account for known facts or observed occurrences; conjecture,
theorise, speculate; believe, especially on uncertain or tentative grounds
Physics (General)
SUBJECT SELECTION BOOKLET 2020 43
What are the Units of work I will study in Year 11 & 12?
Unit 1 Thermal, nuclear
and electrical
physics
•Topic 1: Heating
processes
•Topic 2: Ionising
radiation and nuclear
reactions
•Topic 3: Electrical
circuits
Unit 2 Linear motion and
waves
•Topic 1: Linear motion
and force
•Topic 2: Waves
Unit 3 Gravity and
electromag-netism
•Topic 1: Gravity and
motion
•Topic 2:
Electromagnetism
Unit 4 Revolutions in modern
physics
•Topic 1: Special relativity
•Topic 2: Quantum theory
•Topic 3: The Standard
Model
Assessment Formative internal
assessment/s
Assessment Formative internal
assessment/s
Assessment Summative internal
assessment 1:
Data test (10%)
Summative internal
assessment 2:
Student experiment
(20%)
Assessment
Summative internal
assessment 3:
Research investigation (20%)
UNIT 3 & Unit 4 - Summative external assessment: Examination (50%)
Physics (General)
SUBJECT SELECTION BOOKLET 2020 44
What is this course about?
Science in Practice is an Applied subject. It supports and
focusses the development of sophisticated questions about
new ideas and information. It develops critical thinking skills
through the evaluation of claims using systematic reasoning
and scientific understanding. Science in Practice is practical,
with experiments and hands-on investigations at its heart.
Practical activities engage students, producing excitement
and curiosity. Investigations develop a deeper understanding
of the nature of science and of a particular topic or
context. They foster problem-solving skills that are
transferable to new situations.
The core of Science in Practice focuses on ‘Scientific
literacy and working scientifically’, ‘Workplace health and
safety’, and ‘Communication and self-management’. Science
in Practice uses a contextualised approach, where modules
of work deliver the core through electives — ‘Science for
the workplace’, ‘Resources, energy and sustainability’,
‘Health and lifestyles’, ‘Environments’, and ‘Discovery and
change’. Learning experiences within modules of work are
interdisciplinary, including aspects of at least two science
disciplines — Biology, Chemistry, Earth and Environmental
Science and Physics. The objectives of the course ensure
that students apply what they know and understand to plan
investigations, analyse research and evaluate evidence.
Pathways
A course of study in Science in Practice is inclusive and
caters for a wide range of students with a variety of
backgrounds, interests and career aspirations. It can
establish a basis for further education and employment in
many fields, e.g. animal welfare, food technology, forensics,
health and medicine, the pharmaceutical industry,
recreation and tourism, research, and the resources sector.
A course of study for Science in Practice includes:
Core topics — ‘Scientific literacy and working
scientifically’, ‘Workplace health and safety’ and
‘Communication and self-management’ — and
their associated concepts and ideas integrated into
modules of work across Units 1 and 2, and further
developed in Units 3 and 4
Electives — at least three electives by midway
through the course (end of Unit 2) and again by
the end of the course (end of Unit 4) (see
Electives)
Modules of work — four to eight modules of
work over the four-unit course, where modules of
work must: have a practical nature, use a
contextualised approach and include learning
experiences from aspects of at least two science
disciplines (Biology, Chemistry, Earth and
Environmental Science or Physics)
Field work — at least five hours of field work by
midway through the course (end of Unit 2) and
again by the end of the course (end of Unit 4).
How will I be assessed?
The three dimensions of study are:
Knowing and understanding
Analysing and applying
Planning and evaluating
What technology requirement will I need?
For general and specific subject software requirements and
laptop device specifications, please refer to the BYOD
Information and Procedures Handbook.
What will I study and what skills will I
learn at a preparatory level in Year 10? Subject Matter
• describe and explain scientific facts, concepts and
phenomena in a range of situations
describe and explain scientific skills, techniques,
methods and risks.
Analyse data, situations and relationships.
plan scientific activities and investigations
evaluate reliability and validity of plans and
procedures, and data and information
draw conclusions, and make decisions and
recommendations using scientific evidence.
Skills
describe and explain scientific concepts, theories,
models and systems and their limitations
apply understanding of scientific concepts, theories,
models and systems within their limitations
analyse and interpret evidence
evaluate processes, claims and conclusions
communicate understandings, findings, arguments
and conclusions
Cognitive Verbs
Communicate - convey knowledge and/or
understandings to others; make known; transmit
Describe - give an account (written or spoken) of a
situation, event, pattern or process, or of the
characteristics or features of something
Design - produce, e.g. a plan, simulation, model,
project; plan; plan or fashion; form or conceive in
the mind
Explain - make an idea or situation plain or clear by
describing it in more detail or revealing relevant
facts; present a meaning with due regard to the
order of statements in the explanation; give an
account; provide additional information
Science in Practice (Applied)
SUBJECT SELECTION BOOKLET 2020 45
Humanities
SUBJECT SELECTION BOOKLET 2020 46
What is this course about?
Accounting plays an essential role in the successful
performance of any organisation. Accounting is a way of systematically organising, critically analysing and communicating financial data and information for
decision-making. The overarching context for this course is the real-world expectation that Accounting provides
real-time processing of transactions with a minimum of monthly and yearly reporting.
The units studied in Year 11 and 12 are:
Real World Accounting - Accounting for a service business including end-of-month reporting
Management Effectiveness - Accounting for a
trading GST business including end-of-month reporting
Monitoring a Business - Managing resources for
a trading GST business including Fully classified financial statement reporting
Accounting: The Big Picture - Cash management, the complete accounting process for a trading GST business and Performance analysis of a
listed public company How will I be assessed?
The seven assessment criteria that apply to Accounting are:
1. Comprehend accounting concepts, principles and/or 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
Students are required to complete seven tasks over the two years. These can be examinations that will include a
combination of short response and extended response items based on stimulus, interpretive items and problem
solving skills. A project is undertaken that focuses on a problem-solving process and requires the application of a
range of cognitive, technical and creative skills and theoretical understandings.
What technology requirement will I need?
For general and specific subject software requirements and laptop device specifications, please refer to the
BYOD Information and Procedures Handbook.
What will I study and what skills will I learn
at a preparatory level in Year 10? Subject Matter
Personal Finance
o Personal Cash Budgeting o Making financial decisions – mobile phones
Cash Accounting for Service Business
o Source documents o Cash journals
o Statement of receipts and payments
Accounting fundamentals: o The Accounting Environment
o Accounting for business organisations o Foundations of Accounting
o Fundamental concepts and principles o Accounting for basic transactions - service
business (no GST) o Source documents and journals o Ledgers and trial balances
o Profit determination o Statement of Profit and Loss,
o Statement of Financial Position o Statement of Cash Flow
o Purpose and application of electronic accounting
Problem Solving: o Analyse and interpret accounting concepts
to solve real-life problems in varying contexts
o Project development and feedback
Skills
Apply transaction analysis and double entry principles
Apply accounting principles and processes for a service business to
o post general journal entries to the general ledger using columnar and/or T format ledger accounts
o calculate the balance of ledger accounts o prepare a trial balance
Apply computerised accounting processes for a service business (MYOB)
Apply accounting principles and processes for a
service business to calculate net profit or loss
Cognitive Verbs
Investigate, analyse, calculate, explain, deduct, compare, evaluate, deduce, construct, recognize, accuracy, communicate, interpret, evidence, analyse evidence, identify trends, draw conclusions.
Accounting (General)
SUBJECT SELECTION BOOKLET 2020 47
Unit 1
Real world
accounting
•Topic 1: Accounting
for a service business —
cash, accounts
receivable, accounts
payable and no GST
•Topic 2: End-of-
month reporting for a
service business
Unit 2
Management
effectiveness
•Topic 1: Accounting
for a trading GST
business
Topic 2: End-of-year
reporting for a trading
GST business
Unit 3
Monitoring a
business
•Topic 1: Managing
resources for a trading
GST business — non-
current assets
•Topic 2: Fully
classified financial
statement reporting for
a trading GST business
Unit 4
Accounting
the big picture
•Topic 1: Cash
management
•Topic 2: Complete
accounting process for a
trading GST business
•Topic 3: Performance
analysis of a listed public
company
Assessment
1) Formative internal
assessment/s
Assessment
1) Formative internal
assessment/s
Assessment
Summative internal
assessment 1:
Examination —
combination response
(25%)
Summative internal
assessment 2:
Examination — short
response (25%)
Assessment
Summative internal
assessment 3:
Project — cash
management (25%)
Summative external
assessment:
Examination — short
response (25%)
Accounting (General)
SUBJECT SELECTION BOOKLET 2020 48
What is this course about?
In Geography, students engage in a range of learning
experiences that develop their geographical skills and
thinking through the exploration of geographical
challenges and their effects on people, places and the
environment. Students are exposed to a variety of
contemporary problems and challenges affecting
people and places across the globe, at a range of scales.
These challenges include responding to risk in hazard
zones, planning sustainable places, managing land cover
transformations and planning for population change.
This course of study enables students to appreciate and
promote a more sustainable way of life. Geography
aims to encourage students to become informed and
adaptable so they develop the skills required to
interpret global concerns and make genuine and
creative contributions to society. It contributes to their
development as global citizens who recognise the
challenges of sustainability and the implications for their
own and others’ lives.
The units studied in Year 11 and 12 are:
Responding to risk and vulnerability in hazard
zones
Planning sustainable places
Responding to land cover transformations
Managing population change
Excursions
Year 10: Coastal Management excursion
Year 11: Liveability excursion
Year 12: Data survey excursion
Approximate cost $20.00-$30.00 per excursion
Pathways
A course of study in Geography can establish a basis for
further education and employment in the fields of urban
and environmental design, planning and management;
biological and environmental science; conservation and
land management; emergency response and hazard
management; oceanography, surveying, global security,
economics, business, law, engineering, architecture,
information technology, and science.
What will I study and what skills will I
learn at a preparatory level in Year 10? Subject Matter
Environmental management approaches
Worldviews to approach environmental issues
Natural hazards as an environmental issue
Geological, geomorphic and atmospheric
processes, cycles and systems
Spatial distribution of hazardous zones
Natural and anthropogenic factors influencing
why some places are more at risk
Vulnerability of places in developing and
developed countries
Capacity to respond to natural hazards and
disasters
Skills
Reading process and comprehension strategies
Manipulate, adapt and transform data using
spatial technologies
Communicate different representations of
geographical information
Understand and use scientific and geographic
language and conventions
Practical field work skills
Cognitive Verbs
Analyse –looking for patterns and relationships
in data and information
Synthesise – bring information together to
propose action
Interpreting - Makes reasoned inferences based
on implicit and explicit information
Geography (General)
SUBJECT SELECTION BOOKLET 2020 49
Unit 1
Responding to risk
and vulnerability
in hazard zones
Natural hazard zones
Ecological hazard
zones
Unit 2
Planning
sustainable places
Responding to
challenges facing a
place in Australia
Managing the
challenges facing a
megacity
Unit 3
Responding to
land cover
transformations
Land cover
transformations and
climate change
Responding to local
land cover
transformations
Unit 4
Managing
population change
Population challenges
in Australia
Global population
change
Assessment
Internal Formative
Assessment
1) Exam - Combination
Response
Assessment
Internal Formative
Assessment
1) Exam - Combination
Response
2) Investigation – Data
Report
Assessment Internal Summative
Assessment
IA1: Exam –
Combination
Response (25%)
IA2: Investigation – Field
Report (25%)
Assessment Internal Summative
Assessment
IA3: Investigation – Data
Report (25%)
External Summative
Assessment
Exam - Combination
Response (25%)
Geography (General)
SUBJECT SELECTION BOOKLET 2020 50
What is this course about?
Legal Studies focuses on the interaction between
society and the discipline of law. Students study the
legal system and how it regulates activities and aims to
protect the rights of individuals, while balancing these
with obligations and responsibilities. An understanding
of legal processes and concepts enables citizens to be
better informed and able to constructively question and
contribute to the improvement of laws and legal
processes. This is important as the law is dynamic and
evolving, based on values, customs and norms that are
challenged by technology, society and global influences.
Legal Studies explores the role and development of law
in response to current issues. The subject starts with
the foundations of law and explores the criminal justice
process through to punishment and sentencing.
Students then study the civil justice system, focusing on
contract law and negligence. With increasing
complexity, students critically examine issues of
governance that are the foundation of the Australian
and Queensland legal systems, before they explore
contemporary issues of law reform and change. The
study finishes with considering Australian and
international human rights issues. Throughout the
course, students analyse issues and evaluate how the
rule of law, justice and equity can be achieved in
contemporary contexts.
The units studied in Year 11 and 12 are:
Beyond reasonable doubt
Balance of probabilities
Law, governance and change
Human rights in legal contexts
Pathways
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.
What will I study and what skills will I
learn at a preparatory level in Year 10?
Subject Matter
Morals and Ethics
Democracy in Australia – how our government
works
Alternatives to Democracy: Communism and
Developing Democracy
United Nations
Global Citizenship
International Law
The Court System and the High Court
Sources of Law: Common Law, Statute Law,
the Constitution
Branches of Law: Criminal Law and Civil Law
Skills
Comprehend the concepts, principles and
processes of the Australian and Queensland
legal systems
Analyse legal issues and the effects on
stakeholders within the Australian and
Queensland legal systems
Evaluate situations, making decisions and
propose recommendation/s using legal criteria
Create responses that communicate legal
meaning to suit the intended purpose, using
paragraphs and extended responses.
Cognitive Verbs
Investigate – the process of generating and
testing hypothesis
Analyse - dissect to ascertain and examine
constituent parts and/or their relationships
Evaluate - examine and determine the merit,
value or significance of something, based on
criteria
Legal Studies (General)
SUBJECT SELECTION BOOKLET 2020 51
Unit 1
Beyond reasonable
doubt
Legal foundations
Criminal investigation
process
Criminal trial process
Punishment and
sentencing
Unit 2
Balance of
probabilities
Civil law foundations
Contractual
obligations
Negligence and the
duty of care
Unit 3
Law, governance
and change
Governance in
Australia
Law reform within a
dynamic society
Unit 4
Human rights in
legal contexts
Human rights
The effectiveness of
international law
Human rights in
Australian contexts
Assessment
Internal Formative
Assessment
Investigation - Inquiry
Report (Crime)
Assessment Internal Formative
Assessment
Exam – Combination
Response (Contracts)
Investigation –
Argumentative Essay
(Torts)
Assessment
Internal Summative
Assessment
IA1: Exam -
Combination
Response (25%)
IA2: Investigation –
Inquiry Report
(25%)
Assessment
Internal Summative
Assessment
IA3: Investigation –
Argumentative essay
(25%)
External Summative
Assessment
Exam - Combination
Response (25%)
Legal Studies (General)
SUBJECT SELECTION BOOKLET 2020 52
What is this course about?
Modern History is a discipline-based subject where
students examine traces of humanity’s recent past so
they may form their own views about the Modern
World. Through Modern History, students’ curiosity
and imagination is invigorated while their appreciation
of civilisation is broadened and deepened. Students
learn that the past is contestable and tentative. They
discover how the past consists of various perspectives
and interpretations. Modern History distinguishes itself
from other subjects by enabling students to empathise
with others and make meaningful connections between
the past, present and possible futures.
Modern History is thematic based and shaped around
four of the forces that have helped to shape the
Modern World — ideas, movements, national
experiences and international experiences. In each unit,
students explore the nature, origins, development,
legacies and contemporary significance of the force
being examined.
Modern History is heavily modelled on inquiry learning.
The units studied in Year 11 and 12 are:
Ideas in the Modern World
Movements in the Modern World
National experiences in the Modern World
International experiences in the Modern
World
Pathways
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.
What will I study and what skills will I
learn at a preparatory level in Year 10?
Subject Matter
Human Rights and the United Nations
Declaration
Invasion to Reconciliation in Australia
The Stolen Generations/Bringing Them Home
Report
American Civil Rights Movements
Mabo and Native Title
Australia and WWII
Kokoda
Migration in Australia
French Revolution
Skills
Use of the inquiry process through historical
questioning and research
Analysis and synthesis of historical sources and
evidence
Evaluation of historical interpretations to arrive
valid conclusions
Communicating in a range of forms using genre
and historical language conventions including
referencing
Self-management (self, time, planning and
organising)
Cognitive Verbs
Investigate – the process of generative and
testing hypothesis
Analyse - dissect to ascertain and examine
constituent parts and/or their relationships
Evaluate - examine and determine the merit,
value or significance of something, based on
criteria
Synthesise – combining ideas to form new
understandings
Modern History (General)
SUBJECT SELECTION BOOKLET 2020 53
Unit 1
Ideas in the modern
world
Frontier Wars in
Queensland
Russian Revolution
1905–1920s (Bloody
Sunday takes place –
Russian Civil War
ends)
Unit 2
Movements in the
modern world
Women’s Movements
since 1893
Anti-Apartheid
movements in South
Africa
Unit 3
National
experiences in the
modern world
Germany (1914-1945)
WWI -WWII
China (1931-1976)
(invasion of
Manchuria begins –
Cultural Revolution
ends)
Unit 4
International
experiences in the
modern world
The Cold War 1945-1991
Australian engagement
with Asia: Australia
and the Vietnam War
Assessment
Internal Formative
Assessment
Exam - essay in response
to historical stimulus
Assessment
Internal Formative
Assessment
Investigation -
Independent Source
Investigation + Essay
Exam: Short Response to
Stimulus
Assessment
Internal Summative
Assessment
IA1: Exam – Essay in
response to
historical sources
(25%)
IA2: Investigation –
Independent Source
Investigation (25%)
Assessment
Internal Summative
Assessment
IA3: Investigation –
Historical essay
based on research
(25%)
External Summative
Assessment
Exam – Short responses
to historical sources
(25%)
Modern History (General)
SUBJECT SELECTION BOOKLET 2020 54
What is this course about?
Philosophy & Reason combines the discipline of
philosophy with the associated skills of critical
reasoning. The study of philosophy allows students to
recognise the relevance of various philosophies to
different political, ethical, religious and scientific
positions. It also allows them to realise that decisions
in these areas are the result of the acceptance of
certain ideas and specific modes of reasoning.
Through the study of Philosophy & Reason, students
collaboratively investigate philosophical ideas that have
shaped and continue to influence contemporary
society. These ideas include what it means to be human,
how we understand the role of reason in our individual
and collective lives and how we think about and care
for each other and the world around us.
Students learn to value plurality in terms of
perspectives and world-views as a necessary condition
for human progress.
The units studied in Year 11 and 12 are:
Fundamentals of reason
Reason in philosophy
Moral philosophy and schools of thought
Social and political philosophy
Pathways
A course of study in Philosophy & Reason can establish
a basis for further education and employment in the
fields of business, communication, ethics, journalism,
law, politics, professional writing, psychology, science
research and teaching.
What will I study and what skills will I learn at
a preparatory level in Year 10?
Subject Matter
Inductive and Deductive Reasoning
Identifying different forms of reasoning including
fallacies
Exploring the concepts about what makes the
individual and the concept of ‘us’ and ‘them’
Examining the relationship between mind and
body in philosophy
Examining the impact of scientific development in
understanding the human brain
Skills
Breaking down arguments into their
constituent parts
Identifying different forms of reasoning
Formulating coherent and logical arguments
Cognitive Verbs
Investigate – the process of generative and testing
hypothesis
Analyse - dissect to ascertain and examine
constituent parts and/or their relationships
Evaluate - examine and determine the merit, value
or significance of something, based on criteria
Synthesise – combining ideas to form new
understandings
Philosophy and Reason (General)
SUBJECT SELECTION BOOKLET 2020 55
Unit 1
Fundamentals of
reason
The learning consists of
the fundamental
concepts, skills,
knowledge and
understanding of the
discipline of philosophy.
There are no discrete
topics in this unit.
Unit 2
Reason in
philosophy
Philosophy of religion
Philosophy of science
Unit 3
Moral philosophy
and schools of
thought
Moral philosophy
Philosophical schools
of though
Unit 4
Social and political
philosophy
Rights
Social philosophy
Assessment
Internal Formative
Assessment
Exam Short Response
Extended Response
Essay
Assessment
Internal Formative
Assessment
Extended Response
Essay
Assessment
Internal Summative
Assessment
IA1: Exam (25%)
IA2: Extended response
(25%)
Assessment
Internal Summative
Assessment
IA3: Extended response
(25%)
External Summative
Assessment
Exam (25%)
Philosophy and Reason(General)
SUBJECT SELECTION BOOKLET 2020 56
What is this course about?
In Social and Community Studies, three interrelated
and interdependent areas of life skills are identified —
personal, interpersonal, and citizenship skills. These life
skills are core to the subject and provide a framework
for a course of study in Social and Community Studies.
Life skills encompass social skills, communication skills
(e.g. verbal and non-verbal communication, effective
speaking, active listening), respect for and interaction
with others, building rapport, problem solving and
decision making, self-management, building self-esteem,
self-confidence and resilience, workplace skills, learning
and study skills.
Students investigate these life skills through a variety of
electives dealing with topics such as personal
economics and consumerism, legal issues, the world of
work, workplace relations, the Arts and the
community, food and nutrition, health, recreation and
leisure, relationships and gender issues, and science and
technology. In collaborative learning environments,
students use an inquiry approach to investigate the
dynamics of society and the benefits of working with
others in the community, allowing them to establish
positive relationships and networks, and to be active
and informed citizens.
The units studied in Year 11 and 12 are:
Health: Food and Nutrition
Money Management
Today’s Society
Science and Technology
Australia’s place in the world
Legally it could be you!
Into Relationships
Arts and the Community
What will I study and what skills will I learn at a
preparatory level in Year 10?
Subject Matter
Australia’s democracy system and legal issues
Healthy eating and food pyramid
Issues in today’s society
Global and connected citizens
Skills
Verbal and non-verbal communication skills
Working in groups to collaborate
Investigations through inquiry
Comprehending different articles on a range of
issues
Cognitive Verbs
Investigate - carry out an examination or formal
inquiry in order to establish or obtain facts and
reach new conclusions; search, inquire into,
interpret and draw conclusions about data and
information
Interpret - identify or draw meaning from, or give
meaning to, information presented in various
forms, such as words, symbols, pictures or graphs
Synthesise - combine different parts or elements
(e.g. information, ideas, components) into a whole,
in order to create new understanding
Communicate - convey knowledge and/or
understandings to others; make known; transmit
Social and Community Studies
(Applied)
SUBJECT SELECTION BOOKLET 2020 57
Unit 1
Health: Food and
Nutrition
Money Management
Unit 2
Today’s Society
Science and
Technology
Unit 3
Australia’s place in
the world
Legally it could be
you!
Unit 4
Into Relationships
Arts and the
Community
Assessment
1) Project: You are
what you eat!
A: Spoken component
B: Product component
2) Investigation
Written - report
Assessment
1) Extended response
to stimulus
Written – article
2) Examination
Short answers
Assessment
1) Investigation
Written – Report
2) Examination
Short answers
Assessment
7) Project: How to get
along with others?
A. Written component
B. Performance
C. Product component
8) Extended response to
stimulus
Written – review
Social and Community Studies (Applied)
SUBJECT SELECTION BOOKLET 2020 58
Physical Education
SUBJECT SELECTION BOOKLET 2020 59
What is this course about?
Students learn experientially through three stages of
an inquiry approach to ascertain relationships
between the scientific bases and the physical activity
contexts. Students recognise and explain concepts
and principles about and through movement, and
demonstrate and apply body and movement concepts
to movement sequences and movement strategies.
Through their purposeful and authentic experiences
in physical activities, students gather, analyse and
synthesise data to devise strategies to optimise
engagement and performance. They evaluate and
justify strategies about and in movement by drawing
on informed, reflective decision-making.
The units studied in Year 11 and 12 are:
Unit 1 Sport Psychology, Motor learning,
functional anatomy, biomechanics and physical
activity (Badminton)
Unit 2 Equity and physical activity (various)
Unit 3 Tactical awareness, ethics and integrity
and physical activity (Volleyball)
Unit 4 Energy, fitness and training and physical
activity (Touch)
*Practical elements subject to change dependent on
teacher.
How will I be assessed?
The assessment criteria that apply to PED are:
Explaining
Demonstrating and applying
Analysing
Evaluating and Justifying
Communicating
Students are required to complete two tasks per
unit. These can be written project folios or
investigation reports (1500-2000 words), multimodal
(4-8 mins) presentations, or combination response
exams under supervised conditions.
What technology requirement will I need?
For general and specific subject software
requirements and laptop device specifications, please
refer to the BYOD Information and Procedures
Handbook.
What will I study and what skills will I learn at a
preparatory level in Year 10?
Subject Matter Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective is assessed
at least once. Students will:
recognise and explain theory topics in units 1-4 about selected physical activities
demonstrate specialised movement sequences and
movement strategies in selected physical activities
apply concepts to specialised movement sequences and movement strategies in selected physical
activities
analyse and synthesise data to devise strategies about theory topics in Units 1-4
evaluate theory topics in Units 1-4 and movement strategies
justify theory topics in Units 1-4 and movement
strategies
make decisions about and use language, conventions and mode-appropriate features for particular
purposes and contexts
Skills
Critical thinking
Creative thinking
Communication
Collaboration and Teamwork
Information & communication technologies (ICT)
skills
Cognitive Verbs
Apply - use knowledge and understanding in response
to a given situation or circumstance; carry out or use a
procedure in a given or particular situation
Analyse - dissect to ascertain and examine constituent
parts and/or their relationships; break down or examine
in order to identify the essential elements, features,
components or structure; determine the logic and
reasonableness of information
Demonstrate - prove or make clear by argument,
reasoning or evidence, illustrating with practical
example; show by example; give a practical exhibition
Evaluate - make an appraisal by weighing up or assessing
strengths, implications and limitations; make judgments
about the ideas, works, solutions or methods in relation
to selected criteria; examine and determine the
merit, value or significance of something, based
on criteria
Synthesise - combine different parts or elements (e.g.
information, ideas, components) into a whole, in order
to create new understanding
Physical Education (General)
SUBJECT SELECTION BOOKLET 2020 60
Unit 1
Sport psychology,
Motor learning, functional anatomy,
biomechanics and physical activity
Topic 1: Motor
learning integrated with a selected physical
activity
Topic 2: Functional anatomy and biomechanics integrated
with a selected physical activity
Topic 3: Sport
psychology integrated with a selected physical
activity
Unit 2
Equity and physical
activity
Topic 1: Equity -
barriers and enabler
Unit 3
Tactical awareness,
ethics and integrity and physical activity
Topic 1: Tactical awareness integrated
with one selected ‘Invasion’ or ‘Net and
court’ physical activity
Topic 2: Ethics and integrity
Unit 4
Energy, fitness and training
and physical activity
Topic 1: Energy, fitness
and training integrated with
one selected ‘Invasion’,
‘Net and court’ or
‘Performance’ physical
activity
Assessment
1) Formative internal
assessment/s
Project – folio (50%)
Combination Exam
(25%)
Assessment
1) Formative internal
assessment/s
Investigation report
(25%)
Assessment
Summative internal
assessment 1:
Project — folio (25%) Summative
internal assessment 2:
Investigation — report (20%)
Assessment
Summative internal
assessment 3:
Project — folio (30%)
Summative external
assessment:
Examination —
combination response
(25%)
At least two categories of physical activity must be selected in Units 1 and 2.
Students should have opportunities in Units 1 and 2 to experience and respond to the
types of assessment they will encounter in Units 3 and 4.
For reporting purposes, schools should develop at least one assessment per unit, with
a maximum of four assessments across Units 1 and 2.
Physical Education (General)
SUBJECT SELECTION BOOKLET 2020 61
What is this course about?
Sport and Recreation is an Applied ATAR Subject. An
interest in and willingness to be involved in
recreational pursuits is an advantage. Students must
be willing to climb, swim and run. It is an extremely
practical active course, with detailed written
components. Students must also be willing to coach
others and set up for carnivals and tournaments.
There are costs involved each term.
The units studied in Year 11 and 12 are:
Year 11
- Water Safety
- Speedminton (Racquet sports)
- Sport Specific Training
- Indoor Cricket
Year 12
- Outdoor Education
- Archery
- Event Management
- Table Tennis
*Practical elements subject to change.
How will I be assessed?
The assessment criteria that apply to Recreation are:
Acquire/Apply/Evaluate
Students are required to complete two to three tasks
per unit. These can be written projects, journal
reports (1000 words), multimodal (4-8 mins)
presentations, or performance tasks.
What technology requirement will I need?
For general and specific subject software
requirements and laptop device specifications
Please refer to the BYOD Information and Procedures
Handbook.
What will I study and what skills will I
learn at a preparatory level in Year 10? Subject Matter
recognise and explain theory topics about
selected physical activities
demonstrate specialised movement sequences
and movement strategies in selected physical
activities
apply concepts to specialised movement
sequences and movement strategies in selected
physical activities
analyse, synthesise, evaluate and justify data to
devise strategies about theory and movement
strategies
make decisions about and use language,
conventions and mode-appropriate features for
particular purposes and contexts
Skills • Manage career and work life
• Work with roles, rights and protocols
• Communicate for work
• Connect and work with others
• Recognise and utilise diverse perspectives
• Plan and organise
• Make decisions
• Identify and solve problems
• Create and innovate
• Work in a digital world
Cognitive Verbs
Apply and demonstrate - understanding of concepts
by using them in recreation activities.
Adapt - actively engaged in modifying procedures,
strategies and physical responses for themselves
and others.
Manage - organise and monitor individuals and
groups in recreation activities i.e. using safety and
risk management principles, skills and procedures.
Apply - they demonstrate their understanding of
health promotion strategies by using these in both
personal and group recreation activities.
Use language conventions and features - use
correct grammar, spelling, punctuation, vocabulary,
text types and structures in written, oral and visual
modes to achieve particular purposes.
Sport and Recreation (Applied)
SUBJECT SELECTION BOOKLET 2020 62
Unit 1
Module One
- Water Safety
Module Two
- Speedminton
Unit 2
Module Three
- Sport Specific
Training
Module Four
- Indoor Cricket
Unit 3
Module Five
- Outdoor Education
Module Six
- Archery
Unit 4
Module Seven
- Event Management
Module Eight
- Table Tennis
Examination
(50-150 words per item)
90 mins
Performance
(2-4 mins) skill application
Project
700 words
7 mins
Performance
(2-4 mins) skill application
Examination
(50-250 words per item) 90 mins
Performance
(2-4 mins) skill application
Project
900 words
7 mins
Performance
(2-4 mins) skill application
Sport and Recreation (Applied)
SUBJECT SELECTION BOOKLET 2020 63
The Arts
SUBJECT SELECTION BOOKLET 2020 64
What is this course about?
Using traditional and contemporary texts students
develop an understanding of voice, acting, directing,
playwriting, dramaturgy, improvisation, movement and
staging. This course focuses on creativity and how to
harness and develop one’s creativity in
performance. Students participate in artist in
residency projects; work in a studio context and
within performance.
The units studied in Year 11 and 12 are:
Verbatim and Documentary Storytelling
Gothic and Magical Realism
Absurd and Epic Theatre
Adaptation and Elizabethan Theatre
How will I be assessed?
The course is organised around two principles;
Making and Responding.
Making: Involves the management of a range of
dramatic forms, styles and conventions to plan, create
and present drama. The ‘Forming’ stage may involve
skills such as improvisation, play building, playwriting
and directing; ‘Presenting’ includes the performance
and communication of dramatic action through
realising
Different dramatic forms and styles
The elements of drama and dramatic
conventions in performance
Acting techniques in performance
Responding: students reflect upon live performance,
or DVD’s of stage productions. Through this
reflection, students demonstrate a capacity to analyse,
synthesise and evaluate drama using the elements of
drama and performance styles.
What will I study and what skills will I
learn at a preparatory level in Year 10?
Subject Matter
Acting skills through the teachings of specific
Drama Practitioners
Exploring the works of Shakespeare –
Directorial Vision and Adaptation
Explore the application of Docu-Drama and
Issue Based Drama
Verbatim Theatre
Reading, Development and Performance of
Published texts
Skills
Demonstrate an understanding of Dramatic
languages
Literacy skills
Analyse Dramatic languages
Interpret purpose and text to determine
Dramatic Meaning
Manipulate Dramatic languages to create
Dramatic Action
Evaluate and Justify the use of Dramatic
Languages
Cognitive Verbs
Critical thinking, analytic thinking in responding to
artworks; problem solving, reflecting and evaluating
in making artworks. Creative thinking, generating
and applying new ideas and identifying alternatives
in making artworks. Communication both written
and visual, communication in making and
responding to art works Collaboration and
teamwork, working collaboratively with others in
an art studio environment. Personal and social
skills, recognising and using diverse perspectives in
art theory and practice. Information &
communication technologies (ICT), skills utilising
technology to create and transmit arts works and
recognising digital citizenship and intellectual
property.
Drama (General)
SUBJECT SELECTION BOOKLET 2020 65
Unit 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
Unit 2
Reflect
How is drama
shaped to reflect
lived experience?
• realism, including
Magical Realism,
Australian Gothic
• associated conventions
of styles and texts
Unit 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
Unit 4
Transform
How can you
transform dramatic
practice?
• contemporary
performance
• associated conventions
of styles and texts
• inherited texts as
stimulus
Assessment
Performance
Practice Led
Project – Dramatic
Concept
Assessment
Practice Led
Directorial Pitch
Practice Led
Performance
Examination
Assessment
Summative internal
assessment 1:
Performance (20%)
Summative internal
assessment 2:
Project — dramatic
concept (20%)
Assessment
Summative internal
assessment 3:
Project — practice-led
project (35%)
Summative external
assessment: Examination
(25%)
Drama (General)
SUBJECT SELECTION BOOKLET 2020 66
What is this course about? Film, Television & New Media uses an inquiry learning
model, developing critical thinking skills and creative
capabilities through the exploration of five key
concepts that operate in the contexts of production
and use.
Five key concepts:
Technologies: the study of changing technologies
and their impact and influence on media products;
Representations: the study of the construction of
media texts in particular points of view, bias, value
systems and stereotypes perpetuated by the
media and the impact of this upon society;
Audiences: the study of the role of audience
perceptions and tastes in the making and
reception of a media text;
Institutions: the study of the role of various film,
television and new media institutions in the
creation and distribution of media products;
Languages: the study of the codes and conventions
of film, television and new media texts.
How will I be assessed? The course is organised around two principles;
Making and Responding.
Making:
Project – Students will design, document and create
treatments and storyboards to demonstrate their
understanding and manipulation of filmic languages and
concepts. They will utilise practical skills to film and
edit their written work into genre sequences, trailers
and short films.
Responding:
Students will investigate, explore and analyse moving
image media through the filmic language; appraise and
evaluate these elements to effectiveness in conveying
meaning audiences. Students will also participate in an
extended response in exam conditions.
What technology requirement will I need?
For general and specific subject software
requirements and laptop device specifications, please
refer to the BYOD Information and Procedures
Handbook.
What will I study and what skills will I learn at a
preparatory level in Year 10?
Subject Matter
Technical skills of camera operation, composition,
shot types, angles, camera movement recording of
action and editing
Exploring Australian Television and cinema, the
representations of these and their impact on
audiences
Understand technical, symbolic, genre, narrative
codes and conventions used in the construction of
moving-image media products
Multiplatform media
Creating preproduction documents – such as
treatments and storyboards
Auteur directors and film styles
Institutions that produce media and the
relationships with their audiences
Skills
Demonstrate an understanding of Filmic languages
Literacy skills
Analyse Film languages
Interpret moving-image media to determine
Meaning
Manipulate Film languages to create intended
meanings for an audience
Evaluate and Justify the use of Film Languages
Cognitive Verbs
Critical thinking, analytic thinking in responding to
artworks; problem solving, reflecting and evaluating in
making artworks.
Creative thinking, generating and applying new ideas
and identifying alternatives in making artworks.
Communication both written and visual,
communication in making and responding to art works
Collaboration and teamwork, working collaboratively
with others in an art studio environment.
Personal and social skills, recognising and using diverse
perspectives in art theory and practice.
Information & communication technologies (ICT), skills
utilising technology to create and transmit arts works
and recognising digital citizenship and intellectual
property.
Film, Television and New Media
(General)
SUBJECT SELECTION BOOKLET 2020 67
Unit 1
Foundation
Concept: Technologies
How are tools and
associated processes used
to create meaning?
Concept: Institutions
How are institutional
practices influenced by
social, political and
economic factors?
Concept: Languages
How do signs and symbols,
codes and conventions
create meaning?
Unit 2
Story Forms
Concept: Representations
How do representations
function in story form?
Concept: Audiences
How does the relationship
between story forms and
meaning change in different
contexts?
Concept: Languages
How are media languages
used to construct stories?
Unit 3
Participation
Concept: Technologies
How do technologies
enable or constrain
participation?
Concept: Audiences
How do different contexts
and purposes impact the
participation of individuals
and cultural groups?
Concept: Institutions
How is participation in
institutional practices
influenced by social,
political and economic
factors
Unit 4
Identity
Concept: Technologies
How do media artists
experiment with technical
practices?
Concept: Representations
How do media artists
portray people, places,
events, ideas and
emotions?
Concept: Languages
How do media artists use
signs, symbols, codes and
conventions in
experimental ways to
create meaning?
Assessment
Formative Internal
Assessment –
Extended response:
close analysis of Film
Project
Assessment
Formative Internal
Assessment –
Project: genre
sequence – thriller
Examination
Assessment
Summative internal
assessment 1: Case study
investigation (15%)
Summative internal
assessment 2: Multi-
platform project (25%)
Assessment
Summative internal
assessment 3: Stylistic
project (35%)
Summative external
assessment: Examination
(25%)
Film, Television and New Media (General)
SUBJECT SELECTION BOOKLET 2020 68
What is this course about?
This course develops students’ musicianship, which
brings together knowledge and understanding of
music with the development of inner hearing,
cognition, artistic sensitivity and creativity in all music
activity and thought. This is continually developed and
informed as they work in, through and about music as
composers, musicologists and performers. Students
are exposed to a range of contexts, styles and genres
from Medieval and Renaissance through to 21st
Century video games.
The units studied in Year 11 and 12 are:
Designs
Identities
Innovations
Narratives
How will I be assessed?
The course is organised around two principles;
Making and Responding.
Making: When students make music, they are
informed by their knowledge and experiences as an
audience of art forms. Making in Music involves the
processes of composing and performing.
Responding: When students respond, they are
informed by their knowledge and experiences as an
artist. They analyse, critique and evaluate music and
musical performances.
What technology requirement will I need?
For general and specific subject software
requirements and laptop device specifications.
Please refer to the BYOD Information and Procedures
Handbook
What will I study and what skills will I
learn at a preparatory level in Year 10? Subject Matter
Practical performance skills
Australian music from the First Australians to
21st Century stars.
Explore TV themes and music
Composition using voice, instruments and
technology
Skills
Demonstrate technical performance skills
Literacy skills
Analyse and interpret music
Apply compositional devices to realise and
resolve musical ideas
Evaluate and justify the use of musical elements
and concepts
Cognitive Verbs
Critical thinking, analytic thinking in responding to
artworks; problem solving, reflecting and evaluating
in making artworks. Creative thinking, generating
and applying new ideas and identifying alternatives
in making artworks. Communication both written
and visual, communication in making and
responding to art works Collaboration and
teamwork, working collaboratively with others in
an art studio environment. Personal and social
skills, recognising and using diverse perspectives in
art theory and practice. Information &
communication technologies (ICT), skills utilising
technology to create and transmit arts works and
recognising digital citizenship and intellectual
property.
Music (General)
SUBJECT SELECTION BOOKLET 2020 69
Unit 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?
Unit 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?
Unit 3
Innovations
Through inquiry
learning, the following is
explored:
How do musicians
incorporate innovative
music practices to
communicate meaning
when performing and
composing?
Unit 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?
Assessment Formative internal
assessment/s
Performance
Composition
Assessment
Formative internal
assessment/s
Integrated project
Exam
Assessment
Summative internal
assessment 1:
Performance (20%)
Summative internal
assessment 2:
Composition (20%)
Assessment
Summative internal
assessment 3:
Integrated project (35%)
Summative external
assessment:
Examination (25%)
Music (General)
SUBJECT SELECTION BOOKLET 2020 70
What is this course about?
The Visual Art course provides not only for the students who have ambitions for an art or design related career,
but also develops students’ investigative and thinking skills which contributes to their ability to participate in
creative processes, problem solving and metacognition.
The course of study is organised around the inquiry learning model, with increasing independence, students
move from diversification in Year 11 to specialisation in Year 12. Students will experiment with and explore a
wide range of media in order to solve conceptual problems and communicate individual interpretations of
concepts, through focuses.
How will I be assessed?
The course is organised around two principles; Making and Responding.
Making: Involves students making artworks. They are informed by their knowledge and experiences as an
audience of art forms. Responding: When students respond, they are
informed by their knowledge and experiences as both artist and audience.
The objectives recognise that when students work as artist and audience, making involves work in the art
form, while responding involves work about the art form.
What technology requirements will I need?
In order to utilise the industry standard specialist digital equipment and software provided as part of the subject
levy, student will require: a laptop capable of running Adobe Creative Cloud software; an SD card; and a USB.
As well as the utilising the Microsoft office suite of
software, students will use various programs in the Adobe Creative Cloud suite (e.g. Photoshop). This
software is provided free to students as part of the resource scheme.
For general and specific subject software requirements
and laptop device specifications, please refer to the BYOD Information and Procedures Handbook
What will I study and what skills will I
learn at a preparatory level in Year 10? Subject Matter
Core learning in Visual Art units is organised in the
inquiry learning processes of developing, researching,
reflecting and resolving.
developing - how do artists generate solutions to
visual problems?
researching - how do artists react to stimulus?
reflecting - how do artists consider ideas and
information, media techniques and processes?
resolving - how do artists communicate individual
ideas as visual, written or spoken responses?
Media areas include, but are not restricted to, the
list below:
2D media 3D objects Time-based
media
• collage
• drawing
• painting
• photography
• printmaking
• ceramics
• fibre art
• installation
• sculpture
• wearable art
• electronic imaging
• film and animation
• sound art
• performance art
Skills
Making skills:
Creating meaning and communicating concepts
through visual language
Solving visual problems in making artworks
Experimenting and exploiting materials, processes,
techniques and technologies
Responding skills
Evaluating, Interpreting and Analysing artworks
Constructing informed conclusions
Justifying viewpoints
Cognitive Verbs
Critical thinking, analytic thinking in responding to
artworks; problem solving, reflecting and evaluating in
making artworks.
Creative thinking, generating and applying new ideas and
identifying alternatives in making artworks.
Communication both written and visual, communication
in making and responding to art works
Collaboration and teamwork, working collaboratively
with others in an art studio environment.
Personal and social skills, recognising and using diverse
perspectives in art theory and practice.
Information & communication technologies (ICT), skills
utilising technology to create and transmit arts works and
recognising digital citizenship and intellectual property.
Visual Arts (General)
SUBJECT SELECTION BOOKLET 2020 71
Unit 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
Unit 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
Unit 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
Unit 4
Art as alternate
Through inquiry learning,
the following are explored:
•Concept: evolving
alternate representations
and meaning
•Contexts: contemporary
an d personal, cultural
and/or formal
•Focus: continued
exploration of Unit 3
student-directed focus
•Media: student-directed
Assessment
Formative internal
assessments
Investigation
Project
Assessment
Formative internal
assessments
Project
Exam
Assessment
Summative internal
assessment 1:
Investigation — inquiry
phase 1 (15%)
Summative internal
assessment 2:
Project — inquiry
phase 2 (25%)
Assessment
Summative internal
assessment 3:
Project — inquiry phase 3
(35%)
Summative external
assessment:
Examination (25%)
Visual Arts (General)
SUBJECT SELECTION BOOKLET 2020 72
What is this course about?
This course provides students with an opportunity to
experience the role of Art in industry and the
community. The subject focusses on students engaging
in art-making processes and making visual artworks
for a purpose. Students explore art media, styles, and
techniques in areas such as Drawing, Painting,
Printmaking, Ceramics, Design (including graphic
design, murals and merchandising) and Digital Media.
Students may have the opportunity to be mentored by
visiting artists, have real life industry experiences and
be involved in community arts projects such as t-shirt
screen-printing, face painting and airbrushing.
How will I be assessed?
With an emphasis on applied learning and community
connections, assessment is mainly focussed on
student’s practical tasks.
Assessment includes:
Product (the artwork itself is assessed)
Project (the artwork is assessed along with
records of the process and reflections on the
outcome and the processes)
Students will be assessed against three criteria:
Knowing and understanding;
Applying and Analysing
Evaluating; and Creating.
To successfully complete this course, the student
will require a laptop, SD card and USB.
What technology requirements will I need?
As well as the utilising the Microsoft office suite of
software, students will use various programs in the
Adobe Creative Cloud suite (e.g. Photoshop). This
software is provided free to students as part of the
resource scheme.
For general and specific subject software
requirements and laptop device specifications
Please refer to the BYOD Information and Procedures
Handbook
What will I study and what skills will I learn at a preparatory level in Year 10?
Subject Matter In year 10 you will study:
A ‘House Spirit’ unit covering community arts
including
o Face Painting
o Screen printed House t shirts
o House paraphernalia
A ‘Surreal Ceramics’ unit cover traditional
media and concepts including
o Clay work
o Sculptural installation
Skills
Art Skills
Specific skills related to the media area (i.e.
screen-printing techniques, ceramic
techniques…)
Reflecting on artwork and evaluating art-
making processes
Display and curatorial skills
Skills for Work
Communicate for work
Connect and work with others
Recognise and utilise diverse perspectives
Plan and organise
Make decisions
Identify and solve problems
Create and innovate Work in a digital world
Cognitive Verbs
Collaboration and teamwork, working
collaboratively with others in community projects.
Information & communication technologies (ICT),
skills utilising technology to create digital artworks
and document art making processes and projects.
Creative thinking, generating and applying new
ideas and identifying alternatives in making
artworks.
Communication communicating through visual
artworks and about projects undertaken.
Personal and social skills, working together with
peers, “clients” and the community.
Visual Arts in Practice (Applied)
SUBJECT SELECTION BOOKLET 2020 73
What are the Units of work I will study in Year 11 & 12?
Module 1
Painting Pop
Culture
Traditional Media:
Painting
Module 2
“Something new
under the Sun”
Public Art: Sculpture
Module 3
“Public Showcase”
Traditional media:
painting
Module 4
“Figure it out”
Digital Art: digital
figure drawing
Assessment
Product: Pop Art
portrait painting
Assessment
Project: Public
sculpture for a
school / community
space
Assessment
• Extended
Response Folio
Assessment
Project: Digital
drawing folio
Module 5
“Leave your Mark”
Public Art Proposal
Module 6
“For Posterity”
Design: Graphic
design
Module 7
“On the Wall”
Public Art: Mural
painting
Module 8
“Art Every-wear”
Traditional media:
mixed media
drawing and painting
Assessment
Project: Folio Public
Art Proposal
Assessment
Project: Design of
college yearbook
cover and/or
advertising
Assessment
Project: Community
Mural
Assessment
Product:
Merchandising T-shirt/clothing
article for a music
festival
Visual Arts in Practice (Applied)
SUBJECT SELECTION BOOKLET 2020 74
Technologies
SUBJECT SELECTION BOOKLET 2020 75
What is this course about?
The subject Design focuses on the application of
design thinking to envisage creative products, services
and environments in response to human needs, wants
and opportunities through the design process and
creation of prototypes.
Designing is a complex and sophisticated form of
problem solving that uses divergent and convergent
thinking strategies that can be practised and improved.
The units studied in Year 11 and 12 are:
Design in Practice
Commercial Design
Human-centred Design
Sustainable Design
What technology and resource requirements
will I need?
For general and specific subject software
requirements and laptop device specifications, please
refer to the Digital Devices Information and Procedures
Handbook. Other resources will be listed in the
subject specific Booklist.
What will I study and what skills will I learn
at a preparatory level in Year 10?
Subject Matter
Actively engage in problem-based learning to
create new environmentally responsible
solutions
Use and apply the subject specific design
process
ICT skills in a range of software programs
Drawing to represent design concepts
Ideation to Prototyping
Students will present ideas as a spoken pitch to
clients
Skills
Critical thinking
Creative thinking
Communication – visual and written
Collaboration & teamwork
Personal & social skills
ICT skills
Ideation sketching
Design process
Drawing and representing ideas visually
Public speaking/presenting
Cognitive Verbs
Represent – portray in a non-linguistic form to
comprehend knowledge
Evaluate – make an appraisal by weighing up or
assessing strengths, implications or limitations
Synthesise – combine different parts or elements,
into a whole, to create new understanding
Design (General)
SUBJECT SELECTION BOOKLET 2020 76
Unit 1
Design in Practice
Experiencing design
Design process
Design styles
Unit 2
Commercial Design
Explore client needs
and wants
Develop collaborative
design
Unit 3
Human-centred
Design
Design with
empathy
Unit 4
Sustainable Design
Explore sustainable
design opportunities
Develop - redesign
Assessment
Internal Formative
Assessment
1) Exam – 15%
2) Project 35%
Assessment
Internal Formative
Assessment
1) Exam – 25% Design Challenge
2) Project 25%
Assessment
Internal
Summative
Assessment
IA1: Exam – Design
Challenge (15%)
IA2: Project (35%)
Assessment
Internal Summative
Assessment
IA3: Project (25%)
External Summative
Assessment
Exam – Design Challenge
(25%)
Design (General)
SUBJECT SELECTION BOOKLET 2020 77
What is this course about?
The subject Digital Solutions engages students in
problem-based learning that enables them to learn
about algorithms, computer languages and user
interfaces through generating digital solutions and
evaluating impacts, components and solutions.
Digital Solutions uses a problem solving process,
which moves through a number of phases requiring
students to explore problems, develop ideas, generate
components and digital solutions and evaluate these as
well as personal, social and economic impacts.
The units studied in Year 11 and 12 are:
Creating with Code
Application Data Solutions
Digital Innovation
Digital Impacts
What technology and resource requirements
will I need?
For general and specific subject software
requirements and laptop device specifications, please
refer to the Digital Devices Information and Procedures
Handbook. Resource list requirements are listed on
subject specific Booklist.
What will I study and what skills will I
learn at a preparatory level in Year 10? Subject Matter
Create with code to develop digital solutions
using programming languages such as HTML
and Python
Explore and engage with real world problems
in web and mobile applications, interactive
media and intelligent systems through
problem-based learning
Generate data structures, pseudocode,
interfaces and program modules for
communication and programming
requirements
Skills
Apply computational thinking processes
Generate and refine ideas
Expressing and developing ideas
Critical and creative thinking
Collaboration & teamwork
Design process Cognitive Verbs
Analysis – Examines different perspectives on
complex issues within and between texts
Judging/Evaluating - applying both procedural and
deliberative operations to make a determination
Justify - Providing sound reasons or evidence to
support a statement
Synthesising – Assembling a system, theory,
communication, plan, set of operation into a
coherent, unique and/or complex entity
Digital Solutions (General)
SUBJECT SELECTION BOOKLET 2020 78
Unit 1
Creating with Code
Understanding digital
problems
User experiences
interfaces
Algorithms and
programming
Programmed solutions
Unit 2
Application Data Solutions
Data-driven
problems and
solution
requirements
Data and
programming
techniques
Prototype data
solutions
Unit 3
Digital Innovation
Interactions
between users, data
and digital solutions
Real-world problem
and solution
requirements
Innovative digital
solutions
Unit 4
Digital Impacts
Digital Methods for
exchanging data
Complex digital data
exchange problems
and solution
requirements
Prototype digital
data exchanges
Assessment
Internal Formative
Assessment
1) Project
Assessment
Internal Formative
Assessment
1) Project – group
design challenge
Assessment
Internal Summative
Assessment
IA1: Investigation –
Technical Proposal
(20%)
IA2: Project – Digital
Solution (30%)
Assessment
Internal Summative
Assessment
IA3: Project – Folio
(25%)
External Summative
Assessment
Exam - (25%)
Digital Solutions (General)
SUBJECT SELECTION BOOKLET 2020 79
What is this course about?
The subject Industrial Technology Skills teaches the
theory, practices and skills development related to
Aerospace Industries. It provides an unique
opportunity for students to experience the challenge
and personal satisfaction of undertaking practical work
while developing beneficial vocational and life skills.
A course of study in Industrial Technology Skills can
established a basis for further education and
employment in manufacturing industries. By doing
manufacturing tasks, students develop transferable
skills relevant to a range of industries and future
employment opportunities.
The core topics studied in Year 11 and 12 are:
Industrial practices: manufacturing enterprises,
workplace health & safety, personal &
interpersonal skills, product quality
Production processes: specifications, tools,
materials
Industry electives studied in Year 11 and 12
are:
Aero skills: aero skills mechanical, aero skills
structures
Industrial Graphics: engineering drafting
Automotive mechanical
Automotive electrical
What technology and resource requirements
will I need?
For general and specific subject software
requirements and laptop device specifications, please
refer to the Digital Devices Information and Procedures
Handbook. Other resources will be listed in the
subject specific Booklist.
What will I study and what skills will I learn at a preparatory level in Year 10?
Subject Matter
Construction of an aerospace product to a flight worthy standard
Creation of engineering drawings
Practices and knowledge of aerospace industry
Skills
Fault diagnosis, repair and modification of aircraft components
Inspection, testing, repair and modification of metal, composite, wooden and fabric aircraft structures
Making or repairing individual pieces of furniture
Drafting sketches, working drawings and 3D representations that enable built environment structures and the manufacture of mostly metal products
Producing technical drawings
Manufacture using plastic
Teamwork Cognitive Verbs
Analysis – Examining the parts of something in detail
and showing the relationship of the parts to each
other.
Interpreting - Makes reasoned inferences based on
implicit and explicit information.
Synthesis - Assembling components into a coherent,
unique and/or complex product which can be a
system, theory
Industrial Technology Skills (Applied)
SUBJECT SELECTION BOOKLET 2020 80
What is this course about?
The subject Information Communication Technology
(ICT) is concerned with skills in applying knowledge of
ICT to produce solutions to simulated problems
referenced to business, industry, government,
education and leisure contexts. To achieve this,
students develop knowledge, understanding and skills
across multiple platforms and operating systems. They
develop as ethical and responsible users and advocates
of ICT, with an awareness of social, environmental
and legal impacts of their actions.
The units studied in Year 11 and 12 incorporate:
Hardware, software and ICT in Society
Website production
Network fundamentals
Document production
Audio and visual production
What technology and resource requirements
will I need?
For general and specific subject software
requirements and laptop device specifications, please
refer to the Digital Devices Information and Procedures
Handbook. Other resources will be listed in the
subject specific Booklist.
Please Note: This subject is incompatible
to study with Certificate II in Information,
Digital Media and Technology
What will I study and what skills will I
learn at a preparatory level in Year 10? Subject Matter
Problem-solving process
Computational thinking
Website design
Audio and visual production
Document development to enhance
communication
Produce solutions to technical problems using
networks
Skills
Communication for work environments
Design, produce and maintain website
Problem-solving to produce solutions
Working with roles, rights and protocols
Design and produce using audio and visual
Manipulate digital creations
Cognitive Verbs
Analysis – Examines different perspectives on
complex issues within and between texts
Interpreting – Makes reasoned inferences based on
implicit and explicit information
Justify – Providing sound reasons or evidence to
support a statement
Information and Communication Technology
(Applied)
SUBJECT SELECTION BOOKLET 2020 81
Chinese
SUBJECT SELECTION BOOKLET 2020 82
What is this course about?
Chinese is a course of study consisting of four units.
Subject matter, learning experiences and assessment
increase in complexity from Units 1 and 2 to Units 3
and 4 as students develop greater independence as
learners.
The units studied in Year 11 and 12 are:
My world
Exploring our world
Our society
My future
What technology requirement will I need?
For general and specific subject software
requirements and laptop device specifications, please
refer to the BYOD Information and Procedures
Handbook.
What will I study and what skills will I
learn at a preparatory level in Year 10? Students will study four units to develop
foundational reading, listening, writing and
speaking skills in Chinese.
The units studied in Year 10 are:
What is the best job in the world?
What is advertising?
What is environmental conservation?
What are our global connections?
Skills
Using spoken and written Chinese to
sustain extended interactions in a range of
contexts
Use sentence structures, conjunctions,
rhetorical questions, quotes and idioms in
spoken and written Chinese
Speaking with attention to pronunciation
and tone
Identifying key ideas and compare
information from reading and listening
Understanding and communicating the
language of numeracy in Chinese
Cognitive Verbs
Analyse
Compare
Explain
Translate
Exchange
Create
Reflect
Chinese (General)
SUBJECT SELECTION BOOKLET 2020 83
Unit 1
My world
Family/carers and
friends
Lifestyle and leisure
Education
Unit 2
Exploring our
world
Travel
Technology and
media
The contribution of
Chinese culture to
the world
Unit 3
Our society
Roles and
relationships
Socialising and
connecting with my
peers
Individuals in society
Unit 4
My future
Finishing secondary
school, plans and
reflections
Responsibilities and
moving on
Assessment
Formative Internal
Assessment/s
1) Exam - Combination
Response
Assessment
Formative Internal
Assessment/s
Assessment
Summative internal
Assessment
IA1: Examination –
short response (15%)
IA2: Examination–
combination response
(30%)
Assessment
Summative Internal
Assessment 3:
IA3: Extended response
(30%)
Summative External
Assessment:
Examination - Combination
Response (25%)
Chinese (General)
SUBJECT SELECTION BOOKLET 2020 84
Vocational Education and Training
The following information is correct at time of publication
SUBJECT SELECTION BOOKLET 2020 85
Registered Training Organisation: Calamvale
Community College (RTO Code: 31155)
What is this course about?
The Certificate II in Information, Digital Media and
Technology course provides general computing and
employment skills that enable participation in an
information technology environment in any industry.
How will I be assessed?
This is a competency based course where students
will need to demonstrate that they are competent in
the fourteen units covered. Competencies will be
demonstrated through folios of work, written
questions, case studies, teacher questioning, quizzes,
simulations and teacher observation. Students will
have multiple opportunities to demonstrate
competency in the unit.
What technology and resources requirement
will I need?
Students must bring their own laptop to school for
this course. Approved students may also apply for a
school loan laptop. Students will also need a 16GB
flash drive, an external mouse is recommended.
For general and specific subject software
requirements and laptop device specifications, please
refer to the BYOD Information and Procedures
Handbook.
Please Note: This subject is incompatible to
study with Information and Communication
Technology
ICT20115 Certificate II in Information, Digital
Media and Technology
Competencies
UNIT CODE UNIT TITLE
BSBWHS201
Core
Contribute to health and safety of
self and others.
BSBSUS201
Core
Participate in environmentally
sustainable work practices
ICTICT201
Core
Use computer operating systems
and hardware
ICTICT202
Core
Work and communicate effectively
in an ICT environment
ICTICT203
Core
Operate application software
packages
ICTICT204
Core
Operate a digital media technology
package
ICTWEB201
Core
Use social media tools for
collaboration and engagement
ICTICT205
Elective
Design basic organisational
documents using computing
packages
ICTICT207
Elective
Integrate commercial computing
packages
ICTICT209
Elective
Interact with ICT clients
ICTICT210
Elective
Operate database applications
ICTSAS205
Elective
Maintain ICT system integrity
ICTSAS206
Elective
Detect and protect from spam and
destructive software
CUADIG303
Elective
Produce and prepare photo images
Employability Skills
Communication
Teamwork
Problem-solving
Initiative and enterprise
Planning and organising
Self-management
Learning
Technology
ICT20115 - Certificate II in Information,
Digital Media and Technology
SUBJECT SELECTION BOOKLET 2020 86
Registered Training Organisation: Calamvale
Community College (RTO Code: 31155)
What is this course about?
This qualification reflects the role of individuals who
perform a range of mainly routine tasks using limited
practical skills and fundamental operational knowledge
in a defined context, working under direct
supervision. This course has been designed to assist
students to develop confidence in a range of tourism
and office administration contexts.
How will I be assessed?
This is a competency based course where students
will need to demonstrate that they are competent in
the fourteen units covered. Competencies will be
demonstrated through folios of work, written
questions, case studies, teacher questioning, quizzes,
simulations and teacher observation. Students will
have multiple opportunities to demonstrate
competency in the unit.
What technology and resources requirement
will I need?
Students must bring their own laptop to school for
this course. Approved students may also apply for a
school loan laptop. Students will also need a 16GB
flash drive, an external mouse is recommended.
For general and specific subject software
requirements and laptop device specifications, please
refer to the BYOD Information and Procedures
Handbook.
BSB20115 Certificate II Business
Competencies
UNIT CODE UNIT TITLE
BSBCMM201
Elective
Communicate in the workplace
BSBCUS201
Elective
Deliver a service to customers
BSBIND201
Elective
Work effectively in a business
environment
BSBINM201
Elective
Process and maintain workplace
information
BSBINN201
Elective
Contribute to workplace
innovation
BSBITU211
Elective
Produce digital text documents
BSBITU212
Elective
Create and use spreadsheets
BSBITU213
Elective
Use digital technologies to
communicate remotely
BSBWHS201
Core
Contribute to health and safety of
self and others
BSBSUS201
Elective
Participate in environmentally
sustainable work practices
BSBWOR202
Elective
Organise and complete daily
work activities
BSBWOR203
Elective
Work effectively with others
BSBWOR204
Elective
Use business technology
Employability Skills
Communication
Teamwork
Problem-solving
Initiative and enterprise
Planning and organising
Self-management
Learning
Technology
Dual Certificate: BSB20115 Certificate II in Business
and SIT20116 Certificate II in Tourism
SUBJECT SELECTION BOOKLET 2020 87
Registered Training Organisation: Calamvale
Community College (RTO Code: 31155)
What is this course about?
This qualification reflects the role of individuals who
perform a range of mainly routine tasks using limited
practical skills and fundamental operational knowledge
in a defined context, working under direct
supervision. This course has been designed to assist
students to develop confidence in a range of tourism
and office administration contexts.
How will I be assessed?
This is a competency based course where students
will need to demonstrate that they are competent in
the fourteen units covered. Competencies will be
demonstrated through folios of work, written
questions, case studies, teacher questioning, quizzes,
simulations and teacher observation. Students will
have multiple opportunities to demonstrate
competency in the unit.
What technology and resources requirement
will I need?
Students must bring their own laptop to school for
this course. Approved students may also apply for a
school loan laptop. Students will also need a 16GB
flash drive, an external mouse is recommended.
For general and specific subject software
requirements and laptop device specifications, please
refer to the BYOD Information and Procedures
Handbook.
SIT20116 Certificate II in Tourism
Competencies
UNIT CODE UNIT TITLE
SITTIND001
Core
Source and use information on
the tourism and travel industry
SITXCCS003
Core
Interact with customers
SITXCOM002
Core
Show social and cultural
sensitivity
SITXWHS001
Core
Participate in safe work practices
BSBCMM201
Elective
Communicate in the workplace
BSBSUS201
Elective
Participate in environmentally
sustainable work practices
BSBWOR203
Elective
Work effectively with others
SITXCOM001
Elective
Source and present information
SITXCOM003
Elective
Provide a briefing or scripted
commentary
BSBITU211
Other
Produce digital text documents
BSBITU212
Other
Create and use spreadsheets
Employability Skills
Communication
Teamwork
Problem-solving
Initiative and enterprise
Planning and organising
Self-management
Learning
Technology
Dual Certificate: BSB20115 Certificate II in Business
and SIT20116 Certificate II in Tourism
SUBJECT SELECTION BOOKLET 2020 88
SIT20416 - Certificate II in Kitchen Operations
SUBJECT SELECTION BOOKLET 2020 89
SIT20316 – Certificate II in Hospitality
SUBJECT SELECTION BOOKLET 2020 90
SIT30616 - Certificate III in Hospitality
SUBJECT SELECTION BOOKLET 2020 91
Entry Qualification: BSB20115 CERTIFICATE II IN BUSINESS
CODE TITLE CORE / ELECTIVE
FNSACC313 Perform financial calculations ELECTIVE
BSBITU212 Create and use spreadsheets ELECTIVE (L1)
FNSFLT301 Be MoneySmart ELECTIVE
BSBWHS201 Contribute to health and safety of self and others CORE
BSBSUS201 Participate in environmentally sustainable work practices ELECTIVE (L2)
BSBINM201 Process and maintain workplace information ELECTIVE (L3)
BSBCMM201 Communicate in the workplace ELECTIVE (L4)
BSBITU213 Use digital technologies to communicate remotely ELECTIVE (L5)
BSBITU211 Produce digital text documents ELECTIVE (L6)
BSBWOR203 Work effectively with others ELECTIVE (L7)
BSBIND201 Work effectively in a business environment ELECTIVE (L8)
BSBWOR202 Organise and complete daily work activities ELECTIVE (L9)
BSB30115 CERTIFICATE III IN BUSINESS
CODE TITLE CORE / ELECTIVE
BSBWHS302 Apply knowledge of WHS legislation in the workplace CORE
BSBFLM312 Contribute to team effectiveness ELECTIVE (L1)
BSBWOR301 Organise personal work priorities and development ELECTIVE (L2)
BSBITU314 Design and produce spreadsheets ELECTIVE (L3)
BSBITU312 Create electronic presentations ELECTIVE (L4)
BSBPRO301 Recommend products and services ELECTIVE (L5)
BSBCUS301 Deliver and monitor a service to customers ELECTIVE (L6)
BSBWRT301 Write simple documents ELECTIVE (L7)
BSBITU306 Design and produce business documents ELECTIVE (L8)
BSBLED301 Undertake eLearning ELECTIVE
FNSFLT401 Be MoneySmart through a career in small business ELECTIVE
PLUS
FNSFLT205 Develop knowledge of the Australian financial system and markets ELECTIVE
or
ICTWEB201 Use social media tools for collaboration and engagement ELECTIVE
* Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to
current industry practices is at its optimum.BE ANSWERED TO COMPLETE THIS ASSESSMENT
IMPORTANT
Program Disclosure
Statement (PDS)
This document is to be read in conjunction with Binnacle Training's Program
Disclosure Statement (PDS). The PDS sets out the services and training
products Binnacle Training provides and those services carried out by the
'Partner School' (i.e. the delivery of training and assessment services).
To access Binnacle's PDS, visit:
http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.
BSB30115
Certificate III in Business
SUBJECT SELECTION BOOKLET 2020 92
IMPORTANT
PROGRAM DISCLOSURE STATEMENT
(PDS)
This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' ( i.e. the delivery of training and assessment services).
To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.
REGISTERED TRAINING ORGANISATION Binnacle Training (RTO Code: 31319)
Subject Type Vocational Education and Training
Nationally Recognised Qualifications
BSB30115 CERTIFICATE III IN BUSINESS
PLUS entry qualification: BSB20115 Certificate II in Business
Course Length 3 years
Reasons to Study the Subject
Binnacle’s Certificate III in Business ‘Business in Schools’ program is offered as a senior subject where students learn what it takes to become a Business
Professional. Students achieve skills in leadership, innovation, customer service, personal management and financial literacy – incorporating the
delivery of a range of projects and services within their school community. Micro business opportunities are also explored.
QCE Credits: Successful completion of the Certificate III in Business contributes a maximum of eight (8) credits towards a student’s QCE. A maximum
of eight credits from the same training package can contribute to a QCE.
Graduates will be able to use their Certificate III in Business
as an entry level qualification into the Business Services Industries (e.g. customer service adviser, duty manager, administration officer);
to pursue further tertiary pathways (e.g. Certificate IV, Diploma or Bachelor of Business); and
to improve their chances of gaining tertiary entrance.
ENTRY REQUIREMENTS
Students must have a passion for and/or interest in working the Business Services industry and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and
Bachelor of Business). They must have good quality written and spoken communication skills and enthusiasm / motivation to participate in a range of projects.
SUBJECT SELECTION BOOKLET 2020 93
Topics of Study / Learning Experiences
TERM 1 TERM 2 TERM 3 TERM 4
Introduction to the Business Services and Travel/Tourism Industries
Personal Management (Organising Daily Work Activities)
Working Effectively in a Business Environment
Workplace Health and Safety
Environmental Sustainability
Process and Maintain Workplace Information
Workplace Communication
Using Digital Technologies
Perform Financial Calculations
Create and Use Spreadsheets
Financial Literacy – Be MoneySmart
Finalisation of qualification: BSB20115 Certificate II in Business
TERM 5 TERM 6 TERM 7 TERM 8
Introduction to the Business Services and Travel/Tourism Industries
eLearning
Personal Work Priorities
Contribute to Team Effectiveness
Workplace Health and Safety Design and Produce Spreadsheets
Be MoneySmart through a career in small business
TERM 9a (Elective A) TERM 9b (Elective B) TERM 10 TERM 11
Knowledge of the Australian Financial System
Social Media Tools Create Electronic Presentations
Provide a Service to a Customer Group
Report on Service Delivery
Plan and develop business documents
Plan, draft and finalise promotional material
Finalisation of qualification: BSB30115 Certificate III in Business
OR
SUBJECT SELECTION BOOKLET 2020 94
Learning and Assessment
Learning experiences will be achieved by students working alongside an experienced Business Teacher (Program Deliverer) – incorporating
delivery of a range of projects and services within their school community. This includes participation in R U OK? Mental Health Awareness Week
– Team Project and a Major Project where students design and plan for a new product or service.
A range of teaching/learning strategies will be used to deliver the competencies. These include:
Practical tasks / experience
Hands-on activities involving customer service
Group projects
e-Learning projects
Evidence contributing towards competency will be collected throughout the program. This process allows a student’s competency to be
assessed in a holistic approach that integrates a range of competencies.
NOTE: From time to time, project delivery may require a mandatory ‘outside subject’ component (e.g. before or after school).
Pathways
The Certificate III in Business will be used by students seeking to enter the Business Services industries and/or pursuing further tertiary pathways
(e.g. Certificate IV, Diploma and Bachelor of Business). For example:
Business Owner
Business Manager
Customer Service Manager
Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards
their ATAR. For further information please visit https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar
Cost
$180.00 = Binnacle Training Fee – Certificate II entry qualification
$30.00 = Binnacle Training Fee – Certificate III (Upgrade from entry qualification)
{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct business activities.
{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct business activities.
Final cost and notification of these excursions will be included in the permission letter which will be distributed closer to the excursion date.
All texts and reprographics are provided by the school.
For further information, contact the Head of Program VET, Alison Jordan [email protected]
SUBJECT SELECTION BOOKLET 2020 95
SIS30315 CERTIFICATE III IN FITNESS PLUS entry qualification: SIS20115 Certificate II in Sport and Recreation
UNIT CODE UNIT TITLE SIS20115 Cert II Sport
SIS30315 Cert III Fitness
HLTWHS001 Participate in workplace health and safety Core E (Gym)
BSBRSK401 Identify risk and apply risk management processes E E (Gym)
BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control E
SISXEMR001 Respond to emergency situations Core E
SISXCAI002 Assist with activity sessions Core
BSBWOR202 Organise and complete daily work activities Core
SISXCCS001 Provide quality service Core Core
SISXIND001 Work effectively in sport, fitness and recreation environments Core Core
SISXIND002 Maintain sport, fitness and recreation industry knowledge Core E
FSKLRG11 Use routine strategies for work-related learning E (General)
FSKDIG03 Use digital technology for routine workplace tasks E (General)
SISSSCO101 Develop and update knowledge of coaching practices E
HLTAID003 Provide first aid Core E (Gym)
SISXFAC001 Maintain equipment for activities Core
SISFFIT011 Instruct approved community fitness programs E (General)
SISFFIT001 Provide health screening and fitness orientation Core
SISFFIT003 Instruct fitness programs Core
SISFFIT004 Incorporate anatomy and physiology principles into fitness programming Core
SISFFIT006 Conduct fitness appraisals E (Gym)
SISFFIT002 Recognise and apply exercise considerations for specific populations Core
SISFFIT005 Provide healthy eating information Core
SISFFIT014 Instruct exercise to older clients Core
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
IMPORTANT
Program Disclosure
Statement (PDS)
This document is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS).
The PDS sets out the services and training products Binnacle Training provides and those services carried
out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's
PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.
SIS30315 Certificate III in Fitness
SUBJECT SELECTION BOOKLET 2020 96
IMPORTANT
PROGRAM DISCLOSURE STATEMENT
(PDS)
This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i .e. the delivery of training and assessment se rvices).
To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files ’.
REGISTERED TRAINING ORGANISATION Binnacle Training (RTO Code: 31319)
Subject Type Vocational Education and Training (VET) Qualification
Nationally Recognised
Qualifications
SIS30315 Certificate III in Fitness
PLUS entry qualification: SIS20115 Certificate II in Sport and Recreation
Course Length 3 years
Reasons to Study the Subject
Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students deliver a range of fitness
programs and services to clients within their school community. Graduates will be competent in a range of essential skills – such as
undertaking client health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor and
outdoor fitness settings, including with older adult clients.
QCE Credits: Successful completion of the Certificate III in Fitness contributes a maximum of eight (8) credits towards a student’s QCE. A
maximum of eight credits from the same training package can contribute to a QCE.
This program also includes the following:
First Aid qualification and CPR certificate; plus coaching accreditation.
A range of career pathway options including direct pathway into Certificate IV in Fitness (Personal Trainer).
ENTRY REQUIREMENTS
Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They must have good quality written and spoken communication
skills and an enthusiasm / motivation to participate in physical activity sessions.
Each student must obtain a (free) ‘Working with Children’ Student Blue Card (application to be completed as part of the enrolment process). A student’s official enrolment is
unable to be finalised until their Student Blue Card has been issued.
SUBJECT SELECTION BOOKLET 2020 97
Topics of Study /
Learning Experiences
TERM 1 TERM 2 TERM 3 TERM 4
The Sport, Fitness and Recreation Industry
Responding to Emergency Situations
Developing Officiating Practices
Work Health and Safety in Sport & Fitness
Customer Service in the Sport Industry
Officiating and Conducting Modified Games for a Sport
Work Effectively in the Sport, Fitness and Recreation Industry
First Aid and CPR certificate
Assist with Planning and Conducing Sport Programs
Developing Coaching Practices
Assist with Planning and Conducing Sport Programs
Using and Maintaining Sport & Fitness Equipment
Use Social Media Tools
Assist with Coaching Activities
Finalisation of qualification: SIS20115
Certificate II in Sport and Recreation
TERM 5 TERM 6 TERM 7 TERM 8
The Fitness Industry
Introduction to Anatomy and Physiology
Conducting Health Assessments
Work Health and Safety in Fitness
Delivering Community Fitness Programs
First Aid and/or CPR certificate
Customer Service in the Fitness Industry
Conducting Group Fitness Sessions
Anatomy and Physiology – Musculoskeletal and Cardiovascular Systems
Learning Gym Exercises
Fitness Programming and Instruction
Work Effectively in the Sport, Fitness and Recreation Industry
TERM 9 TERM 10 TERM 11 TERM 12
Anatomy and Physiology – Digestive System and Energy Systems
Nutrition – Providing Healthy Eating Information
Training Older Clients Training Other Specific Population Clients
First Aid and/or CPR certificate
Finalisation of qualification: SIS30315
Certificate III in Fitness
SUBJECT SELECTION BOOKLET 2020 98
Learning and Assessment
Program delivery will combine both class-based tasks and practical components in a real gym environment at the school. This involves the delivery of a
range of fitness programs to clients within the school community (students, teachers, and staff).
A range of teaching/learning strategies will be used to deliver the competencies. These include:
Practical tasks
Hands-on activities involving participants/clients
Group work
Practical experience within the school sporting programs and fitness facility
Log Book of practical experience
Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a
holistic approach that integrates a range of competencies.
NOTE: This program involves a mandatory ‘outside subject’ weekly component in Year 12 as follows:
TERM 9, 10 or 11: 60 minutes per week across a minimum of 5 consecutive weeks – delivering fitness programs and services to an adult client, undertaken at the school gym or an alternate fitness facility sourced by the school.
TERM 10: A minimum of one session (60 minutes) – delivering a gentle exercise session to an older adult client (age 50+), undertaken at the school gym or an alternate fitness facility sourced by the school.
All other practical experiences have been timetabled within class time. Students will keep a Log Book of these practical experiences (minimum 40
hours).
Pathways
The Certificate III in Fitness will predominantly be used by students seeking to enter the fitness industry and/or as an alternative entry into University.
For example:
Exercise Physiologist
Teacher – Physical Education
Sport Scientist
Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their
ATAR. For further information please visit https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar
Students may also choose to continue their study by completing the Certificate IV in Fitness.
SUBJECT SELECTION BOOKLET 2020 99
Cost
$210.00 = Binnacle Training Fee - Certificate II entry qualification
$80.00 = Binnacle Training Fee - Certificate III (Upgrade from entry qualification)
$40.00 = First Aid Certificate costs
{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct fitness activities.
{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct fitness activities.
Final cost and notification of these excursions will be included in the permission letter which will be distributed closer to the excursion date.
All texts and reprographics are provided by the school.
For further information, contact the Head of Program VET, Alison Jordan [email protected]
SUBJECT SELECTION BOOKLET 2020 100
MEA20418 - Certificate II in Aeroskills
SUBJECT SELECTION BOOKLET 2020 101
MEA20418 - Certificate II in Aviation
SUBJECT SELECTION BOOKLET 2020 102
AVI30316 – Certificate III in Aviation
SUBJECT SELECTION BOOKLET 2020 103
AVI30316 – Certificate III in Aviation
SUBJECT SELECTION BOOKLET 2020 104
Registered Training
Organisation
Axiom College (RTO Code: 40489)
Delivered at Calamvale Community College by Axiom
College
Recommended Prior Study
Whilst there is no specified minimum educational achievement standards to
undertake the Diploma of Business, students must be aware this is a high
level qualification equivalent to first year university study.
Students should be consistently achieving a minimum of C – in English and
Math.
Course Outline
The Diploma of Business provides students with a broad understanding of
contemporary business practices. This course is competency based
providing flexibility for students to progress at their own pace.
Whilst classes are trainer led and every effort will be made to support and
mentor students, there is a significant amount of additional study required
over and above the class time for students in a diploma level course.
Assessment
Units of Competencies covered in the Course are:
Unit Code Unit Title
BSBADV507
BSBADM502
BSBADM506
BSBMGT403
BSBPMG522
BSBWOR501
BSBMGT401
BSBWOR502
Develop a media plan
Manage meetings
Manage business document design and development
Implement continuous improvement
Undertake project work
Manage personal work priorities and professional
development
Show leadership in the workplace
Lead and manage team effectiveness
QCE Points Successful completion of this course will award 8 points.
Possible Career Opportunities
Business Administrator, Human Resources Officer, Marketing Assistant,
Recruiter, Project Assistant Co-ordinator or start your own small business.
Transdisciplinary
Opportunities
Bachelor of Business, Bachelor of Commerce
Subject Levy
$1990 Special Upfront cost – or choose to utilize a payment plan (Payment
plans incur a 12% surcharge and requires provision of a credit card )
Please see payment form for options
Software BYO device for this course
BSB50215 - Diploma of Business
SUBJECT SELECTION BOOKLET 2020 105