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TABLE OF CONTENTS

CHANGES TO SENIOR SCHOOLING IN QUEENSLAND ..................................................................... …….3

ABOUT THE QCE ................................................................................................................................... …….3

YEAR 10 – A YEAR OF TRANSITION ............................................................................................................ 5

ASSESSMENT AND REPORTING ................................................................................................................ 5

VOCATIONAL EDUCATION AND TRAINING (VET) PRIVACY NOTICE ....................................................... 6

SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS (SATs) .......................................................... 7

CAREE ADVICE AND OCCUPATIONS RELATED TO SUBJECTS IN YEARS 10 ........................................ 8

COMPULSORY:

ENGLISH ....................................................................................................................................................... 11

MATHEMATICS ............................................................................................................................................ 12

ADVANCED MATHEMATICS ............................................................................................................ 14

CORE MATHEMATICS ...................................................................................................................... 14

SCIENCE ...................................................................................................................................................... 15

HISTORY .................................................................................................................................................... 16

ELECTIVES:

AGRIBUSINESS ........................................................................................................................................... 17

AGRIFOOD OPERATIONS CERTIFICATE I .................................................................................... 18

ANIMAL HUSBANDRY ...................................................................................................................... 19

CONSERVATION & LAND MANAGEMENT CERTIFICATE I ........................................................... 20

ART ............................................................................................................................................................... 21

BUSINESS CERTIFICATE I ......................................................................................................................... 22

BUSINESS CERTIFICATE II ........................................................................................................................ 23

CHINESE ...................................................................................................................................................... 24

DANCE .......................................................................................................................................................... 25

DANCE CERTIFICATE II .............................................................................................................................. 26

DRAMA ......................................................................................................................................................... 27

ECONOMICS & BUSINESS .......................................................................................................................... 28

GEOGRAPHY ............................................................................................................................................... 29

HEALTH AND LIFESTYLE ............................................................................................................................ 30

HEALTH & PHYSICAL EDUCATION ............................................................................................................ 31

HOSPITALITY CERTIFICATE II ................................................................................................................... 32

INFORMATION, DIGITAL TECHNOLOGY & MEDIA CERTIFICATE I ........................................................ 33

KITCHEN OPERATIONS CERTIFICATE II .................................................................................................. 34

MEDIA ARTS ............................................................................................................................................... 35

MUSIC ........................................................................................................................................................... 36

OUTDOOR RECREATION CERTIFICATE II ................................................................................................ 37

PRE-CONSTRUCTION ................................................................................................................................. 39

PRE-ENGINEERING ..................................................................................................................................... 40

PRE-FURNISHING........................................................................................................................................ 41

RETAIL CERTIFICATE II ............................................................................................................................. 42

SCIENCE – INTRODUCTION TO SENIOR SCIENCES ............................................................................... 43

SKILLS FOR VOCATIONAL PATHWAYS CERTIFICATE I ……………………………………..…………….....44

SKILLS FOR WORK & VOCATIONAL PATHWAYS CERTIFICATE II ..................... ………………………....45

TEXTILES IN THE 21ST CENTURY .......................................................................... ………………………....46

VISUAL ART CERTIFICATE II ............................................................................. …………………………....47

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YEAR 10 – A YEAR OF TRANSITION

Year 10 is a transition year which provides a foundation for senior studies.

In making your selection of Year 10 subjects, ask yourself the following questions:

What subjects do I like?

In which subjects am I most successful?

Am I more suited to the practical subjects than the academic subjects?

What subjects am I likely to be studying in Year 11?

Have I made a balanced selection of subjects?

All students study a core of English, Mathematics, Science (one semester) and History (one semester).

In Year 10, Health & Physical Education is no longer compulsory. Students may choose Health & Physical Education as an elective if they wish.

Elective subjects are to be selected from the list below: Animal Husbandry Art Certificate I in Business Chinese Certificate I in Agrifood Certificate I in Conservation and Land Management Certificate I in Hospitality Certificate II in Hospitality Certificate I&II Information, Digital Media and Technology Certificate II in Kitchen Operations Certificate II in Outdoor Recreation Certificate II in Visual Arts

Dance Drama Geography Health and Lifestyle Health & Physical Education Introduction to Senior Sciences Music Pre-construction Pre-furnishing Pre-engineering Textiles in the 21st Century Certificate II in Skills for Work and Vocational Pathways

ASSESSMENT AND REPORTING

Subjects are a transition into the Senior Phase of Learning, which begins in Year 10. Your achievements are measured against a standard or an outcome statement and graded on a five point scale. Each subject has its own assessment program. Assessment programs are referred to briefly in the subject descriptions, which follow later in this booklet.

Year 10 students receive a report at the end of each semester. These are very similar to the reports received during Year 8 and 9. In addition, all students receive an interim report about halfway through Semester One to indicate progress over the first 10 weeks of the school year.

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VOCATIONAL EDUCATION AND TRAINING (VET) PRIVACY NOTICE Under the Data Provision Requirements 2012, Loganlea State High School is required to collect personal information about you and to disclose that personal information to the National Centre for Vocational Education Research Ltd (NCVER - National Centre for Vocational Education Research) and the Queensland Curriculum and Assessment Authority (QCAA). Your personal information may be used or disclosed by Loganlea State High School for statistical, administrative, regulatory and research purposes. Loganlea State High School may disclose your personal information for these purposes to:

Commonwealth and State or Territory government departments and authorised agencies; and

NCVER. Personal information that has been disclosed to NCVER may be used or disclosed by NCVER for the following purposes:

populating authenticated VET (Vocational Education and Training) transcripts;

facilitating statistics and research relating to education, including surveys and data linkage;

pre-populating RTO student enrolment forms;

understanding how the VET market operates, for policy, workforce planning and consumer

information; and

administering VET, including program administration, regulation, monitoring and evaluation. You may receive a student survey which may be administered by a government department or NCVER employee, agent or third party contractor or other authorised agencies. Please note you may opt out of the survey at the time of being contacted. NCVER will collect, hold, use and disclose your personal information in accordance with the Privacy Act 1988 (Cth), the National VET Data Policy and all NCVER policies and protocols (including those published on NCVER's website at www.ncver.edu.au (http://www.ncver.edu.au/)).

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SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS (SATs) Prerequisite: Successful completion of Careers Unit

Loganlea State High School offers a program which incorporates a School Based Apprenticeship or Traineeship in the Senior Phase of learning (Years 10, 11, and 12). Benefits of Completing a School Based Apprenticeship or Traineeship

Students will be eligible upon completion of the Apprenticeship/Traineeship (SAT) to receive a nationally recognised vocational education and training qualification.

Contributes points towards their QCE. (Queensland Certificate of Education).

Training with a Registered Training Organisation.

An easier transition from school to work.

Payment for the time spent in the workplace.

VET qualification can lead to an entry into tertiary education.

Learning and Earning.

Real job skills in real work situations. Structure There are a number of options for students who become a School Based Apprentice or Trainee. Each case will be determined individually to accommodate both the employer and the student needs. Students may attend school 3 or 4 days per week studying. On the other day/days students will be employed in the workforce where they will be engaged in paid, productive work. They may also be involved in off-the-job training with a Registered Training Organisation. School- based Traineeships may be completed during the Senior Phase of Learning. Students completing a School-based Apprenticeship will continue either full time or part time after Year 12. Cost For Students/Parents

If students are required to travel these costs must be met by the student/parents

The off-the-job training with a Registered Training Organisation will be funded by DETE (Department of Education Training and Employment) while students are school based.

Possible Traineeships / Apprenticeships NB: Employers have the right to choose the most appropriate applicant so the school can make no guarantees of placement. Examples: Business Administration Hospitality Furnishing Public Services Refrigeration / Air-conditioning Horticulture Hairdressing Printing Multi-media/Information Technology Retail Child Care Tourism Building and Construction Education Automotive Medical & Dental Sport & Recreation Manufacturing Warehousing Bakery/Pastry Aged Car / Residential Mechanics Engineering Plumbing

The School will accept applications for any other Apprenticeship or Traineeship that is currently available and will endeavour to find work place and training opportunities. If students have a particular area other than the above this would certainly be considered. It is important that students are very sure about their goals and career plans before signing up, and that they stay committed to completing their senior schooling, as well as completing all training and workplace requirements.

For further information for parents and students, application forms and brochures etc. contact the VET Co-ordinator

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CAREER ADVICE As you move into Year 10, it is important that you begin to explore the range of career opportunities in the light of your abilities, interests and achievements. If you can identify some career goals, it will put additional purpose into your schooling and give you something to strive for. Students and parents are also invited to discuss, with the Guidance Officer or Teachers, any concerns they may have about student progress at school or any difficulties that students may be experiencing. Students always have direct access to the Guidance Officer and can make appointments at times suitable to the student, the classroom teacher and the Guidance Officer. During Year 10, you will be assisted in developing a “Senior Education and Training” plan (SETp or

SET plan). This plan maps out how you will work towards a Senior Certificate, Certificate vocational qualification and/or a viable work option. The SET plan is designed to:

work as a ‘road map’ to help you achieve your learning goals during the Senior Phase of Learning,

include flexible and coordinated pathway options,

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

help you to communicate with your parents/carers or personnel from your school/learning provider.

In your personal plan, you will be able to list a variety of different learning pathways, some of which you may access outside the current formal structure of your school. This will allow you to create more options and flexibility in your learning. The plan can be altered if you decide to change direction and explore different learning pathways. Refer to QCAA.qld.edu.au for more information on SET Plans.

OCCUPATIONS RELATED TO SUBJECTS IN YEAR 10 Have you thought about the type of work you would like to do when you finish school? It is wise to begin investigating possibilities early because the better informed you are, the better decisions you will make in the future. You can use this handout to investigate careers by relating your interest in school subjects to possible occupations. You may wish to use the following steps:

1. identify the subjects you enjoy and do best in

2. use this handout to identify the types of occupations that may be related to these subjects

3. gather information about these occupations by reading the Job Guide, accessing information from the myfuture website (http://www.myfuture.edu.au), going on work experience, and talking to people in the workplace

4. talk to your guidance officer or career counsellor.

As you learn more about yourself and about jobs, you may change your ideas about the type of jobs you are interested in. This is part of the process most people go through before deciding on a post-school occupation or before changing from one occupation to another during their career. Although subjects can be related to a number of jobs, very few of the subjects are prerequisites for those jobs. A prerequisite subject is one which must be studied in Years 11 and 12 to gain entry to a specific tertiary course. However, a small number of Year 11 and 12 subjects require previous study in Years 9 and 10. Talk to your guidance officer or career counsellor about these prerequisites.

ENGLISH LANGUAGES OTHER THAN ENGLISH

English French, German, Italian, Japanese, Indonesian, Chinese, Korean, Spanish

Actor Archivist Author Book editor Broadcaster Copywriter Foreign affairs & trade officer Interpreter Journalist Lawyer Librarian Management consultant Public Relations Officer Publisher Receptionist Speech pathologist Teacher Teacher’s aide Travel consultant Writer

Announcer Anthropologist Archaeologist Book editor Customs officer Employee relations officer Flight attendant Foreign affairs and trade officer Interpreter Journalist Probation and parole officer Ship’s officer Social worker Sociologist Teacher Tour guide Translator Travel consultant Writer

MATHEMATICS SCIENCE

Mathematics (Some careers require core and extension)

Science Agricultural Science

Accountant Actuary Bank officer Bookkeeper Credit officer Economist Electrical fitter Engineer Financial Planner Geologist Mathematician Motor mechanic Physicist Programmer (information technology) Quantity surveyor Statistician Stockbroker Surveyor Taxation agent Teacher

Automotive electrician Chemist Computer programmer Electrical fitter Engineer Electronics service person Environmental scientist Forensic scientist Laboratory worker Medical practitioner Meteorologist Nurse Pharmacist Refrigeration and air-conditioning mechanic Sports scientist Sugarcane analyst Teacher Telecommunication technician Veterinarian Winemaker

Agricultural economist Agricultural engineer Agricultural technical officer Animal attendant Botanist Food technologist Forest technical officer Forester Horticultural technical officer Pest and weed controller Sugarcane analyst Veterinary nurse Wool classer

SOCIAL SCIENCES

History Geography Civics, Study of Society & Environment

Business Education

Anthropologist Archaeologist Archivist Barrister Community worker Criminologist Foreign affairs and trade officer Geologist Historian Journalist Lawyer Librarian Museum curator Public relations officer Religious leader Sociologist Stage manager Teacher Writer

Agricultural scientist Biological scientist Cartographer Environmental scientist Forest technical officer Geographer Geologist Hydrographer Landscape architect Marine scientist Meteorologist Ocean hydrographer Park ranger Surveyor Teacher Tour guide Town planner Travel consultant Water services officer

Anthropologist Archivist Child care worker Community worker Counsellor Environmental scientist Geographer Library technician Police officer Probation and parole officer Public relations officer Recreation officer Religious leader Social worker Sociologist Teacher Town planner Trade union official Youth worker

Accountant Bank officer Bookkeeper Car rental officer Cashier Court and Hansard reporter Court officer Credit officer Croupier Economist Farm manager Hotel/motel manager Human resources officer Office administrator Paralegal worker Real estate salesperson Receptionist Secretary Stock and station agent Teacher Travel consultant

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THE ARTS

Dance/Drama Media Music Visual Arts Actor Announcer Arts administrator Choreographer Dancer Film and TV lighting operator Film and TV producer Make-up artist Model Public relations officer Receptionist Recreation officer Set designer Speech pathologist Stage manager Teacher – dance Teacher – speech & drama Tour guide Writer

Advertising officer Announcer Film and TV critic Film and TV producer Government administration Journalist Marketing officer Multimedia developer Public relations officer Sales person Teacher – media Writer

Announcer Arts administrator Composer Conductor Film and TV producer Multimedia developer Music critic Music therapist Musical instrument maker Musician Piano technician Recreation officer Singer/vocalist Sound technician Stage manager Teacher – early childhood Teacher – music Teacher – primary Teacher – secondary

Architect Artist Craftsperson Dressmaker Engraver Fashion designer Florist Graphic designer Hairdresser Interior decorator Industrial designer Jeweller Landscape architect Make-up artist Multimedia developer Photographer Screen printer Set designer Signwriter Teacher

HEALTH

Health Physical Education Butcher Catering manager Cook/chef Craftsperson Dietician/nutritionist Events manager Food technologist Home care worker Home economist Hospital food service manager Hotel/motel manager Nanny Nurse Teacher

Acupuncturist Ambulance officer Beauty therapist Chiropractor Fitness instructor Hospital food service manager Massage therapist Nurse Occupational health and safety officer Occupational therapist Physiotherapist Podiatrist Psychologist - sport Radiation therapist Recreation officer Sports scientist Sports coach Stunt performer Teacher

Curriculum Division Education Queensland October 2007 © The State of Queensland (Department of Education, Training and the Arts)

TECHNOLOGIES

Industrial Technology & Design

Information & Communication Technology

Food and Textiles Agriculture

Architect Architectural drafter Assembler Automotive electrician Boilermaker Builder Cabinetmaker Carpenter/joiner Cartographer Engineering associate (mechanical) Fitter Graphic designer Industrial designer Landscape architect Leadlight worker Metal fabricator Panel beater Picture framer Sheetmetal worker Teacher Wood machinist

Analyst (Information technology) Architectural drafter Business systems analyst Computer systems engineer Computer hardware service technician Computer systems officer Data processing operator Database administrator Desktop publisher Help desk operator Information technology educator Information technology manager Multimedia developer Programmer Software designer Software engineer Systems designer Teacher Training officer Telecommunications engineer Website administrator

Butcher Catering Manager Clothing patternmaker Cook/chef Craftsperson Dietician/nutritionist Dressmaker Events manager Fashion designer Food technologist Home care worker Home economist Hospital food service manager Hotel/motel manager Interior decorator Nanny Nurse Pattern maker Retail buyer Tailor Teacher

Agricultural economist Agricultural engineer Animal attendant Farmhand Fisher Food technologist Forest technical officer Forester Gardener Horticultural technical officer Jackeroo/jillaroo Landscape gardener Pest and weed controller Stablehand Stock and station agent Veterinary nurse Wool classer

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ENGLISH – 2 Semesters

WHY STUDY ENGLISH

To become a fully rounded person and an effective member of the workforce and society, it is important to be able to communicate in both the spoken and written forms. We need to be able to articulate our thoughts as well as critically analyse information presented to us by the media, politicians and others attempting to influence our thinking. We need to be adept at using newer technological forms of communication. The study of English can also fulfil a personal, aesthetic role in providing students with opportunities to read and view a range of interesting texts from different genres and time periods. Lastly, it is well known that practice in reading assists students with their comprehension, vocabulary and writing skills, amongst others, and leads to an improvement in their overall level of literacy. This assists their studies in all subject areas. COURSE OUTLINE

Students will study a range of text types and enjoy a diversity of learning experiences in units of varying lengths. They will learn how to construct an assortment of texts as well as critically analyse real-world examples of these texts. In Year 10 units may include, poetry, drama, novels, genres in television, imaginative, analytical and reflective writing. In the context of these units of work, students will undertake revision and consolidation of language skills, e.g. spelling, punctuation, rules of grammar, sentence construction, in order to enhance their ability to communicate effectively. ASSESSMENT

Students will complete a number of assessment tasks, both spoken and written. Each completed task will be awarded a grade from A to E, which contributes to an overall level of achievement at the end of each semester. Assessment tasks will vary by class and unit, but may include some of the following examples:-

A 3-4 minute speech/presentation to the class;

A written response to a question under exam conditions;

A Multi-modal presentation;

A narrative intervention;

An analytical essay. FUTURE PATHWAYS: This subject is compulsory at all year levels. Students in Years 11 & 12 can choose to study either English General (General Subject) or English Essential (Applied). Those students who choose English General are generally ATAR-eligible, or choose certain career paths. English Essential is usually chosen by students who do not require an ATAR, or who are undertaking vocational studies. It should be noted that some students encounter difficulty with the complexity of texts studied in English General and are more suited to English Essential.

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Core

Mathematics

Core

Mathematics

XLR8

Specialist

Mathematics

Essential

Mathematics

XLR8 General

Mathematics

Mathematical

Methods Mathematics

/ XLR8

Advanced

Mathematics

Core

Mathematics

MATHEMATICS – 2 Semesters WHY STUDY MATHEMATICS?

Mathematics has the power to shape the future of a society. It is the basis of many activities related to everyday living — from shopping to advances in space travel. Mathematics assists us to develop strategies for managing time and money, interpreting data, estimating and taking measurements, giving and following directions, making calculations and determining the probabilities of events. What Is The Investigative Approach To Mathematics?

The Mathematics program in Year 7, 8, 9, and 10 in 2019 and beyond will follow the Australian Curriculum. This curriculum aims to provide continuity from Prep to Year 10 and is designed to help teachers provide students with opportunities to understand mathematics and become fluent in problem solving and reasoning mathematically. Students develop the ability to think, reason and work mathematically by investigating real-life questions and problems. Course Structure In Yr 10, students will be placed into the level of mathematics based on their ability and interest. Each level includes areas of study to suit the wide range of interests and abilities among students, as well as providing a foundation for students to enter the various mathematics studies available in Year 11. The two Levels in Yr 10 are:

Advanced Mathematics - which gives access to Specialist Mathematics, Mathematical Methods and General Mathematics and in Year 11

Core Mathematics, which allows access to General Mathematics and Essential Mathematics in Year 11

The diagram below displays the relationship between the two levels and current mathematics subjects in year 11/12. Note: Subjects Specialist Mathematics, Mathematical Methods and General Mathematics count towards an ATAR needed for Tertiary entrance. Essential Mathematics is an applied subject and one applied subject can count towards an ATAR. Please Note the following:

It is possible that some students will move from one strand of mathematics study to another. Student performance is reviewed at the end of each semester and suggested changes are advised.

It is imperative that students complete set homework every night and regularly revise their work. The school offers tutorial assistance at lunch hour and after school through the Homework Centre. Times and days will be advised at the beginning of each year.

YEAR 7 YEAR 8 YEAR 9 YEARS 11/12 YEAR 10

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Students who wish to have tutorial assistance need to consult with the Head of Department –Mathematics.

Bookwork is an important aspect of mathematics. The bookwork policy is given to every student each year.

COURSE OUTLINE The concepts of mathematics are organised into three strands with strands broken into interconnecting topics:

Number and Algebra - Number Concepts - Addition and Subtraction - Multiplication and Division - Patterns and functions - Equivalence and equations

Measurement and Geometry - Length, mass, area and volume - Time - Shape and Line - Location, direction and movement

Chance and Probability - Chance - Data Number and Algebra Number and Algebra are developed together, as each enriches the study of the other. Students apply number sense and strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range of strategies for computation and understand the connections between operations. They recognize patterns and understand the concepts of variable and function. They build on their understanding of the number system to describe relationships and formulate generalizations. They recognize equivalence and solve equations and inequalities. They apply their number and algebra skills to conduct investigations, solve problems and communicate their reasoning. Measurement and Geometry Measurement and Geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plan and three-dimensional objects in space. They investigate properties and apply their understanding of them to define, compare and construct figures and objects. They learn to develop geometric arguments. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density. Statistics and Probability Statistics and Probability initially develop in parallel and the curriculum then progressively builds the links between them. Students recognize and analyse data and draw inferences. They represent, summarize and interpret data and undertake purposeful investigations involving the collection and interpretation of data. They assess likelihood and assign probabilities using experimental and theoretical approaches. They develop increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data. ASSESSMENT:

Students will be assessed in the following criteria using a unit test and an investigation:

Understanding and Fluency

Problem Solving and Reasoning CALCULATOR and COMPUTER USE:

A scientific calculator is MANDATORY – a two-line display calculator is preferred (recommended CASIO FX82AU PLUS II Scientific Calculator).

Year 10 Advanced Mathematics students are recommended to purchase a graphics calculator which they are required to have in Mathematical Methods and Specialist Mathematics in years 11/12. The graphics calculator will be introduced in Year 9 Maths and used more increasingly in Year 10 Advanced Mathematics.

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Use of computer software (e.g., Excel spreadsheets) will be incorporated into lessons and assessment. Class time is set aside for introductory lessons in using spreadsheets. Home computer use is not assumed.

Advanced Mathematics: WHY STUDY ADVANCED MATHEMATICS? This strand of mathematical studies

is geared towards those students who have an interest in mathematics, science and computing areas

is designed for students who wish to study General Mathematics, Mathematical Methods and Specialist Mathematics in Years 11/12

provides a challenging and interesting development of mathematics topics for those with above average mathematics skills.

Homework: A minimum of two hours per week of home study is needed if students hope to gain a Sound Achievement. In each unit 2 - 3 homework sheets are given. FUTURE PATHWAYS:

Advanced Mathematics is a pre-requisite for Mathematical Methods and Specialist Mathematics in Year 11 and 12.

Careers such as engineering, the physical sciences, some agriculture degrees, accounting, food technology, economics and management, psychology to name a few, require Mathematical Methods.

For further information on Tertiary requirements for different courses, check the detailed course book available from the Guidance officer.

Mathematical Methods is often recommended for access to engineering, electrical and other apprenticeships.

Even if students choose to study General Mathematics in Year 11, they will have an advantage in the breadth and depth of mathematics studied if they pursue this course.

Core Mathematics: WHY STUDY CORE MATHEMATICS? This strand of mathematical studies

Will focus on the skills and applications of mathematics found in the Australian Curriculum.

Algebra concepts will also be studied at a level particularly to allow students to develop skills needed in Year 11

Can lead to careers such as toolmaking, sheet-metal working, fitting and turning, carpentry and plumbing, auto mechanics, tourism and hospitality, administrative and managerial employment in a wide range of industries, architecture and nursing.

Is a pre-requisite for General Mathematics in Year 11/12 Homework: A minimum of one and a half to two hours per week of home study is needed if students hope to gain a Sound Achievement. In each unit 2 - 3 homework sheets are given FUTURE PATHWAYS:

Core Mathematics is a pre-requisite for General Mathematics in Year 11/12

Students may also study Essential Mathematics in Year 11 and 12 if they studied Core Mathematics in year 10.

General Mathematics is required for some apprenticeships.

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SCIENCE – 1 Semester (Compulsory) WHY STUDY SCIENCE?

Humans are innately curious about their world. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries and solving problems. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. The study of science supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues. Science promotes the use of critical and creative thinking, problem solving and decision making. It encourages students to reflect on and monitor their thinking as they make decisions and take action. As students think and work scientifically, they construct understanding of scientific concepts. COURSE OUTLINE:

Science has three interrelated strands:

Science Understanding

Science understanding is evident when a person selects and integrates appropriate science knowledge to explain and predict phenomena, and applies that knowledge to new situations. The Science Understanding strand comprises four sub-strands: Biological Sciences, Chemical Sciences, Earth and Space Sciences, and Physical Sciences.

Science as a Human Endeavour

Through science, humans seek to improve their understanding and explanations of the natural world. This strand highlights the development of science as a unique way of knowing and doing, and the role of science in contemporary decision making and problem solving. It acknowledges that in making decisions about science practices and applications, ethical and social implications must be taken into account.

Science Inquiry Skills

Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating findings. This strand is concerned with evaluating claims, investigating ideas, solving problems, drawing valid conclusions and developing evidence based arguments.

In year 10 students can choose to study Introduction to Senior Science, Science and Society or Science with an Agricultural Focus. The choice they make should complement the learning pathways they will be undertaking in years 11 and 12.

Years

7,8 & 9

Year 10

Years 11/12

Science (with

embedded

elements of

Agricultural

Science)

Science

(compulsory

semester)

Introduction to Senior

Sciences

(compulsory for

students wanting to

undertake Sciences in Senior, elective for

interested students)

PHYSICS: Prerequisites – a minimum of a

‘C’ result in Y10 Intro to Snr Sciences & a

minimum of a ‘B’ result in Advanced

Mathematics

CHEMISTRY: Prerequisites – a minimum of

a ‘C’ result in Y10 Science (Ag Focus) or

Intro to Senior Sciences AND Core

Mathematics

BIOLOGICAL SCIENCE/

AGRICULTURAL SCIENCE: Prerequisites

– a minimum of a ‘C’ result in Y10 Intro to

Senior Sciences

SCIENCE IN PRACTICE.

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HISTORY – 1 Semester (Compulsory) WHY STUDY HISTORY? HISTORY (1 Semester) History provides an opportunity for students to develop knowledge and understanding of the past in order to appreciate themselves and others, to understand the present and to contribute to debate about planning for the future.

Students develop critical understanding and learn how to compare different accounts of events in the past relating to war, revolution, religion, imperialism and everyday life. In seeking explanations for historical events and developments, students encounter key historical concepts such as change, continuity, cause, motive and effect. YOU WILL STUDY:

10 Weeks World War II - A World and Nation reborn

10 Weeks Freedoms and Rights - Indigenous struggles in Australia

COURSE OUTLINE: History Students will develop their research skills and embark on studies that develop their understanding of Democracy and Federation, Ancient cultures and the major civilisations of Europe, Asia, Africa, America and Australia. They should understand Australian history within a comparative framework that embraces the Indigenous and settler components, and they should be aware of its regional and global dimensions. ASSESSMENT: Assessment is based on a number of types of tasks, including range of written tasks, oral tasks and ongoing moderated individual and group activities. FUTURE PATHWAYS: More advanced studies in Modern and Ancient History, Senior Geography, Social and Community Studies and Aboriginal and Torres Strait Islander Studies. Students will also gain social and literacy skills required in senior and for life beyond school..

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AGRIBUSINESS WHY STUDY AGRIBUSINESS SUBJECTS? In the Agribusiness courses students have opportunity to complete industry relevant tasks in a practical setting. Our working farm provides students with the opportunity to learn about agriculture, the environment (including plants and animals) and machinery. The program is tailored to meet the individual needs of students. Agribusiness offers real world experiences and a hands-on approach to study. Life skills and the ability to work as a team are important aspects of Agribusiness Studies at Loganlea State High School. HOW ARE YOU ASSESSED IN AGRIBUSINESS SUBJECTS? As students progress through courses, they will find that they will need to show practical skills and abilities in addition to theoretical knowledge. Competency based assessment in Agribusiness gives students several opportunities to show their knowledge, skills and abilities. In practical activities, if students do not succeed on the first attempt then they can try again, as we have ongoing assessment. Our subjects also offer a Recognition of Prior Learning (RPL) process which can assist students who study similar courses outside of Loganlea State High School. COURSE STRUCTURE: Agribusiness at Loganlea State High School offers subjects on a yearly progression. While it is not compulsory to study these subjects in the junior subjects, it is of benefit to students to gain the basic knowledge and skill base required, before entering in to the senior subjects. Students can choose to do multiple subjects in the one year. The diagram below outlines the recommended progression though the current subjects offered.

Year 7

Introduction to Agribusiness

Year 8 Basic Agribusiness Skills

Year 9 Animal Husbandry Agricultural Technologies

Year 10 Animal Husbandry Show team

AHC10216 Certificate 1 Agrifood Operations AHC10116 Certificate 1 Conservation and Land Management

Years11/12

Senior Agricultural Science

Show team

AHC20116 Certificate II Agriculture

AHC21016 (awaiting

approval) Certificate II Conservation and Land Management

Traineeship/Apprenticeships

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AGRIFOOD OPERATIONS Certificate I in Agrifood Operations AHC10216 – 2 Semesters (Elective) WHY STUDY CERTIFICATE I IN AGRIFOOD IN YEAR 10?

Studying rural operations will give students skills and knowledge related to the Agricultural fields. These skills are easily adapted and used later in life to maintain small machines and many other jobs around the home or farm.

This is a one year course. The RTO guarantees that the student will be provided with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and VET information provided on the student drive. Students successfully achieving all qualification requirements will be provided with a qualification and record of results. Students who achieve at least one unit (but not the full qualification) will receive a Statement of Attainment. COURSE OUTLINE:

This course is essentially a practical-based course involving practical hands-on situations both on and off campus. It consists of core (i.e. compulsory) and selected units of competency. The core units of competency are varied depending on the level.

Students will work through the following core and selection of elective units of competency:

MEM18001C Use hand tools AHCMOM101 Assist with routine maintenance of machinery and equipment AHCLSK101 Support extensive livestock work AHCLSK102 Support intensive livestock work AHCMOM203 Operate basic machinery and equipment AHCOHS101 Work safely AHCWRK101 Maintain the workplace AHCINF203 Maintain properties and structures ASSESSMENT:

Students must be prepared to “get their hands dirty”. The assessment criteria and assessment methods are stated in each unit of competency. Competence will be achieved when the learner can successfully complete the learning outcomes. Students will be issued with a Record Book, which will serve to record competencies achieved during the course. All successful units of competency will be recorded with a Certificate I possibly being completed. Part-completion of the course will result in the student being issued with a Statement listing industry competency standards in which the student has demonstrated competence. The course allows for the recognition of a student's prior learning (referred to as "RPL") should the student proceed into a TAFE program incorporating units of competency already determined as competent while at secondary school.

FUTURE PATHWAYS:

The school currently offers several Certificate I and II in Years 11 and 12. This extends what is learnt in Years 10 in a very practical, skills-based way. The skills and knowledge gained in this course are an advantage to students wishing to enter the rural trades as well as any of the higher education courses in agricultural colleges. The skills learned are also usable in “real life” after school.

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ANIMAL HUSBANDRY – 2 Semesters (Elective) WHY STUDY ANIMAL HUSBANDRY? Animal Husbandry is the subject that allows students to gain the underpinning knowledge and skills to transition into the Senior Agricultural Science program. Students who have an interest in animals and plants will enjoy the opportunity to work with a range of species and develop practical skills. COURSE OUTLINE: Animal Husbandry is about students getting in and having a go. The subject is a practically based theory subject. This approach achieves a balance of “hands-on” experience with an understanding of how and why things are done. In Year 10, students will work with a range of animals on the school farm. Students will learn about safe handling techniques, animal behaviour and welfare, breeds, digestion, reproduction, anatomy and physiology as well as diseases and parasites. ASSESSMENT: This subject assesses on both the theoretical and practical aspects. Theory assessment includes tests and assignments. Practical assessment involves demonstrating correct handling techniques and procedures. FUTURE PATHWAYS Students studying Animal Husbandry in Yr 10 will gain pre-requisite knowledge and skills for the Senior Agriculture Science Program. The Animal Husbandry course allows students to gain the underpinning knowledge and skills to transition into the Senior Agricultural Science program and Vocational Education subjects that are offered at this school. Students will have opportunities to extend themselves in this field through show activities, work placement and animal care activities. Considerations:

As this course does involve practical activities, students should expect (and are expected) to get involved with the real life (and often smelly) farm situations. Changes of clothes are advisable. This subject does expose students to some degree of risk, as animal behaviour cannot be totally controlled. Students who pose a risk to other students or animals, who do not participate or who persistently ignore instructions will be required to reselect a different subject.

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CONSERVATION AND LAND MANAGEMENT

Certificate I in Conservation and Land Management AHC10116– 2 Semesters

(Elective) WHY STUDY CONSERVATION AND LAND MANAGEMENT IN YR 10?

The course enables students to participate in an agricultural course with an environmental focus and achieve vocational outcomes. It is an activity-based subject in which students learn by doing to develop a range of practical skills related to land management and associated industries. Commitment to the environment and work ethic is encouraged and preparation for the workplace is facilitated. There is a focus on individuality and on teamwork as well as on the planning and carrying out of routine tasks with some assistance. This is a one year course. The RTO guarantees that the student will be provided with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and VET information provided on the student drive. Students successfully achieving all qualification requirements will be provided with a qualification and record of results. Students who achieve at least one unit (but not the full qualification) will receive a Statement of Attainment. COURSE OUTLINE:

This course is essentially a practical-based course involving practical hands-on situations both on and off campus. It consists of core (i.e. compulsory) and selected units of competency. The core units of competency are varied depending on the level. Students will work through a selection of core and elective units of competency including:

Certificate I in Conservation and Land Management (AHC10110) AHCCHM101 Follow basic chemical safety rules AHCMOM101 Assist with routine maintenance of machinery and equipment AHCMOM203 Operate basic machinery and equipment AHCNAR101 Support natural area conservation AHCNSY101 Support nursery work AHCOHS101 Work safely AHCWRK101 Maintain the workplace AHCWRK204 Work effectively in the industry MEM18001C Use hand tools AHCNAR102 Support native seed collection AHCSAW201 Conduct erosion and sediment control activities AHCCHM101 Follow basic chemical safety rules ASSESSMENT:

The assessment criteria and assessment methods are stated in each unit of competency. Competence will be achieved when the learner can successfully complete the learning outcomes. Students will be issued with a Record Book, which will serve to record competencies achieved during the course. All successful units of competency will be recorded with a Certificate I and possibly Certificate II being completed. Part-completion of the course will result in the student being issued with a Statement listing industry competency standards in which the student has demonstrated competence. The course allows for the recognition of a student's prior learning (referred to as "RPL") should the student proceed into a TAFE program incorporating units of competency already determined as competent while at secondary school. FUTURE PATHWAYS: The school currently offers several Certificate I and II programs in Years 11 and 12. This extends what is learnt in Years 10 in a very practical, skills-based way. The skills and knowledge gained in this course are an advantage to students wishing to enter the rural trades as well as any of the higher education courses in agricultural colleges. The skills learned are also usable in “real life” after school.

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ART – 2 Semesters (Elective) WHY STUDY ART? Art is a subject best suited to students who enjoy making artworks and want to express their own creative ideas and meaning through art making. Art allows students to learn techniques and processes across a range of media areas including painting, drawing, photography, collage, ceramics and digital media. As well as learning how to make artworks, students will learn about artists from a range of cultural backgrounds as well as historical and contemporary art movements and how they have influenced artworks made today. Building on the art knowledge from year 9 Art, students will learn how to ‘read’ artworks and discover what artists are really saying to us through their artworks. COURSE OUTLINE:

Unit 1: Paint It Like You Stole It

Acrylic painting techniques and processes

Developing knowledge of the Pop Art movement (key artists, intentions, style, etc.)

Creation of a celebrity portrait

Pop Art Exhibit Spoken Task

Unit 2: Wearable Art

Wearable Art/Cardboard construction techniques and processes

Artist’s Statement (Written or Spoken)

Unit 3: Altering Reality

Ceramic techniques and processes

Developing knowledge of narrative sculpture and how to ‘alter reality’

Drawing folio of ‘altering reality’ activities

Unit 4: Down The Rabbit Hole

Printmaking techniques and processes

Creation of printmaking folio based on Alice’s Adventures in Wonderland

Art analysis exam

In Art, students will have a chance to develop their:

creative thinking and expression

critical and imaginative thinking and inquiry learning

independent work habits and teamwork when required

valuable problem solving skills

openness to new experiences and ideas

responsible and safe working practices

researching and writing skills

ASSESSMENT: Students will be assessed using the Visual Art criteria of Visual Literacy and Making for practical work and Appraising for theory tasks. FUTURE PATHWAYS: Visual Art is one of the top ten subjects chosen for study in years 11 and 12 across the state. There are many career opportunities connected to the study of Visual Art including architecture, graphic design, fashion design, photography, multimedia, fine artist, interior design, computer game development, animation, teaching (primary and secondary) to name just a few. Alternatively, students may elect to study Visual Art Studies in year 11 and 12.

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BUSINESS - Certificate I in Business (BSB10115)

WHY STUDY BUSINESS:

This qualification allows individuals to develop basic skills and knowledge to prepare for work. They may undertake a range of simple tasks under supervision. It will enable a person to undertake basic ICT functions using a personal computer and to engage in fundamental online activities. Its objective is to enable people to acquire basic ICT and office management knowledge and skills at a fundamental or foundation level.

QCE Points: Completion of this course may contribute 2 QCE points.

Duration: This course may be started at the beginning of year 10, 11 or 12 and may take between 6 to 12 months to complete.

COURSE OUTLINE:

Students will study Certificate Business (BSB10115) through the following units:

Occupational Health Safety and Sustainability

Communication in the work environment

Keyboard skills

Spreadsheeting

Computer and Internet usage

This qualification has 6 units required to be completed:

BSBWHS201 - Contribute to health and safety of self and others BSBADM101 - Use business equipment and resources BSBCMM101 - Apply basic communication skills BSBITU111 – Operate a digital device BSBITU112 - Develop keyboard skills BSBITU212 - Create and use spreadsheets

At Certificate I level, students are expected to meet the following learning outcomes:

to demonstrate knowledge by recall in a narrow range of areas

to demonstrate basic practical skills such as the use of relevant tools

to perform a sequence of routine tasks given clear directions

to receive and pass on messages or information.

Requirements: It is suggested that students purchase a USB flash drive for storage and transferring of files.

ASSESSMENT: This course is competency based. Where a student can demonstrate prior learning in a particular learning outcome, the student is eligible for recognition of prior learning. The assessment tools include quizzes, case studies, observations and with a large focus on practical activities within a simulated work environment where students will gain experience using business equipment and technology.

EMPLOYMENT / FURTHER STUDY OPPORTUNITIES: Traineeship and employment opportunities in a wide range of areas including administration assistant, clerical worker, data entry operator, information desk clerk, office junior, receptionists, office managers, secretaries and personal assistants in a range of work environments.

Pathways include: Transition to Certificate II in Business, TAFE and other training organizations, various

Certificates and Diplomas in Business, Finance & Administration. Universities - various degrees in business, management, marketing, law, finance, education.

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BUSINESS - Certificate II in Business (BSB20115)

WHY STUDY BUSINESS: This qualification reflects the role of individuals who perform a range of mainly routine tasks using practical skills and fundamental operational knowledge in a defined context, working under direct supervision. It enables students to acquire basic ICT and office management knowledge and skills. The business services industry is a major contributor to the Australian economy and employs a significant proportion of the workforce. Business services workers provide the crucial services that keep all other industries functioning.

QCE Points: Completion of this course may contribute 4 QCE points.

Duration: This course may be started at the beginning of year 10, 11 or 12 and will take 12 months to complete.

COURSE OUTLINE:

Students will study Certificate Business (BSB20115) through the following units:

Occupational Health Safety and Sustainability

Communication in the work environment

Information Management

Organisational Skills

Business Documentation Competencies: BSBWHS201 Contribute to health and safety of self and others BSBWOR202 Organise and complete daily work activities BSBCMM201 Communicate in the workplace BSBWOR203 Work effectively with others BSBWOR204 Use business technology BSBINM201 Process and maintain workplace information BSBIND201 Work effectively in a business environment BSBITU112 Develop keyboard skills BSBITU211 Produce digital text documents BSBITU212 Create and use spreadsheets BSBSUS201 Participate in environmentally sustainable work practices BSBITU302 Create electronic presentations

Requirements: It is suggested that students purchase a USB flash drive for storage and transferring of files.

ASSESSMENT: This course is competency based. Where a student can demonstrate prior learning in a particular learning outcome, the student is eligible for recognition of prior learning. The assessment tools include quizzes, case studies, observations and practical activities within a simulated work environment where students will gain experience using business equipment and technology.

EMPLOYMENT / FURTHER STUDY OPPORTUNITIES: Traineeship and employment opportunities in a wide range of areas including administration assistant, clerical worker, data entry operator, information desk clerk, office junior, receptionists, office managers, secretaries and personal assistants in a range of work environments such as: Administration, Communication, Finance, Information and Communications Technology, Management and leadership, Stakeholder relations, Business development, Knowledge management, Industry capability and workforce development, Regulation, licensing and risk and Workforce development.

Pathways include: TAFE and other training organizations, various Certificates and Diplomas in business,

finance & admin. Universities - various degrees in business, management, marketing, law, finance, education.

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CHINESE – 2 Semesters (Elective) WHY STUDY CHINESE? A second language is an asset in many career paths: from hospitality and tourism, to commerce, construction, trade, banking, retailing, agriculture and the public service. These are all areas in which Australia’s links with China are growing now and will continue to grow in the future. Therefore, being able to speak Chinese and having inter-cultural language skills are significant assets that students can offer their employers in the future. Learning Chinese at Loganlea is more than just learning to speak Chinese. The aim of the course is to assist students to develop inter-cultural language skills; to unlock the treasures of Chinese language and culture by developing a greater awareness, understanding and appreciation of the student’s own first language. COURSE OUTLINE The Year 10 program refines and extends the student’s language skills, building on what they have learned in Years 7, 8 and 9. The topics generally covered include:

The primary focus of the course is using language in real-life situations here in Australia. Throughout the year long course there will be opportunities to participate in authentic language and cultural learning experiences including excursions to festivals, Chinese banquet experience and Chinese cooking lessons. Students will also have the opportunity to attend the China Study Tour. ASSESSMENT All four macro skills (reading, writing, speaking and listening) are assessed throughout each semester. FUTURE PATHWAYS The Year 11 and 12 program continues the journey of discovery; extending and maturing the student’s vocabulary and language skills Expectations: Successful language learners participate enthusiastically in class, consolidate their class work by completing all set homework and regularly review class work at home. Students who choose to study Chinese need to be diligent, determined and dedicated.

Term 1 People and

Personalities Term 2 City Life

Getting around Term 3 Money Cycle Term 4 Overseas Visitors

Health

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DANCE – 2 Semesters (Elective) WHY STUDY DANCE? Dance offers a unique opportunity for Year 10 students to participate in an exciting and energetic creative art-form, while increasing their self-confidence and physical fitness. Dance allows the student to explore various cultures and learn techniques from numerous styles and forms of dance, through the dimensions of Choreography, Performance and Appreciation of dance. The program is designed to allow growth in students’ personal, creative expression, while increasing self-esteem and confidence through the medium of Dance.

COURSE OUTLINE: Semester 1

Unit 1: “Dance Production”

Exploring aspects of creating a dance production (costumes, lighting, music, choreography)

Live performance

Popular dance styles

Analysis skills

Semester 2

Unit 3: “Beyond the Boundaries”

Contemporary dance technique

Exploration of choreographic techniques

Live performance

Student choreographed dance

Unit 2: “What a Wonderful World”

Exploration of Folk and cultural dances from around the world

Indigenous dance

Live performance

Analysis skills

Unit 4: “Dance has a Voice”

Using Dance as a tool to communicate a message to the audience

Contemporary dance technique

Live performance for a public audience

Preparation for Senior Dance

Analysis Skills ASSESSMENT: Throughout the course students will be assessed through the following criteria;

Choreography

Performance

Appreciation WHY STUDY DANCE? What students learn in Dance will assist them to:

present themselves confidently in many different situations

follow timelines and meet deadlines

revise and rework dance material to communicate and express ideas

develop an understanding of dance as a medium for self expression and social commentary

work cooperatively developing team work skills that can be applied to any work place

foster social and interpersonal skills that can be applied to everyday life, events and celebrations

develop bodily kinaesthetic intelligence

improve coordination, spatial awareness, strength, flexibility and fitness

FUTURE PATHWAYS:

Administrator/ manager Art Therapist Choreographer/ choreologist Dancer Designer

Journalist Lighting/sound technician Make up artist Massage therapist Multi-media artist Hospitality

Natural medicine practitioner Physiotherapist Public relations Sales and marketing Social worker

Stage hand Stage manager Teacher/lecturer Workplace trainer Youth/community artist Sound technician

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DANCE - Certificate II in Dance (CUA20113)

WHY STUDY DANCE: This qualification is a preparatory qualification that allows learners to develop basic technical skills and knowledge to prepare for work in the live performance industry. This is a practical based subject which will see students perform at live events and work with industry professional to develop their skills as a dancer. Commitment to the dance team and work ethic is encouraged and preparation for the workplace is facilitated. There is a focus on individually and on team work as well as on planning and carrying out of

routine tasks with some assistance.

QCE Points: Completion of this course may contribute 4 QCE points.

Duration: This course is a two year course (4 semesters)

COURSE OUTLINE: By the conclusion of the course of study, students should have developed industry standard knowledge and skills related to the creative industry sector, specifically the dance sector. They will have also established a basis for further education within the creative industry sector. Competencies: BSBWOR203 Work effectively with others CUADAN201 Develop basic dance techniques CUADAN202 Incorporate artistic expression into basic dance performances CUAWHS101 Follow safe dance practices CUAPRF201 Prepare for performance CUADAN203 Perform basic jazz dance technique CUVRES202 Source and use information relevant to own arts practice CUADAN208 Perform basic street dance technique CUAFIN201 Develop and apply creative arts industry knowledge CUAWHS201 Develop a basic level of physical condition for dance performance

Requirements: Please note there will be a $125.00 fee to cover cost of costuming, performances and dance shoes.

ASSESSMENT:

This course is competency based. Where a student can demonstrate prior learning in a particular learning outcome or an individual performance criterion within a learning outcome, the student is eligible for recognition of prior learning. The assessment tools include theory studies, case studies, practical activities,

observation and student selected projects.

EMPLOYMENT / FURTHER STUDY OPPORTUNITIES: Possible job titles relevant to this qualification include: Dance teacher assistance & performer.

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DRAMA – 2 Semesters (Elective) WHY STUDY DRAMA? Drama is an exciting & creative subject that has much to offer every student. The Drama program is designed to give students the opportunity to develop their self-expression & increase their imagination & artistic awareness. It is also designed to increase mental awareness, fluency of speech, self-confidence & self-discipline. It provides students with an opportunity to co-operate with others & above all give personal fulfilment & enjoyment. The study of Drama at Loganlea State High School caters to a wide range of student abilities through the provision of a multiplicity of practical & theoretical learning approaches. Drama constitutes & challenges the wide range of beliefs, values & meanings held & applied in societies. There are many advantages to studying Drama. These outcomes include:

Enhanced self-esteem;

A broader understanding of life & life experience;

Increased skills & understanding of the elements of Drama;

Improved communication skills;

Individual contributions to group dynamics;

Respect for diverse viewpoints;

Valuing live performance as an enriching experience;

Increased confidence in their own creative abilities. COURSE OUTLINE: Drama has three important aspects: creating drama, presenting drama as an actor and critiquing drama performances. To build your knowledge, understandings and skills across each of these aspects, you will learn about elements of drama, skills of drama and the conventions of a variety of dramatic forms, including Realism. Unit 1. – “Exploring” Australian Realism Unit 3. – “Laughing Along the Way’ - Comedy Unit 2. – “Seeing the Impossible” – Magical Realism Theatre

Unit 4. – “Travelling in Style” Physical Theatre

ASSESSMENT: In Drama you will work in groups and as an individual to learn and apply your knowledge, understandings and performance skills in different types of activities. These activities include practical tasks, such as acting, directing and making drama, that allow you to demonstrate your ideas to your teacher and/or peers, and other non-practical tasks that allow you to display ideas as written or spoken expression about student created drama and professional drama performances. FUTURE PATHWAYS: Students are able to continue with Drama or Drama Studies in senior. Future career paths for students who are keen or talented in this area may include Actor, Playwright, Stage and Set Designer, Director, TV presenter, Public Speaker, Manager, Entertainer, Team Leader, Teacher/Lecturer, Arts Administrator, Youth Worker, Community Artist, Journalist.

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ECONOMICS AND BUSINESS 1 Semester (Elective) WHY STUDY ECONOMICS AND BUSINESS? Economics and Business provides students with an opportunity to learn about the global economy they live in. The study of Economics and Business can provide valuable knowledge for making decisions in everyday life. They will develop a deeper understanding and knowledge of resources, businesses and the way they respond to opportunities. Students investigate 21st century problems, propose solutions and develop inquiries about the standards of living for Australians now and into the future.

COURSE OUTLINE:

4 Weeks Economic Performance

6 Weeks Standards of Living

4 Weeks Consumerism

6 Weeks 21st Century Economies

Economics and Business focusses on the assessable elements of Knowledge and Understanding and Skills. Through the formulation of inquiry projects students will develop and refine their skills in these areas across all units of study. ASSESSMENT: Assessment is based on a number of types of tasks, including range of written tasks, oral tasks, stimulus response examinations and ongoing moderated individual and group activities. FUTURE PATHWAYS:

More advanced studies in Economics, Business, Accounting Modern History, Geography and Aboriginal and Torres Strait Islander Studies. Students will also gain social and literacy skills required in senior and for life beyond school. They will also develop into global citizens.

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GEOGRAPHY – 1 Semester (Elective) WHY STUDY GEOGRAPHY? GEOGRAPHY and THE ENVIRONMENT (1 Semester) Geography provides students with an opportunity to learn about the physical world they live in. They will develop a deeper understanding and knowledge of their environment, land forms, political and economic systems as well as the cultures that live on and work the land. In seeking understanding of place and space students develop skills that can assist them in making considered future employment opportunities. YOU WILL STUDY:

10 Weeks Globalisation-Its impact on developing countries

8 Weeks Sustainability-Tourism and the environment

COURSE OUTLINE: In the event of a composite arrangement, the Year 10 program will align with the Senior

Authority Geography program. Geography Students will develop their mapping and orientation skills, study Australia; its natural resources, landmarks and landforms before undertaking an extensive study of global resources, use of land, impacts of use and natural disasters. ASSESSMENT: Assessment is based on a number of types of tasks, including range of written tasks, oral tasks and ongoing moderated individual and group activities. FUTURE PATHWAYS:

More advanced studies in Modern and Ancient History, Senior Geography and Aboriginal and Torres Strait Islander Studies. Students will also gain social and literacy skills required in senior and for life beyond school.

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HEALTH AND LIFESTYLE – 2 Semesters (Elective) Health and Lifestyle is designed to provide students with a broad overview of subject matter which can lead to the senior subjects Health and Nutrition. All units will have a theory and a practical component. Students studying Health and Lifestyle will be assessed in the following 3 criteria.

Knowledge and Understanding

Investigation

Practical performance COURSE OUTLINE:

Students will learn “in, about and through” Health and Physical Education. The theory component of this subject covers health education issues and personal fitness. Each student’s personal fitness is monitored and developed throughout the course to achieve their maximum potential. Written work will represent fifty percent of the course and the content will cover the following: Semester One:

Surf Lifesaving & First Aid

Coaching & Officiating

Carnival Organisation

Semester Two:

Anatomy & Physiology

Excellence in Health. Practical Areas:

Students will participate in a selection of the following:

Modified Games Field Activities

Fitness Court Sports

Healthy Cooking

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HEALTH & PHYSICAL EDUCATION – 2 Semesters (Elective) WHY STUDY PHYSICAL EDUCATION?

Students studying Health and Physical Education are learning skills for life. Health and Physical Education provides them with the opportunities to learn and to practice these life skills. The course focuses on Personal Development, Personal Health, and Physical Activity. COURSE OUTLINE:

Students will learn “in, about and through” Health and Physical Education. The theory component of this subject covers health education issues and personal fitness. Each student’s personal fitness is monitored and developed throughout the course to achieve their maximum potential. Written work will represent fifty percent of the course and the content will cover the following: Semester One:

Surf Lifesaving & First Aid

Coaching & Officiating

Carnival Organisation

Semester Two:

Anatomy & Physiology

Excellence in Health. Practical Areas:

Students will participate in a selection of the following:

Swimming & Lifesaving Ultimate Frisbee

Fitness Badminton ASSESSMENT:

Students will be required to complete a number of assessment tasks, including:

Written exams

Written homework research tasks

Written research assignment

Workbook

Practical Assessment FUTURE PATHWAYS:

Physical Education is an elective subject in Year 10. It is strongly recommended to study this subject in preparation for Senior Physical Education and/or Sport and Recreation.

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Hospitality Certificate II in Hospitality (SIT 20316)

WHY STUDY HOSPITALITY? The hospitality industry has become increasingly important in Australian society as a source of expanding employment opportunities. This certificate course provides students with a wide range of interpersonal skills with a general application in personal and working life, as well as specific knowledge and skills related to employment within the hospitality industry. This subject is a highly practical course which gives students an opportunity to complete Certificate II in Hospitality. Students must be committed to participation in theoretical and practical lessons, excursions, Industry Placement, and the completion/ submission of all assessment. As part of this course students will need to attend out of school hours functions as required in order to demonstrate the appropriate competencies to complete the qualifications. Students will always have advanced notice of their required attendance. COURSE OUTLINE: During the one year course students will complete a program of study which includes 6 Core Units & 6 Elective Units. The Certificate II in Hospitality structure is based on the packaging rules described in the Tourism, Hospitality and Events training package (SIT13). Six Core Units: BSBWOR203 – Work effectively with others SITHIND002 – Source and use information on the hospitality industry SITHIND003 – Use hospitality skills effectively SITXCCS003 – Interact with customers SITXCOM002 – Show social and cultural sensitivity SITXWHS001 – Participate in safe work practices Six Elective Units (1 Group A and 5 Group B). SITXFSA001 – Use hygienic practices for food safety BSBCMM201 - Communicate in the workplace BSBITU201 - Produce simple word processed documents SITXFIN001 -Process financial transactions TLIE1005 - Carry out basic workplace calculations SITHFAB004 - Prepare & serve non-alcoholic beverages In Hospitality, students have the opportunity to develop industry standard knowledge and skills in food and beverage production, handling and function service. Students will work individually and as part of a team. ASSESSMENT: Hospitality is competency based assessment. Students will have many opportunities to demonstrate competence through a range of practical and theoretical tasks. These may include: folio of work, observations, performance in functions, role play, interviews, diary/ journal, research assignments written tests, oral presentations, structured work placements. JOB ROLES: This qualification may provide a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafes and coffee shops. Possible jobs could include bar attendant, bottle shop attendant, café attendant, catering assistant, food and beverage attendant, front office assistant, gaming attendant, porter or room attendant. PATHWAYS INFORMATION: Pathways from the qualification – After achieving SIT20316 Certificate II in Hospitality, individuals could progress to a wide range of other qualifications in the hospitality and broader service industries

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INORMATION, DIGITAL MEDIA AND TECHNOLOGY (Certificate I (ICT10115) & Certificate II (ICT20115) WHY STUDY INFORMATION, DIGITAL MEADIA AND TECHNOLOGY

Employment in Digital Technology is growing two times faster than other occupations. This entry level qualification provides the foundation skills and knowledge to use information and communications technology (ICT) in any industry.

QCE Points: Completion of a Cert I course contributes 2 QCE points. Completion of the Cert II course contributes 4 QCE points.

Duration: This course may be started at the beginning of year 10, 11 or 12. On average, it will take approximately 6 - 12 months to complete the Cert I course. The Cert II course may extend over multiple years

COURSE OUTLINE:

Certificate I includes the following competencies: Core Units ICTICT101 Operate a personal computer ICTICT102 Operate word-processing applications ICTICT103 Use, communicate and search securely on the internet ICTICT104 Use digital devices Electives (minimum of 2) ICTICT105 Operate spreadsheet applications ICTICT106 Operate presentation packages

Alternative electives (which may be cross-credited if studied in another subject) BSBWHS201 Contribute to health and safety of self and others BSBSUS201 Participate in environmentally sustainable work practices BSBCMM101 Apply basic communication skills ICTICT107 Use personal productivity tools ICTICT108 Use digital literacy skills to access the internet

Certificate II includes the following competencies: BSBWHS201 - Contribute to health and safety of self and others BSBSUS201 - Participate in environmentally sustainable work practices ICTICT201 - Use computer operating systems and hardware ICTICT202 - Work and communicate effectively in an IT environment ICTWEB201 - Use social media tools for collaboration and engagement ICTICT205 - Design basic organizational documents using computing packages ICTICT206 - Install software applications ICTICT203 - Operate application software packages ICTICT204 - Operate a digital media technology package ICTICT207 - Integrate commercial computing packages CUADIG303 - Produce and prepare photo images ICTSAS203 - Connect hardware peripherals ICTSAS206 - Detect and protect from spam and destructive software ICPDMT321 - Capture a digital imageICTICT108 Use digital literacy skills to access the internet

Additional Technology Projects that may be done in class:

Robotic: Flying Drones Sphero 3D Printing

Website Database: Dreamweaver HTML CSS

Software Development: Unity 3D software using C#

Virtual Reality HCC Vive Augmented Reality

Requirements: It is suggested that students purchase a USB flash drive for storage and transferring of files.

ASSESSMENT: The course is competency based. Where a student can demonstrate prior learning in a particular learning outcome or an individual performance criterion within a learning outcome, the student is eligible for recognition of prior learning. The assessment tools include quizzes, case studies, practical activities, observation and student selected projects.

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KITCHEN OPERATIONS Certificate II in Kitchen Operations – (SIT20416) WHY STUDY CERTIFICATE II in KITCHEN OPERATIONS The hospitality industry has become increasingly important in Australian society as a source of expanding employment opportunities. This certificate course provides students with a wide range of interpersonal skills with a general application in personal and working life and specific knowledge and skills related to the food preparation industry. This subject is a highly practical course which provides students the opportunity to complete a Certificate II in Kitchen Operations. This is a nationally recognised qualification which may lead to further employment and training in many areas of the Hospitality industry. Loganlea SHS has a Trade Training Centre (TTC) which provides a commercial kitchen and attached restaurant setting for this training to occur. Students must be committed to participation in both theory and practical elements of the course, excursions, structured work placement in a commercial setting and completion and submission of all assessment. As part of this course students will need to attend out of school hours functions as required in order to demonstrate the appropriate competencies to complete the qualifications. Students will always have advanced notice of their required attendance. COURSE OUTLINE: During the one year course students will complete a program of study which includes 8 core units and 5 elective units. The Certificate II in Kitchen Operations structure is based on the packaging rules described in the Tourism, Hospitality and Events training package (SIT 12). BSBCMM201 - Communicate in the workplace BSBWOR203 - Work effectively with others SITHCCC001 - Use food preparation equipment SITHCCC002 - Prepare and present simple dishes SITHCCC003 - Prepare and present sandwiches SITHCCC005 - Prepare dishes using basic methods of cookery SITHCCC006 - Prepare appetisers and salads SITHCCC011 - Use cookery skills effectively SITHKOP001 - Clean kitchen premises and equipment SITXFSA001 - Use hygienic practices for food safety SITXFSA002 - Participate in safe food handling practices SITXINV002 - Maintain the quality of perishable items TLIE1005 - Carry out basic workplace calculations ASSESSMENT: Kitchen Operations is competency based assessment. Students will have many opportunities to demonstrate competence through a range of practical and theoretical tasks. These may include: written tests, observations with checklists, portfolios, teacher questioning, practical functions/restaurants, practical exams and structured work placement. EMPLOYMENT / FURTHER STUDY PATHWAYS: Pathways from the qualification – After achieving SIT20416 Certificate II in Kitchen Operations, individuals could progress to a wide range of other qualifications in the hospitality and broader service industries. in the Tourism, Hospitality and Events Training Package (SIT 12) JOB ROLES: This qualification may provide a pathway to work in various hospitality

settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafes and

coffee shops.

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MEDIA ARTS – 2 Semesters

(Elective) WHY STUDY MEDIA ARTS? Storytelling for screen is no longer restricted to big budget cinema releases and television series commissioned by major networks. Media studies offers students the opportunity to study a range of different media texts and to question how and why they were made. Students will learn how to discuss the messages media texts present to audiences and in some units, create their own media productions. In Year 10 Media Arts, students will have a chance to develop their:

Understanding of media texts and technologies

Interpersonal skills working in production groups

Literacy and Numeracy skills

Ability to use multimedia to communicate

Time management skills

Problem-solving skills

COURSE OUTLINE: Topics studied include:

The language of television, film and new media

The Australian Film Industry

Documentary

Experimental Film

Film Production

Cult Classics ASSESSMENT: Students will complete a range of different assessment tasks where they will be required to evaluate, design and produce a range of different media artworks. FUTURE POSSIBILITIES: Media Arts is an excellent introduction for students wishing to continue on in this subject area in Year 11 and 12. The skills developed across the program prepare students for study in Year 11 and 12 Film, Television and New Media or Year 11 and 12 Media Arts in Practice. MEDIA ARTS MAY LEAD TO THE FOLLOWING CAREER PATHS: Filmmaking, Film Editing, Journalism, Advertising, Sound and Lighting Technician, Marketing, Scriptwriting to name a few.

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MUSIC – 2 Semesters (Elective) WHY STUDY MUSIC?

There are many benefits in studying music.

Self-confidence

Interpersonal skills

Confidence in creative abilities

Positive communication skills

Enhanced self-esteem

Understanding of music creation

Value live performances as an enriching experience COURSE OUTLINE: Year 10 Music offers students the chance to expand their musicianship through performance, composition and musicology. This course equips students with practical skills and background knowledge to assist them in becoming the complete musician. Performance – Students will improve at playing their instrument and singing. Whatever level they are at, the course will help them improve. Students get the opportunity to develop skills in basic keyboard work, the bass guitar, the acoustic and electric guitar, ukulele as well as tuned and un-tuned percussion (including drum kit). Composition – Students will be creating music in a range of genres. They will explore various methods in recording compositions such as traditional notation as well as compositional software and audio recording a live performance of their composition. Musicology – Students gain exposure to a wide range of musical genres to develop their musical understanding and appreciation. They will explore, identify and apply musical elements and compositional devices to enhance their understanding of music. UNIT 1 – I’ve got the music in me (Performance and Musicology) Students have access to the drum kits, bass guitar, electric guitar, PA systems, a class set of acoustic guitars, a class set of ukuleles, electronic keyboards, tuned and un-tuned percussion instruments for their practical work. They are also welcome to bring their own instrument to school for practice and performance. Students will also explore how musical elements and compositional devices effect music through a musicology task analysing a piece of music and the story it is telling. UNIT 2: Music visionaries– (Composition) All students will learn how to use music software programs to publish their own music on a computer. Students also learn how to create audio recordings of music created on the computer. Aspects of music technology are also part of the course. Students will also learn how to set up and use audio equipment. UNIT 3: Music is not Music (Musicology) All students are to analyse scores and performances where the musical focus is innovation. Students are to develop an understanding of music making from different cultures, times and places. Students will generate an understanding of unique approaches and complete an essay to compare and contrast two different musical works. UNIT 4: All eyes on you! (Performance) This unit’s focus is dedicated to the art of showmanship. Students are to develop their own skills and understanding on what makes the complete musical performer. Students are to perform a piece of music including on-stage characteristics for the particular genre they are covering. FUTURE PATHWAYS: After Year 10, students can continue to be involved in music activities such as concert-going, being involved in community groups, or simply enjoying playing or singing. The study of music can also lead to continued study in Years 11 and 12 in Senior Music or Senior Music in Practice, and to a wide variety of job opportunities in music performance, sound engineering, business and other related jobs in the music industry.

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OUTDOOR RECREATION Certificate II in Outdoor Recreation – (SIS20213)

WHY STUDY OUTDOOR RECREATION:

This course of study provides skills and knowledge for an individual to be competent in performing core skills in outdoor recreation environments and assisting with the conducting a wide range outdoor activities (e.g. canoeing, camping, fishing and bushwalking). It is an activity-based course where students learn by doing, working both individually and in teams. Commitment to the environment and work ethic is encouraged and preparation for the workplace is facilitated. This is a two year course (4 semesters). The RTO guarantees that the student will be provided with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and VET information provided on the student drive. Students successfully achieving all qualification requirements will be provided with a qualification and record of results. Students who achieve at least one unit (but not the full qualification) will receive a Statement of Attainment. QCE Points: Completion of this course may contribute up to 4 points. COURSE OUTLINE:

This course involves students camping, and engaging with activities in the outdoors. It consists of core (i.e. compulsory) and selected units of competency. Students can choose 2 of the 3 electives to focus on. The elective streams are Fishing, Bushwalking and Canoeing. This course involves students in the outdoors and physical activities. Students need to be prepared to do physically challenging tasks during the course of this subject. Students need to be prepared to engage with the natural environment. This course requires students to be involved in excursions or camps. These will incur additional costs.

Students showing interest in these particular electives will be provided with permission slips, current costs

and activity requirements before electives are selected.

CERTIFICATE II IN OUTDOOR RECREATION SIS20213

Students need complete 15 units of work, 5 core and then 10 of the elective choices; Core units; HLTAID003 - Provide first aid SISOODR201A - Assist in conducting outdoor recreation sessions SISOOPS201A - Minimise environmental impact SISXIND001 - Work effectively in sport, fitness and recreation environments SISXOHS101A - Follow occupational health and safety policies You can then choose two of the following specialties: Bushwalking: SISOBWG201A - Demonstrate bushwalking skills in a controlled environment SISONAV201A - Demonstrate navigation skills in a controlled environment Canoeing: SISOCNE201A - Demonstrate simple canoeing skills SISOCNE202A - Perform deep water rescues Fishing: SISOFSH201A - Catch and handle fish SISOFSH206A - Locate and attract fish You can then choose 6 of the remaining competencies: SISOINT201A - Conduct interpretation within an outdoor activity SISOOPS202A - Use and maintain a temporary or overnight site SISXEMR001 - Respond to emergency situations SITXFSA001 - Use hygienic practices for food safety TLIB2004 - Carry out vehicle inspection TLIB2008 - Carry out inspection of trailers

MANDATORY REQUIREMENTS:

Students who wish to enrol in this course will be required to:

Attain a Volunteer Blue Card (Positive Notice – Working with Children)

Be able to swim 50m fully clothed in a life jacket (for Canoeing Units)

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ASSESSMENT:

Assessment techniques used in this course include, - Teacher Questioning, - Observations with checklists, - Diary or Journal entries, - Completion of Practical Activities

Assessment strategies vary depending on the particular unit of competency and the setting of the task. Assessment criteria and techniques are stated in each unit of competency. Competence will be achieved when the learner can successfully complete the learning outcomes. Students will be issued with a Record Book, which will serve to record competencies achieved during the course. All successful units of competency will be recorded with a Certificate II possibly being completed. Part-completion of the course will result in the student being issued with a Statement listing industry competency standards in which the student has demonstrated competence. The course allows for the recognition of a student's prior learning (referred to as "RPL") should the student proceed into a TAFE program incorporating units of competency already determined as competent while at secondary school. EMPLOYMENT / FURTHER STUDY OPPORTUNITIES:

Employment opportunities can be found in the following areas:

* Outdoor guide * Childcare Programs * Adventure based Programs

Further study opportunities include: Certificate III in Outdoor Recreation (SIS30413) Information about further study opportunities can be found at: http://training.gov.au/Training/Details/SIS30413

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PRE-CONSTRUCTION – 1 Semester (Elective) WHY STUDY PRE-CONSTRUCTION?

The construction industry is a booming industry with carpenters that can earn in excess of $100 000 per year, fourth year electricians who earn over $70 000 per year or bricklayers who take home $2000 per week. Pre-Construction begins training you for this world, a world of vocational competencies (working towards a Certificate 1 in General Construction to start giving you QCE points) and eventually a world of money and a rewarding career in the construction industry. This is by no means a “boys” subject; there are some very successful girls that have studied construction (who usually get jobs in the industry quicker than boys). You can study this subject on its own or complimented with other Industrial Technology subjects (i.e. Pre-Furnishing and Pre-Engineering) COURSE OUTLINE:

Construction Workplace Health and Safety A study of the history of the construction industry. A Study of jobsite Workplace Health and Safety

(This is an indication of projects only – they may change without notice) ASSESSMENT:

The main form of assessment will be through the practical work, with only one exam at the end of the semester. FUTURE PATHWAYS:

Pre-Construction is aimed at preparing you for Certificate 1 in Construction in Year 11 and 12, this course of study can lead directly into the following careers: Carpenter, Cabinet Maker, Interior Designer and Decorator, Product Designer, Architecture, Shop Fitting, Workshop Managers, Set and Stage Designer and Builder, Kitchen Manufacture, Builder, Engineer, Home Handyperson/Maintenance, and many many more.

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PRE-ENGINEERING – 1 Semester (Elective) WHY STUDY PRE-ENGINEERING?

Pre-requisites: Nil (it is an advantage to have studied some industrial technology subjects in previous years). COURSE OUTLINE:

This subject is an introduction to the trade areas associated with the Engineering industry. Students participate in a variety of activities that include: Metal machining (Metal Lathe / Milling machine) Basic fitting Sheet metal fabrication This busy 6 month program has students working with both ferrous and non-ferrous metals to produce a number of artefacts. ASSESSMENT:

The assessment program for this subject consists of practical activities, observations and associated theory tasks. FUTURE PATHWAYS:

Pre-Engineering is aimed at preparing you for any of the Certificate 1 in Engineering Courses offered by Registered Training Authorities and Traineeships/Apprenticeships in the Engineering area. This course of study can lead directly into the following careers: Boiler maker / welder Fitter and turner Mechanics Sheet metal worker Metal Machinist

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PRE-FURNISHING – 1 Semester (Elective) WHY STUDY PRE-FURNISHING?

Have you ever thought that “I am pretty good with my hands” or “I would like to start directing my future towards a well paid job in industry” then Pre-Furnishing is for you. The team delivering Pre-Furnishing begins making you work ready, ready for industry and ready to make you real money. You will learn to use workshop machinery to produce Fine pieces of furniture, this makes this subject an excellent choice for both males and females – no more laborious use of hand tools. You can study this subject on its own or complimented with other Industrial Technology subjects (e.g. Pre-Construction and Pre-Engineering). COURSE OUTLINE:

A study of ergonomics and aesthetics Fine Jewellery Box using dovetail joints made by machine &

turning project. A study of how various countries from around the world have

influenced furniture choice and design. (*This is an indication of projects only – they may change without notice) ASSESSMENT:

The main form of assessment will be through the practical work done throughout the semester, with an exam done at the end of the semester. FUTURE PATHWAYS:

Pre-Furnishing is aimed at preparing you for Certificate 1 in Furnishing in Year 11 and 12, this course of study can lead directly into the following careers: Interior Designer or Decorator, Product Designer, Architecture, Fine Furniture construction, Mass produced furniture manufacture, Shop Fitting, Workshop Managers, Set and Stage Designer and Builder, Kitchen Manufacture, Cabinet Maker, Builder, Engineer, Home Handyperson/Maintenance, and many many more.

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RETAIL SERVICES Certificate II in Retail Services (SIR20216)

WHY STUDY RETAIL SERVICES: The certificate II in Retail Services SIR20216 is a qualification that reflects the role of frontline retail team members who use a defined and limited range of operational skills to undertake workplace activities. They are involved in mainly routine and repetitive tasks and work under direct supervision of others. The qualification requires the ability to perform financial calculations, read procedures/instructions and write basic reports.

QCE Points: Completion of this course contributes 4 QCE points.

Duration: This course may be started at the beginning of year 10, 11 or 12 and will take 12 months to complete.

COURSE OUTLINE:

Students will study Certificate Retail Services (SIR20216) through the following units of competency:

SIRXCEG001 - Engage the customer

SIRXCOM001 - Communicate in the workplace to support team and customer outcomes

SIRXIND001 - Work effectively in a service environment

SIRXIND003 - Organise personal work requirements

SIRXPDK001 - Advise on products and services

SIRXRSK001 - Identify and respond to security risks

SIRXWHS002 - Contribute to workplace health and safety

SIRRINV001 - Receive and handle retail stock

SIRRMER001 - Produce visual merchandise displays

SIRXSLS002 - Follow point-of-sale procedures

BSBWOR204 - Use business technology

SIRXIND002 - Organise and maintain the store environment

It is suggested that students purchase a USB flash drive for storage and transferring of files.

ASSESSMENT: This course has been developed to the skills and knowledge required to work within a range of retail settings at school and in the workplace. Students will complete five projects and will be assessed through the following methods:

Written Assessments

Short Response & Multiple Choice Exams

Practical Observations (at School)

Role Plays (at School)

Work Experience (One Week, Outside of School)*

EMPLOYMENT / FURTHER STUDY OPPORTUNITIES: By the time you complete the course you will have the skills and knowledge to perform roles such as frontline team member, customer service assistant and point-of-sale operator. This qualification is a pathway to work in a diverse range of retail settings including specialty retailers, supermarkets, department stores and quick service restaurants. *students who currently are employed (for a period of six months) in a retail workplace, will be able to have their current employer sign off a Third Party Report, in lieu of completing a work experience placement.

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INTRODUCTION TO SENIOR SCIENCES – 1 semester (Elective) In Year 10 students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories. Atomic theory is developed to understand relationships within the periodic table. Understanding motion and forces are related by applying physical laws. Relationships between aspects of the living, physical and chemical world are applied to systems on a local global scale and this enables students to predict how changes will affect equilibrium within these systems.

COURSE OUTLINE:

The units studied in Year 10 Science are:

Life blue prints

Life evolves

Chemistry isn’t magic

Chemical reactions matter

Moving along

Energy of motion

The universe

Global systems

ASSESSMENT:

Students will be required to complete a number of assessment tasks including

Experimental investigations (designing and performing laboratory investigations)

Research assignments

Oral presentation

Practical reports

Written tests

In-class workbooks

Homework:

A minimum of 2½ hours per week of home study is needed if students hope to gain a Sound Achievement. FUTURE PATHWAYS:

Introduction to Senior Science is a pre-requisite for Chemistry, Physics, Biological Science or Agricultural Science at a Year 11 and 12 level. A Sound level of achievement in Science is a requirement of many TAFE apprenticeship courses.

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SKILLS FOR VOCATIONAL PATHWAYS Certificate I in Skills for Vocational Pathways - (FSK10213) This course is to be

superseded. Students enrolled before December 2017 will be transitioned into the new course when it is available.

WHY STUDY SKILLS FOR VOCATIONAL PATHWAYS:

This qualification is designed for individuals who need skills to prepare for a vocational pathway qualification or further foundations skills development.

It is suitable for individuals who require:

- A prevocational pathway to employment and vocational training

- Reading, writing, numeracy, oral communication and learning skills at Australian Core Skills Framework (ACSF) level 2

- Entry level digital technology and employability skills

- Education, training and employment goals

QCE Points: Completion of this course may contribute 2 QCE points. Duration: This course has rolling starts and may be started at the beginning of year 10, 11 or 12. It will take 2 semesters to complete, however time frames may be varied to address the needs of students who may need additional time. Students enrolling late in year 12 will be eligible for credit for the competencies that they complete.

COURSE OUTLINE:

Students will study Certificate in Skills for Vocational Pathways (FSK10213) through the following units:

Semester Theme Units of competency

1 Business Technology

FSKDIG02 Use digital technology for simple workplace tasks (Core)

FSKWTG06 Write simple workplace information (Core)

FSKWTG01 Write personal details on basic workplace forms (Elective)

1 Workplace Maths FSKNUM08 Identify and use whole numbers and simple fractions, decimals and

percentages for work (Core)

FSKNUM09 Identify, measure and estimate familiar quantities for work (Core)

2 Career planning & learning pathways

FSKLRG08 Use simple strategies for work related learning (Core)

FSKLRG01 Prepare to participate in a learning environment (Elective)

2 Interacting in the workplace

FSKOCM03 Participate in simple spoken interactions at work (Core)

FSKRDG07 Read and respond to simple workplace information (Core)

FSKRDG01 Recognise highly familiar workplace signs and symbols (Elective)

ASSESSMENT:

This course is competency based. Where a student can demonstrate prior learning in a particular learning outcome or an individual performance criterion within a learning outcome, the student is eligible for recognition of prior learning. The assessment may consist of observations, case studies, assignments, team projects, short answer questions, practical activities and portfolio. EMPLOYMENT / FURTHER STUDY PATHWAYS:

This provides a foundation for a broad range of entry level positions. Particular areas of employment will have been experienced during this training and could be followed up on successful completion.

On completion of this course students may enrol in Certificate in Skills for Work & Vocational Pathways (FSK20113)

Follow link for qualifications pathway information within the Training Package. 10213http://training.gov.au/Training/Details/FSK102133

SKILLS FOR WORK & VOCATIONAL PATHWAYS Certificate II in Skills for Work & Vocational Pathways - (FSK20113) This course is to be superseded. Students enrolled before December 2017 will be transitioned into the new course when it is available. WHY STUDY SKILLS FOR WORK AND VOCATIONAL PATHWAYS:

This qualification is designed for individuals who require further foundation skills development to prepare for workforce entry or vocational training pathways. It is suitable for individuals who require:

- A pathway to employment or vocational training

- Reading, writing, numeracy, oral communication and learning skills at Australian Core Skills Framework (ACSF) Level 3

- Entry level digital literacy and employability skills

- A vocational training and employment plan.

QCE Points: Completion of this course contributes 4 QCE points. Duration: This course has rolling starts and may start at the beginning of year 10, 11 or 12. It will take 4 semesters to complete, time frames may be varied to address the needs of students who may need additional time. Students enrolling in year 12 will be eligible for credit for the competencies that they complete.

COURSE OUTLINE:

Students will study Certificate in Skills for Work & Vocational Pathways (FSK20113) through the following units:

Semester Project Theme

Units of competency

1 Technology @ work

FSKDIG03 – Use digital technology for routine workplace tasks FSKLRG11 – Use routine strategies for work related learning ICAICT106 – Operate presentation packages

BSBWHS201 – Contribute to health and safety of self and others

2 Maths and Maps

FSKNUM14 – Calculate with whole numbers and familiar fractions, decimals and percentages for work FSKNUM15 – Estimate, measure and calculate with routine metric measurements for work FSKNUM06 – Use highly familiar maps and diagrams for work FSKNUM25 – Use detailed maps to plan travel routes for work

3 Workplace Information

FSKLRG09 – Use strategies to respond to routine workplace problems FSKRDG10 – Read and respond to routine workplace information FSKOCM07 – Interact effectively with others at work FSKWTG09 – Write routine workplace texts

Elective Units

4A

4B

Career Planning Getting Dirty

FSKLRG03 – Use basic strategies for career planning FSKLRG07 – Use strategies to identify job opportunities AHCPCM201A – Recognise plants AHCPGD202A – Prepare and maintain plant displays

ASSESSMENT: This course is competency based. Where a student can demonstrate prior learning in a particular learning outcome or an individual performance criterion within a learning outcome, the student is eligible for recognition of prior learning. The assessment may consist of observations, case studies, assignments, team projects, short answer questions, practical activities and portfolio.

EMPLOYMENT / FURTHER STUDY PATHWAYS: This provides a foundation for a broad range of entry level positions. Particular areas of employment will have been experienced during this training and could be followed up on successful completion. Follow link for qualifications pathway information within the Training Package. http://training.gov.au/Training/Details/FSK20113

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TEXTILES IN THE 21ST CENTURY

WHY STUDY RETAIL SERVICES: Students will complete a semester of Textiles investigation and Textiles manufacturing. The semester long unit will run in year 10 and focus on the ethical and social sustainability issues related to the Textiles and Fashion Industry. Students will investigate, generate and critique innovative and ethical designed solutions for sustainable futures through the lenses of design and technology. The subject consists of two units that will culminate in the manufacture of a final textiles product. The students will have the opportunity to access machinery, pattern drafting and dyeing techniques and designs as part of their learning.

COURSE OUTLINE: The first term will introduce the students to fabric and fibre properties and basic sewing skills (both machine and hand); students will also investigate origins of fibres and research the trends of fashion sustainability. The second unit will extend on the foundation unit requiring the students to employ the enquiry/design process and create a sustainable textile piece and process journal to meet a specified design brief. Students will be required to

produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and manage processes

Evaluate processes and designed solutions and transfer knowledge and skills to new situation

Understand the roles and responsibilities of people in design and technologies occupations related to the textile industry and how they contribute to society

The subject is a combination or theory and practical elements that will allow students to build on prior knowledge and create one off design pieces to meet the requirements and design briefs of the subject.

ASSESSMENT: The assessment program for this subject consists of practical activities, observations and associated theory tasks.

EMPLOYMENT / FURTHER STUDY OPPORTUNITIES: Entry-level positions within the textiles and apparel industry or in related fields including product development, merchandising and marketing, retail, production, testing, quality control, technical services, fashion journalism, and textile design

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VISUAL ARTS Certificate II In Visual Arts - (CUA20715)

WHY STUDY CERTIFICATE II IN VISUAL ARTS? The arts are a powerful vehicle for communication, a way to express visions that are beyond the capacity of words and a medium for cultural enlightenment. This Certificate in Visual Arts courses offer a great foundation if you’re not sure which creative discipline you’re interested in – or if you want to get to know about art and the world of visual communications before you go further. You will graduate with an accredited Certificate II which is a great stepping-stone to a degree. You’ll learn to apply theories using modern techniques and media in appropriate and innovative ways. At the completion of this certificate course, you will graduate with a folio of 2D and 3D works of art. QCE Points: Completion of this course contributes 4 QCE points. Duration: This course may be started at the beginning of year, 10, 11 or 12 and will take 12-24 months to complete. COURSE OUTLINE: Students will study Certificate II in Visual Arts (CUA20715) through the following units of competency: CORE UNITS: BSBWHS201 Contribute to health and safety of self and others CUAACD101 Use basic drawing techniques CUADRA201 Develop drawing skills CUAPPR201 Make simple creative work CUAPRI201 Develop printmaking skills CUADIG202 Develop painting skills CUADIG202 Develop digital imaging skills CUARES202 Source and use information relevant to own arts practice CUAPPR203 Store finished creative work Requirements: Students will require an A4 visual diary/sketchbook and basic stationary, i.e. pens, pencils, ruler, eraser, sharpener.

ASSESSMENT: This course is competency based. Where a student can demonstrate prior learning in a particular learning outcome, the student is eligible for recognition of prior learning. The assessment tools include student workbooks, observations and practical activities within a simulated work environment where students will gain experience in the visual arts field.

FUTURE POSIBILITIES:

Artist Web design

Graphic artist/designer Interior design

Commercial artist Book illustrator

Arts officer/consultant Sculptor

Photographer Exhibition Curator