2017 Senior Subject Selection Guide

QUEENSLAND DEPARTMENT OF EDUCATION, TRAINING AND EMPLOYMENT

Eidsvold State School Year 11/12 Subject Selection Guide 2017

of 25 Table of Contents

QUEENSLAND CERTIFICATE OF EDUCATION (QCE)...... 3 AUTHORITY SUBJECTS...... 4

ENGLISH...... 5 MATHEMATICS A...... 6 MATHEMATICS B...... 7 SCIENCE 21...... 8 INFORMATION TECHNOLOGY SYSTEMS...... 10 ABORIGINAL & TORRES STRAIT ISLANDER STUDIES...... 11 AUTHORITY-REGISTERED SUBJECTS...... 13

ENGLISH COMMUNICATION...... 14 PRE-VOCATIONAL MATHEMATICS...... 15 INFORMATION COMMUNICATION TECHNOLOGY...... 16 SOCIAL AND COMMUNITY STUDIES...... 17 VISUAL ARTS IN PRACTICE...... 18 BUILDING AND CONSTRUCTION SKILLS...... 19 RECREATION...... 21 HOSPITALITY...... 22 SHORT COURSES...... 23

CAREER DEVELOPMENT...... 24 QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT (QCIA)...... 25

of 25 Queensland Certificate of Education (QCE)

The QCE is Queensland’s senior school-based qualification, awarded to eligible students on completion of the senior phase of learning, usually at the end of Year 12. The QCE recognises achievement where a student has demonstrated a significant amount of learning, to a set standard and in a set pattern, while meeting literacy and numeracy requirements.

The QCE is achievable for students and recognises a broad range of learning, including senior school subjects, vocational education and training (VET), workplace and community learning recognised by the Queensland Studies Authority (QSA), and university subjects undertaken while at school.

How to achieve a QCE To be awarded a QCE, a student needs to demonstrate a significant amount of learning, to a set standard and in a set pattern, while meeting literacy and numeracy requirements. These requirements are measured in terms of credits. Credits are banked when the set standard has been met.

Students must have at least 20 credits in the required pattern to be awarded a QCE

Tertiary Entrance Statement If a student is eligible for an Overall Position (OP, this statement will show the OP and Field Positions (FPs) they have achieved. These rankings are used to determine eligibility for admission to tertiary courses.

Queensland Certificate of Individual Achievement (QCIA) This certificate recognises the schooling achievements of students who complete Year 12 on individualised learning programs. Students eligible for a QCIA are those who have impairments or difficulties in learning. For more information, please refer to the QCIA section of this document listed in the table of contents.

of 25 Authority Subjects

Authority subjects are based on syllabuses that have been approved and issued by the QSA. Results in Authority subjects can count in the calculation of OPs and FPs, the most common selection devices used by the tertiary sector.

What is an OP? An OP is a student’s position in a statewide rank order based on their overall achievement in QSA-approved subjects. It indicates how well a student has done in comparison to all other OP-eligible students in Queensland and is used for tertiary entrance purposes only. Students are placed in one of 25 OP bands from OP1 (highest) to OP25 (lowest).

How do I get an OP? To get an OP you must study a certain number of Authority subjects and satisfy other requirements including completion of Year 12 and the Queensland Core Skills (QCS) Test. The basic eligibility requirement is 20 semester units of credit in Authority subjects with at least three subjects taken for four semesters. Authority subjects are based on syllabuses that have been approved and issued by the QSA.

What does Eidsvold State School offer? Eidsvold State School offers 5 Authority subjects on site, these include:  English  Mathematics A  Mathematics B  Science 21  Information Technology Systems  Aboriginal and Torres Strait Islander Studies

Additional Authority subjects can be studied through Distance Education with support and mentoring provided by staff.

of 25 English

QCE CREDITS 4 credits are awarded if an SA or greater is achieved upon exit over four semesters.

PRE-REQUISITES A level of High Achievement (B) in Year 10 English is highly recommended. Our experience suggests that students without a High Achievement in Year 10 English find it difficult to achieve success in Senior English.

AIMS The Senior English course aims to promote students’ ability to use language appropriately and effectively to suit particular purposes. It relies heavily on students’ ability to analyse and reflect on the ways language is used in a wide range of contexts in order to make meaning.

COURSE OUTLINE Senior English is a course of study over four semesters. Each of the semester units offered is made up of a series of sub-units that are based upon a work of literature, an aspect of the mass media, a theme or a practical language skill. All units involve: reading a variety of texts (fiction and non-fiction), poetry and drama (including Shakespeare); and viewing and listening to a variety of materials (television, music, films etc). Students are expected to respond to these experiences in writing and/or speech.

ASSESSMENT Students are expected to complete 12 summative assessment items over the 4 semesters (6 in Year 11, 6 in Year 12). 8 of these pieces will be extended written responses (some under exam conditions, others as assignments) and 4 will be spoken tasks.

WORKLOAD Considerable reading is required in this subject. Written work is set throughout each semester and students will need to work continuously rather than studying hard at the end. Students are also required to work independently and form ideas without the level of teacher input experienced in Junior English. Work outside of school time is necessary.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS The development of effective communication skills and independent thinking skills which are at the heart of this course have obvious applicability to further study, employment and daily life. A Sound level of achievement in Senior English is a pre-requisite for most tertiary courses and for many TAFE diploma courses.

of 25 Mathematics A

QCE CREDITS 4 credits are awarded if an SA or greater is achieved upon exit over four semesters.

PRE-REQUISITES A minimum of a Sound Achievement in Junior Mathematics with some expertise in knowledge and manipulation of algebraic formulas and geometry is recommended.

AIMS The Mathematics A program is designed to assist students to develop an appreciation of the value of mathematics to humanity. The units studied aim to help students develop an understanding of the power of maths and its impact on society. Students are led to appreciate how mathematical concepts may be applied to a variety of life situations including business and recreational activities.

COURSE OUTLINE The work covered in Mathematics A is based on the following three topics:  Probability and Statistics  Financial Mathematics  Applied Geometry

ASSESSMENT Assessment comprises of written tests and assignments. Students will complete four supervised tests and at least one assignment per semester. Aspects of mathematics assessed include; Knowledge and Procedures, Modelling and Problem Solving and Communication and Justification.

WORKLOAD Mathematics A requires students to complete homework regularly, as well as studying and revising topics learnt in class, to be able to achieve success. Majority of assignment work will need to be done in the students own time, which equates to a minimum of ten hours per assignment.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS Mathematics A is not a pre-requisite subject, but it is recommended for entrance to many tertiary courses. Students need to research pre-requisite tertiary course requirements before selecting their level of Senior Mathematics.

of 25 Mathematics B

QCE CREDITS Four (4) credits are awarded if an SA or greater is achieved upon exit over four semesters. PRE-REQUISITES This subject is recommended for students who achieved a Very High Achievement (A) in Year 10 Mathematics or at least a Sound Achievement (C) in an Extension Year 10 Mathematics program. AIMS The global aims of the Mathematics B course are for students to develop:  Broad mathematical knowledge and skills  The ability to recognise when problems are suitable for mathematical analysis and solution, and be able to attempt such analysis and solve problems with confidence  An awareness of the uncertain nature of their world and be able to use mathematics to help make informed decisions in life-related situations  An understanding of the diverse applications of mathematics  An ability to comprehend mathematical information which is presented in a variety of forms  An ability to communicate mathematical information in a variety of forms  An ability to use mathematical procedures to justify conclusions  An ability to benefit from the availability of a wide range of technologies  An ability to choose and use mathematical instruments appropriately  Positive attitudes to the learning and practice of mathematics COURSE OUTLINE The content covered in Mathematics B is based on the following seven topics:  Introduction to functions  Rates of change  Periodic functions and applications  Exponential and logarithmic functions and applications  Optimisation  Introduction to integration  Applied statistical analysis ASSESSMENT Assessment comprises of supervised tests and assignments. Students will complete supervised tests every term as well as at least two assignments per year. Aspects of mathematics assessed includes; Knowledge and Procedures, Modelling and Problem Solving and Communication and Justification. WORKLOAD Students undertaking Mathematics B must be prepared to put in several hours of homework each week. Homework for Mathematics B may not always be set homework by the teacher, but rather individual study of revision of content learnt in class. Students will need to put in additional hours on top of what is required when approaching supervised tests. Majority of assignment work will be expected to be completed in the students own time. This should equate to an absolute minimum of ten hours per assignment task. RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS Mathematics B is a recommended precursor to tertiary studies in degrees with high demand in mathematics, especially in the areas of science, medicine, mining and engineering, information technology, mathematics, finance, and business and economics. The level of mathematics involved in this subject is far beyond what is needed in the general workforce and supersedes the numeracy required to have basic life skills.

of 25 Science 21

QCE CREDITS Four (4) credits are awarded if an SA or greater is achieved upon exit over four semesters.

PRE-REQUISITES Students studying Science 21 need to exhibit a broad range of abilities in science. However to maximise success, Sound Levels of Achievement in both Year 10 Science and Mathematics is recommended.

AIMS Science 21 is an interdisciplinary science course that aims to encourage students to develop a broad understanding of science in real-world contexts - the way the human body works, the ways we communicate, our place in the universe, our environment, and our enjoyment of both synthesised and natural things.

COURSE OUTLINE The content covered in Science 21 is based on the following topics:  You Are What You Are  Restless Earth  Cool and Cosy  Our Scientific Future  Knock, Knock, Who’s There  Designer Foods  What’s your poison?  Life in the Fast Lane

ASSESSMENT Assessment in this course will form an integral part of the inquiries undertaken by students. The underpinning principle of assessment in this syllabus involves holistic judgement of student work, referenced to criteria and standards. This recognises that student achievement is based on a combination of performances across all general objectives and that these general objectives are interconnected.

The following methods will be selected from:  Supervised Assessment  Non-experimental Investigation  Extended Practical Investigation  Collection of Work

WORKLOAD  To succeed at this subject, students must:  be self-motivated and enthusiastic learners  complete homework requirements to a high standard  develop continuous revision practices that cover the subject matter studied on a day-to-day basis

To achieve a minimum of a Sound Achievement in Science 21, 4 to 8 hours of outside school study is required per week.

of 25 RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS The skillsHealth developed and medicine and knowledge obtained in Science 21Research will assist students in further study at Veterinarya tertiary level nursing in any area. Students will also be preparedLaboratory for techniciansa variety of careers such: Animal welfare  Biotechnology and forensics  Pharmaceutical industry

of 25 Information Technology Systems

QCE CREDITS Four (4) credits are awarded if an SA is achieved upon exit over four semesters.

PRE-REQUISITES A level of High Achievement (B) in Junior Maths is highly recommended.

AIMS The subject Information Technology Systems (ITS) is a practical discipline which prepares students to meet the rapid changes in technology and ways to respond to emerging technologies. Several units within the course provide students with the knowledge and skills used in the systems supporting IT as well as skills useful in the multimedia entertainment industry.

COURSE OUTLINE The course is designed to run in tandem with the ICT authority-registered subject. The units in ITS are aligned to the practical skills taught in ICT, however, the requirements, skills and depth of knowledge are greater. The units covered in this subject are:  Graphic Design  Website design  Video Authoring  3D Modelling and animation

ASSESSMENT Students are expected to complete 8 assessment pieces over the course of 4 semesters (years 11-12). Four of the assessments are formative pieces during semesters 1 and 2. The remaining four assessments are summative pieces during semester 3 and 4. Most assessment materials will predominately be project based assessments that will require the production of a product acceptable for industry.

WORKLOAD This subject requires more work than the Authority-registered subject ICT. ITS is a time demanding OP subject that will assume students will complete school work during class time and their own time. As such, Eidsvold State School will supply ITS students laptops during their 2 years (year 11-12). These laptops will include Windows 8 and 10, Office 2013, 3G Internet connectivity and all required software relevant for ITS.

RELEVANCE FOR TERTIARY STUDY/EMPOLYMENT/LIFE SKILLS This is a great course for building students’ confidence and skill levels on computers. These skills can be used in a variety of different industries where technology is becoming more commonly used. It also gives students a good grounding for the technology requirements in tertiary education – Software Developer/Programmers/Software Engineers, 3D modellers/animaters, Videographer and Video Editor, Database Administration and Management.

COST Eidsvold State School will supply ITS student’s laptops during their 2 years (year 11-12). These laptops will include Windows 8, Office 2013, 3G Internet connectivity and all required software relevant for ITS. Most students will require the purchase of portable USB stick to save their work - the Eidsvold Post Office sells USB’s for $9.00 each.

of 25 Aboriginal & Torres Strait Islander Studies

QCE CREDITS Four (4) credits are awarded if a Sound Achievement or greater is achieved upon exit over four semesters.

PRE-REQUISITES A minimum result of a High Achievement (VHA) in Junior English is required as the course is inquiry based and requires a great deal of documentation to be read and understood. All assessment pieces require students to analyse, understand and evaluate the material they study and the material they use for research. Students must also be able to justify their own opinions/conclusions with evidence, and reflect on and revise their own and others’ points of view.

Students should also be able to take handwritten notes – whether from a speaker, document or computer source as computer printouts are not acceptable as research notes.

Experience has shown that students who are not self motivated and who enter the subject with a result less than a High Achievement in Junior English will not achieve success with this subject.

AIMS The aim of this course of study is to explore the history, culture and issues (past and present) which have impacted on the Indigenous peoples of Australia. As a consequence, students should gain insights into and respect for the diversity, complexity and distinctiveness of Indigenous people.

COURSE OUTLINE This course is inquiry based and is organised into four (4) themes.

Places & Spaces: The inquiry topics studied include Contact History, Connections to Country and Media Representation of Indigenous people.

Cultures & Identities: Movements, gatherings, maps, trade and the resilience of the Indigenous people are the inquiry topics in this theme.

Political & Economic Systems: This theme focuses on Land Rights and Deaths in Custody.

Time, Continuity & Change: The inquiry topics in this theme are Reconciliation and Cultural Expression.

ASSESSMENT Assessment consists of written and oral presentations and response to stimulus tests. Students are expected to complete 11 assessment items over the 4 semesters (6 in Year 11, 5 in Year 12). Seven (7) of these pieces will be extended written responses (some under exam conditions, others as assignments). Two of these will also have spoken components. There will be four (4) response to Stimulus tests.

Learning Log (3 terms) – This is a collection of a range of student responses to inquiry topics studied. This must be completed in the student’s own time. The log could include written responses to information, analysis of newspaper/magazine articles/movies/documentaries, and/or paintings/sketches with appropriate explanation.

of 25 Research Assessment Items – These can be Multimodal (oral/visual) Presentations, Local Area Studies, Biographies or Research Assignments and all require an extended written response (up to 1000 words).

Response to Stimulus – These are conducted under exam conditions and require students to respond to seen or unseen stimulus material (documents, photos, cartoons, etc).

WORKLOAD Considerable reading and class discussion is required in this subject. Written work is set throughout each semester and students will need to work continuously rather than leaving work until it is due. Students are also required to work independently and be able to formulate and justify their own opinions without the level of teacher input experienced in the Junior year levels. Work outside of school time is essential.

NOTE: In some instances students will have to question/speak to/photograph indigenous members of the community.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS The development of independent thinking and reasoning skills which are integral to this course have obvious applicability to further study, employment and daily life. Most tertiary study is based on these skills. Students who undertake this course will develop values appropriate to living and working within our culturally diverse society.

of 25 Authority-Registered Subjects

Authority-registered subjects are developed from study area specifications (SASs) and generally include substantial vocational and practical components. Results in these subjects are not used in the calculation of OPs and FPs.

What does Eidsvold State School offer? Eidsvold State School offers 8 Authority-registered subjects on site, these include:  English Communication  Pre-Vocational Mathematics  Information Communication Technology  Social and Community Studies  Visual Arts in Practise  Building and Construction Skills  Recreation  Hospitality

of 25 English Communication

PRE-REQUISITES This subject is recommended for students who want to take an alternative (more practical, less theoretical) subject to Senior English and/or those who have experienced difficulties in Junior English.

AIMS This course aims to provide students with opportunities to increase their communication skills in a range of social contexts, i.e. workplace, active citizenship and leisure activities.

COURSE OUTLINE This course is organised around three strands: work, community and leisure. Work: Students develop an understanding of and practical experience in a range of workplace communications; simple routine requirements, interactions in the workplace, working in teams and dealing with clients.

Community: Includes current issues of local and national significance drawn from the media. It deals with the role of the media in shaping community opinion.

Leisure: Students are given the opportunity to experience, enjoy and respond to language used in literature, magazines, drama, cinema and a range television programs.

ASSESSMENT Approximately 50% of summative assessment items will be spoken, 50% will be written/visual. The lengths of tasks are significantly less than Senior English and the depth of analysis required is limited.

WORKLOAD As with all senior subjects, students will be required to complete work outside of school time. However, the time required for English Communication is considerably less than the time required for Senior English.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS Because of the emphasis on work, community and leisure, this course has direct relevance for employment, active citizenship, further study (primarily at TAFE), and daily living.

of 25 Pre-Vocational Mathematics

PRE-REQUISITES This subject is recommended for students who have experienced difficulties in Junior Mathematics.

AIMS Pre-vocational Mathematics aims to allow students to build confidence and experience success when using mathematics in everyday contexts. It endeavours to improve their preparedness for entry to work, apprenticeships, traineeships, or further study by developing their numeracy.

COURSE OUTLINE Pre-vocational Mathematics is designed for students who do not require Mathematics for tertiary study.

ASSESSMENT Assessment varies but emphasis is placed on in school assignments and research projects.

WORKLOAD The course requires a reasonable amount of work during class time with only a minimal amount of homework expected.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS This subject is useful in providing life skills for students who do not require Mathematics A for tertiary study. The course is designed to provide a good knowledge of the mathematics required for the workforce.

of 25 Information Communication Technology

QCE CREDITS Four (4) credits are awarded if an SA is achieved upon exit over four semesters.

PRE-REQUISITES A level of Sound Achievement (C) in Junior Maths is highly recommended.

AIMS To provide students with opportunities to develop real-world skills which are practical and valued in the IT industry including technical and multimedia skills.

COURSE OUTLINE The course is designed to give each student the practical knowledge and skills to use technology to solve real world problems. The units covered in this subject are:  C# Programming  3D Modelling (Blender)  Digital Still Imaging  Managing Data (SQL Databases)  Digital Videography  Video Editing (Sony Movie Studio)

ASSESSMENT Student assessment consists predominately of practical project work which requires students to produce a product built to a quality standard acceptable for industry needs.

WORKLOAD This subject requires much less work outside of school than the ITS Authority subject. However, there will be an expectation that some work is done outside of school. The school computers will be available outside of class time when required. It will be the responsibility of the student to organise this with the class teacher.

RELEVANCE FOR TERTIARY STUDY / EMPOLYMENT / LIFE SKILLS This is a great course for building students’ confidence and skill levels on computers. These skills can be used in a variety of different industries where technology is becoming more commonly used. It also gives students a good grounding for the technology requirements in tertiary education.

COST The course requires students to use computers and other forms of technology. The school will supply all the technology required. Students will not be expected to purchase computers or other expensive devices to complete the course. It will also not be an expectation that students have a computer at home, however, to benefit student learning it is highly recommended. Most students will require the purchase of portable USB stick to save their work - the Eidsvold Post Office sells USB’s for $10.00 each.

of 25 Social and Community Studies

QCE CREDITS Four (4) credits are awarded if a SA or greater is achieved upon exit over four semesters.

PRE-REQUISITES This subject is recommended for students who wish to take an alternative to the traditional Social Science subjects: Modern History and Geography. Students who enjoy Junior SOSE and desire a course with a focus on contemporary issues in society, and the opportunity to develop life skills, would benefit from this subject.

AIMS Three major areas of life skills are identified and developed through a range of units in Social and Community Studies: personal, interpersonal, and citizenship skills. These life skills are core to the subject and provide a framework for a course of study in Social and Community Studies. Life skills encompass social skills, communication skills (e.g. verbal and non-verbal communication, effective speaking, active listening), respect for and interaction with others, building rapport, problem solving and decision making, self-management, building self- esteem, self-confidence and resilience, workplace skills, learning and study skills.

Students investigate these life skills through a variety of electives COURSE OUTLINE The program for this course consists of four (5) themes over two (2) years. Themes are:  Arts and the Community  Money Management  Gender Studies  Today’s Society  Into Relationships

ASSESSMENT Assessment is an integral part of the teaching and learning process. It is the purposeful, systematic and ongoing collection of information about student learning outlined in the syllabus. In Social and Community Studies, assessment consists of a variety of techniques, including:  Persuasive Essay  Feature Article  Multi-modal Presentation  Short-response Exam

WORKLOAD This subject requires is considered less rigorous than History and ATSI. However, as with all senior subjects, there will be an expectation that work is also develop and completed outside of school.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS Social and Community Studies is useful in allowing student to develop skills such as:  Teamwork development  Personal management  Management of relationships and resources  Community involvement

of 25 Visual Arts in Practice

PRE-REQUISITES Nil.

AIMS To allow students to explore a range of art forms.

COURSE OUTLINE Students should:  create and make arts works for particular purposes  value themselves as artists through emerging self-worth and self-confidence  operate in one or more of the practitioners’ roles (maker, performer/presenter, technician, manager)  develop knowledge about particular arts, aesthetic codes and symbolic languages in a range of contexts  understand the contribution practitioners make in communicating social and cultural  practices and personal experience

ASSESSMENT Students will be expected to create a range of artworks that include;  Oil on canvas painting  3D recycled art  Photographic animation  Shoe design

WORKLOAD This subject requires much less work outside of school than Authority subjects. However, as with all senior subjects, there will be expectation that some work is done outside of school.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS

A course of study in Visual Arts in Practice can establish a basis for further education and employment in fields of design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.

COST If students wish to take home their artworks, they will be expected to make a contribution towards the resources required for that piece if these items were sourced specifically for the task (Canvas shoes for the shoe design task and canvas for the oil painting task). The cost for these would be approximately $5 each.

of 25 Building and Construction Skills

QCE CREDITS: Four (4) credits are awarded if an SA or greater is achieved upon exit over four semesters.

PRE-REQUISITES: Students choosing this subject should have a desire to learn more about the Building and Construction industry and display a commitment to a good work ethic and safe workshop practices. The academic rigor of industrial subjects has been increased and students are now required to justify their knowledge related to the products they are working on.

Building and Construction Skills will provide students with opportunities to explore, experience and learn knowledge and practical skills required to create, maintain and repair the built environment. It provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills.

COURSE OUTLINE  Industry practices and construction processes used by building and construction enterprises to create or maintain structures that meet predefined specifications.  Study of building and construction enterprises, workplace health and safety, personal and interpersonal skills, product quality, specifications, tools and materials.  Core Units - Industry Practices and Construction Processes  Other Units - Carpentry, Concreting and Landscaping. Each elective relates to a current building and construction trade qualification.  Knowledge, understanding and skills required to use tools and materials to create or maintain structures in that area of specialisation

ASSESSMENT

Assessment in Building and Construction Skills gives students opportunities to develop and demonstrate your knowledge, understanding and skills. Assessment instruments include:

• Projects, which provide authentic opportunities for students to demonstrate your learning in both industry practices and construction processes, e.g. work in a team to organise and manage the construction of an outdoor structure from technical drawings.  Short response test for knowledge and understanding of in Building and Construction practices.

• Practical demonstrations, e.g. framing a wall

• Multimodal annotated digital portfolio and written essays of practical tasks completed.

of 25 RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS

A course of study in Building and Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.

COST The student contributions will be charged according to the number and complexity of projects incorporated in the year level. Many projects will be constructed as a team based task therefore it would be problematic for students to take home.

These charges will cover the basics like timber, metal, acrylic, glue, sandpaper, graphics paper and other consumable items. If a student wishes to enhance a project or construct a project that is outside the program then the student will be required to purchase the additional material.

Please Note:

The Industrial Skills students will not be admitted into the workshop without appropriate steel capped footwear. It would be advisable to supply your student/child with safety glasses. Students will occasionally be working outside; therefore, require sun protective clothing (wide brimmed hat and full length pants and shirt).

If your student/child requires corrective glasses they must comply with industry standards for medium impact eye protection. A copy of the compliance certificate (available from the spectacle supplier) will be needed to be given to the school.

Building and Construction Skills is based upon real life work requirements. As such students will need to be able to stand up at all times during practical lessons. In addition, students will be required to undertake physical activities; such as, mixing concrete and marking out and building frames on the floor.

of 25 Recreation

QCE CREDITS Four (4) QCE points are awarded if a Sound Achievement (C) or greater is achieved upon exit over four semesters.

PRE-REQUISITES A minimum of a Sound Achievement (SA) in HPE at the end of Year 10 is advised.

AIMS This course allows students to acquire knowledge, skills, abilities, attitudes and values in, about and through recreation activities, and thereby enhance their prospects of employment. Students will develop confidence in recreation contexts as well as develop a responsible attitude towards the safety, health and wellbeing of self and others in physical activity, recreation and work-related situations.

COURSE OUTLINE Recreation is a course over four semesters. It provides a unique opportunity for students to experience the challenge and fun of active participation in physical activity whilst developing beneficial vocational and life skills. These skills are oriented towards work, personal fitness and recreation. This enables them to understand and use their capacities for learning and functioning in varied situations. Students will be required to actively participate in various physical activities as well as create positive group relationships with others students in the subject. Students will explore a variety of topics:  Lifesaving  Tennis  Fitness Training  Coaching  Orienteering  Lawn Bowls  First Aid  Minor/Modified Games

ASSESSMENT Assessment will entail a two-year profile. The assessment program will include a variety of assessment techniques including; practical scenarios, projects, written investigations, knowledge and understand exams, presentations, skill acquisition, applications and evaluations which will be weighted evenly.

WORKLOAD Students will need to develop over the course the skills of self-directed learning. The subject is not a “soft option”. The material, both theoretical and practical, will require a good deal of consolidation in students’ own time. To achieve a satisfactory result is this subject students will need to ensure adequate study is adopted outside of school hours.

RELEVANCE FOR TERTIARY STUDY/EMPLOYMENT/LIFE SKILLS Recreation is useful for occupations in the sport and leisure industry.

of 25 Hospitality

QCE CREDITS Four (4) credits are awarded if an Sound Achievement (SA) or greater is achieved upon exit over four semesters.

PRE-REQUISITES Nil

AIMS Hospitality is an area of study that provides students with a range of interpersonal skills. These skills can be applied in their personal and working life. Hospitality also equips students with specific knowledge and skills related to employment within the hospitality industry.

COURSE OUTLINE Students will explore a variety of topics relevant to  Kitchen operations  Beverage operations and service  Food and beverage service  Workplace health and safety  International Foods  A’la Carte Restaurant  School Tuckshop  Café

ASSESSMENT Students will be expected to:-  maintain a folio of work which records their knowledge & understanding, planning, investigating and evaluating for hospitality projects.  participate in practical lessons – cooking – range of menu items.  complete written assessment as an extended response to stimulus  participate in practical assessment  present a folio of planning and design with industry relevance.  participate in community/ school events which have a link to the hospitality industry.

WORKLOAD This subject requires much less work outside of school than Authority subjects. Likewise with all Senior subjects, there will be an expectation that some work will need to be completed outside of school hours. There will be a requirement to commit to participation in practical functions that may be in hours outside normal class times.

RELEVANCE OF TERTIARY STUDY/ EMPLOYMENT/ LIFE SKILLS This course gives an excellent background to many of the hospitality related careers opportunities. Through this subject students will be able to acquire job ready skills.

COST There is a small cost involved in the weekly practical cooking lessons. This may be paid as $3 per week and may be paid on a weekly, term or yearly basis.

of 25 Short Courses

Short courses are courses developed to meet a specific curriculum need. They each contribute 1 credits toward a QCE. Results in these subjects are not used in the calculation of OPs and FPs.

of 25 Career Development

QCE CREDITS Two (2) credits are awarded if students successfully pass all modules over the four (4) semesters.

PRE-REQUISITES Nil. Students start this certificate in Year 10 and finish it by the end of Year 12.

AIMS The goal of the Careers Development Short Course is to assist individuals to develop the skills and knowledge to effectively manage their careers. The certificate focuses on the knowledge, processes and skills that students starting the senior phase of learning need to develop in order to apply and maintain effective career development practices.

If individuals construct career paths and secure employment which use their potential and meet their own goals, they are likely to be more motivated and more productive, and therefore contribute to enhancing national prosperity.

COURSE OUTLINE The Careers Development Short Course offers a range of learning opportunities for students to develop generic and employability skills that are required for work and further education and training. This course allows development of skills and knowledge that help students manage longer term career goals for post-school pathways.

ASSESSMENT The assessment program will include a variety of techniques to assess knowledge and understanding, research, decision making and reflection. It is mandatory, that whenever possible, students participate in mock job interviews.

WORKLOAD Students will need to develop, over the course, the skills of self-directed learning. To pass all modules involved in this certificate students will need to ensure adequate study is adopted outside of school hours.

of 25 Queensland Certificate of Individual Achievement (QCIA)

The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who undertake individualised learning programs. To be eligible, students must have impairments or difficulties in learning.

The certificate is an official record that students have completed at least 12 years of education, and provides students with a summary of their skills and knowledge that they can present to employers and training providers.

The Statement of Achievement provides descriptions of the student's demonstrated knowledge and skills in areas of study and learning; communication and technologies; community, citizenship and the environment; leisure and recreation; personal and living dimensions; and vocational and transition activities.

Identifying QCIA Eligible Students Schools identify eligible QCIA students and decide the best certification option for each student. Consultation with students and their parents/carers should be central to this decision-making process.

Individualised Work Program Schools identify the individualised learning program and intended learning outcomes for each eligible student. The learning program may be:  modified versions of existing Authority or Authority-registered subjects. The modified versions do not meet the objectives or standards needed to receive a level of achievement for the subject  school-developed programs of study. This may include components of other curriculum such as the QSA Essential Learnings for the key learning areas, Australian Curriculum Foundation to Year 10, Australian Curriculum general capabilities (Literacy, Numeracy and Personal and social capability) or be tailored by the school to meet various aspects of the student’s individualised learning program  external programs of study other than components of Australian Quality Skills Authority (AQSA) Framework vocational education and training (VET) courses.