“My School nurtures my learning.” Curriculum Handbook 2017 ......BSB50207 Diploma of Business...

To be the best she can be

“My School nurtures my learning.”

CurriculumHandbook 2017Years 11 & 12

Stuartholme School 2017 Years 11 and 12 Curriculum Handbook

Provider No.: CRICOS 00524E 1 Version update 9/08/2016 2:07 PM

Table of Contents Subject Selection Academic Pathways (Forms for planning purposes) ................................................................... 2 How to use your “Results Report” and to understand the appropriate pathway……………………………………….………..3 Option 1 – OP Pathway ........................................................................................................................................... 4 Option 2 – OP/QTAC Tertiary Ranking Pathway ...................................................................................................... 5 Option 3 – Tailored Educational Pathway (Non OP)................................................................................................ 6 Introduction ............................................................................................................................................................. 7 Our Mission ............................................................................................................................................................. 8 Student Education Profile ........................................................................................................................................ 9 Queensland Certificate of Education (QCE) ........................................................................................................... 10 Overall Position (OP) ............................................................................................................................................. 11 Queensland Core Skills Test (QCS) ......................................................................................................................... 12 Tertiary Courses and Careers ................................................................................................................................ 13 Understanding Student Reports in Making Subject Choices ................................................................................. 14 Overall Positions (Ops) Year 10s and deciding on subjects for 2016 .................................................................... 15 Selecting Senior Pathways ..................................................................................................................................... 16 Selecting Senior Subjects ................................................................................................................................. 17, 18 Student Services and Career Information ............................................................................................................. 18 Articulation of Junior Subjects ............................................................................................................................... 19 Authority Subjects (OP Eligible) ............................................................................................................................. 20

Accounting ....................................................................................................................................................... 21 Ancient History ................................................................................................................................................ 22 Biology ............................................................................................................................................................. 23 Business Management ..................................................................................................................................... 24 Chemistry ......................................................................................................................................................... 25 Drama ........................................................................................................................................................ 26, 27 Economics ........................................................................................................................................................ 28 English .............................................................................................................................................................. 29 English Extension (Literature) .......................................................................................................................... 30 French .............................................................................................................................................................. 31 Geography ....................................................................................................................................................... 32 Health Education ............................................................................................................................................. 33 Home Economics ............................................................................................................................................. 34 Information Technology Systems .................................................................................................................... 35 Japanese .......................................................................................................................................................... 36 Mathematics A ................................................................................................................................................. 37 Mathematics B ................................................................................................................................................. 38 Mathematics C ................................................................................................................................................. 39 Modern History ................................................................................................................................................ 40 Music................................................................................................................................................................ 41 Music Extension ............................................................................................................................................... 42 Physical Education ........................................................................................................................................... 43 Physics.............................................................................................................................................................. 44 Study of Religion .............................................................................................................................................. 45 Visual Art .......................................................................................................................................................... 46

Authority Registered Subjects and Special Education Programmes (OP Ineligible) .............................................. 47 English Communication ................................................................................................................................... 48 Prevocational Mathematics ............................................................................................................................. 49 Religion & Ethics …………………………………………………………………………………………………………………………………………50 Specialised Education Programmes ................................................................................................................. 51

VET Programmes (OP Ineligible) ............................................................................................................................ 52 BSB30112 Certificate III in Business ................................................................................................................. 53 BSB40212 Certificate IV in Business ……………………………………………………………………………………………………………54 BSB50207 Diploma of Business…………………….……………………………………………………………………………………………..55 10432NAT Certificate III Christian Ministry & Theology …………………………………………………………………………56, 57 CHC30113 Certificate III Early Childhood Education and Care ……………………………………………….…………………… 58 SIS30310 Certificate III in Fitness ............................................................................................................... 59, 60 SIS40210 Certificate IV in Fitness …………………………………………………………………………………………………………..61, 62 SIT20112 Certificate II Tourism ……………………………………………………………………………………………………………………63 VET courses delivered outside Stuartholme School and not timetabled...…………………………………………………...64



Subject Selection Forms

Academic Pathways

(We strongly encourage students to use the

planning pages when choosing their

subject selection for Year 11 and 12)



How to use your results to understand the

appropriate pathway

Overall Position (OPs) and Queensland Tertiary Selection Ranks are used by QTAC (Queensland Tertiary

Admissions Corporation) to assign tertiary placement for all Queensland Universities (except Bond

University). All tertiary courses in the QTAC book have the OP/Rank and the prerequisites for entry into the

course.

In order to achieve an OP in the single digits (OP1 – OP9), students should be achieving a B or higher in all

subjects in Year 10.

If your daughter’s results are predominantly C+ or below, we advise parents and students to seriously look at a

non OP pathway including an ATQF Certificate III and IV or AMEB Grade 7 to achieve the Rank that is equivalent

to an OP13.

Importantly, the selection of subjects need to take into account that, while all subjects are weighted the same

by QCAA (Queensland Curriculum Assessment Authority), not all subject cohorts achieve high QCS (Queensland

Core Skills) test scores.

The QCS test is designed to scale the student cohort. Some subjects or combination of subjects may lower the

individual and cohort achievement.

The School will work with you and your daughter to confirm:

1. The pathway selected is appropriate;

2. The combination of chosen subjects will contribute to the best possible OP outcome.

4

0

0

OP Pathway

Rank/VET Pathway

OP/Rank 6/90 Prerequisites for course = Senior subjects studied for 2 years/4 semester) pass grade = SA



OPTION1 (A AND B) - OP PATHWAY Student Name _____________________________________________________________________________________________________Year 11, 2017 and Year 12, 2018 Students are required to select 7subjects plus QCS with a maximum of 6 Authority Subjects and QCS. To assist you with your online submission, please use the planning form below. English, Mathematics and Cert III Christian Ministry & Theology or Study of Religion are compulsory. Please note: If you elect Study of Religion, you must undertake Study in place of your 7th subject. All students are required to study a Research and Humanities subject in their suite to equip them for the QCS test and University research.

CO

MP

ULS

OR

Y

1. HOUSE ______________________________

FOLLOW OPTION 1A PATHWAY IF CHOOSING RELIGION & ETHICS

FOLLOW OPTION 1B PATHWAY IF CHOOSING STUDY OF RELIGION

(SOR) AND A STUDY

OPTION 1A OPTION 1B

English (COMPULSORY) 2. English (COMPULSORY) 2. English (COMPULSORY)

QCS (COMPULSORY) 3. QCS (COMPULSORY) 3. QCS (COMPULSORY)

Mathematics A or Mathematics B

4. Maths A or Maths B

4. Maths A or Maths B

Religion & Ethics (Non OP) Or Study of Religion (SOR) (OP eligible)

5. Religion & Ethics

Remain on this path if electing Religion & Ethics

5. Study of Religion (OP)

6. Study (COMPULSORY

WITH SOR)

Remain on this path if you have chosen Study of Religion &

Study

It is recommended that you select one Authority subject listed below. To maximise your coverage of the CCE (Common Curriculum Elements) for the QCS tests, students are required to include a research subject (R) in their suite of subjects to equip them for QCS and University research.

If you have selected SOR you can skip the next section of recommended subjects, as you have completed the mandated research subject requirements for CCE coverage.

HIG

HLY

REC

OM

MEN

DED

Ancient History (R) Biology (R) Economics (R) Geography (R) Modern History (R)

6. Not Applicable with SOR

Accounting Ancient History (R) Biology (R) Business Management Chemistry (A in Mathematics A) (Approval by LOL Science necessary) Drama Economics (R) French Geography (R) Health Education Home Economics Information Technology Systems

Japanese Mathematics A Mathematics B Mathematics C (only

studied with Maths B)

Modern History (R) Music Physical Education Physics (prereq Maths B) Visual Art

7.

8.

9. ______________________

7.

8.

9. ______________________

Accounting Ancient History (R) Biology (R) Business Management Chemistry (A in Mathematics A) (Approval by LOL Science necessary) Drama Economics (R) French Geography (R) Health Education Home Economics Information Technology Systems

Japanese Mathematics A Mathematics B Mathematics C (only

studied with Maths B)

Modern History (R) Music Physical Education Physics (prereq Maths B) Visual Art

Reserve 1 Reserve 2

Reserve 1 Reserve 2

Parent Signature: _______________________________________Date: _______________________



OPTION 2 - OP/RANKING PATHWAY Student Name________________________________________________________________________________Year 11, 2017 and Year 12, 2018

Not all students are advised to enrol in the OP eligible option (Option 1) as their performance in the middle phase of learning would indicate that they require an alternative programme to maximize their outcomes.

These students will be identified by their performance on testing carried out by the Student Services and on their LOA’s from Years 9 and 10 subjects and end of semester reports. These students qualify for Tertiary Entrance based on performance in their subjects. To assist you with your subject selection, please use Option 2 planning form.

CO

MP

ULS

OR

Y

Students must study English or English Communication, Religion & Ethics or Certificate III Christian Ministry & Theology. Mathematics is highly recommended, but not compulsory.

1. House ______________________________

2. English OR English Communication

PLEASE NOTE – English Communication is a Non OP subject and you will be timetabled to QCS Study. If you choose English Communication please ensure you select a certificate course (refer below certificate list)

3. QCS OR QCS Study

PLEASE NOTE - QCS is COMPULSORY if planning to sit the QCS test in September 2017. You will be timetabled to a QCS Class.

4. Religion & Ethics OR 10432NAT Certificate III Christian Ministry & Theology (see in list below)

REC

OM

MEN

DED

Tick your selection here 5. Mathematics A OR

If you are not electing to study Mathematics please contact Student Services in order to check Numeracy qualifications. If not studying Mathematics A, you will need to ensure that you meet Numeracy requirements. Short Course Numeracy is offered in Years 10, 11 and 12.

6. Short Course Numeracy

Continue to select from the following subjects PLEASE NOTE - we advise students who need to option the QTAC RANK selection to undertake a

certificate course as a back-up) VET Courses (SUBJECT TO CHANGE AND FEES DO APPLY)

BSB30112 Certificate III Business

BSB40212 Certificate IV Business (Year 12)

(must successfully complete Cert III Business first – Year 11)

Diploma of Business

10432NAT Certificate III Christian Ministry & Theology (choose

instead of Religion & Ethics)

CHC30113 Certificate III Early Childhood Education and Care

SIS30310 Certificate III Fitness

SIS40210 Certificate IV in Fitness (Year 12)

(must successfully complete Cert III Fitness first – Year 11)

SIT20112 Certificate II Tourism

PLEASE NOTE - There is a fee associated with most Certificate

courses. Please contact Student Services for details.

7. __________________________________

Accounting Health Education Ancient History Home Economics Biology Information Technology Systems Business Management Japanese Drama Modern History Economics Music French Physical Education Geography Visual Art Study

8. __________________________________

9. __________________________________

10. __________________________________

RESERVES (COMPULSORY –MUST COMPLETE) Select TWO reserve subjects from the list above Reserves are only used when classes are at capacity

Reserve 1 _________________________________

Reserve 2 _________________________________

Parent Signature: ______________________________________Date: ________________________



OPTION 3 - TAILORED EDUCATIONAL PATHWAY (NON OP) - RANK

Student Name ___________________________________________________Year 11, 2017 AND YEAR 12, 2018 Students eligible for the VET pathway will be identified by their performance on testing carried out by the Student Services and on their LOA’s from Years 9 and 10 subjects and end of semester reports. To assist you with your subject selections, please use Option 3 planning form. Students wishing to be considered for an externally based vocational subject must first meet with the VET Co-ordinator to discuss possible options and gain approval. Once approval has been given students must: 1. Identify their interest by selecting External Vocational Studies below; 2. Authority and Authority registered subjects - It is possible for a student to study core senior subjects and combine with an external vocational course. It is important to understand that this pathway might require study off campus with another educational provider, i.e. TAFE. If enough students are enrolled in a course, Stuartholme School will endeavour to offer this course on campus. Advice on subjects can be gained by consulting with the Careers Counsellor (Student Services).

Students must study: English or English Communication and Religion & Ethics or Certificate III Christian Ministry & Theology

1. House ________________________________

Co

mp

ulso

ry

English or English Communication

2. English or English Communication

Co

mp

ulso

ry

QCS Study (COMPULSORY)

3. QCS Study

Mathematics A or Prevocational Mathematics 4. Mathematics A or Prevocational Mathematics

Co

mp

ulso

ry

Religion & Ethics or 10432NAT Certificate III Christian Ministry & Theology

5. Religion & Ethics OR

10432NAT Certificate III Christian Ministry & Theology

CER

TIFI

CA

TES

VET Courses (SUBJECT TO CHANGE AND FEES DO APPLY)

BSB30112 Certificate III Business (Year 11)

BSB40212 Certificate IV Business (Year 12)

(must successfully complete Cert III Business first)

BSB50207 Diploma of Business

CHC30113 Certificate III Early Childhood Ed & Care

SIS30310 Certificate III Fitness (Year 11)

SIS40210 Certificate IV in Fitness (Year 12)

(must successfully complete Cert III Fitness first)

SIT20112 Certificate II Tourism

PLEASE NOTE -

There is a fee associated with Certificate courses. Please contact

Student Services for details.

6. Choose one VET course from list at left (write in space provided)

____________________________________________________________

1. 7. Study

External Vocational Studies External Certificate Course (by external provider) and the Institution where

you will study in the box provided.

A compulsory appointment is required with the Careers Counsellor (Student

Services) to determine a suitable external VET course.

PLEASE NOTE

There may be a fee associated with these Certificate courses.

8. External Vocational Study

Course Name: _____________________________________

Campus Location: __________________________________

Select remaining subjects and reserve preferences from the list below to fulfil the maximum of 7 subjects

Accounting

Business Management

Drama

Economics

French

Geography

Health Education

Home Economics

Info Technology Systems

Japanese

Mathematics A

Music Physical Education Visual Art Study

9.

RESERVES (COMPULSORY –MUST COMPLETE) Select TWO reserve subjects from the list above Reserves are only used when classes are at capacity

Reserve 1 __________________________________________ Reserve 2 __________________________________________

Parent Signature: _____________________________________________________________________Date:________________________



INTRODUCTION

Dear Parents and Students

Making decisions on which subjects to study in Years 11 and 12 is rarely easy. Students and parents need to

carefully consider a wide range of factors when considering their choice of subjects in order to keep open as

many options as possible. This Curriculum Handbook is an excellent resource for both parents and students in

making those all important decisions in achieving their desired outcomes. In selecting subjects it is important

for students to consider the following:

Feedback from the Careers Counsellor during the School Career Assessment interviews;

Academic results from Years 9 and 10 and end of semester reports are an indicator to potential in most

senior subjects;

Performances in the low Cs in the KLA’s (Key Learning Areas) need to be considered in selecting an

appropriate pathway to tertiary education; Low Cs tend to relate to OP ranges 16-19;

Advice from subject teachers and Leaders of Learning regarding academic ability to succeed in

prospective subjects;

Knowledge of strengths, aptitudes, interests and capacity to improve current academic performance;

Possible career pathways – VET (Vocational Education Training), Traineeships, QTAC (Queensland

Tertiary Admissions Centre), Selection Rank, OP (Overall Position: 1-25);

Possible tertiary prerequisites;

Parental advice;

Course content and assessment load.

To assist students in choosing the most suitable pathway for Years 11 and 12, career testing took place in

Term 1, 2016.

Once students have selected courses, Deputy Principal - Learning and Careers Counsellor will review student

subject selections to ensure that students are able to achieve their proposed outcomes. If, in the case that

student’s subject selection and school performance is not to an acceptable standard, parents and students will

be contacted and asked to attend a review to ascertain the appropriate pathway and action.

Stuartholme School conducts regular performance reviews in order to ensure student pathways will lead to

success. Should you have any further queries or concerns please feel free to contact the Curriculum Office.

We look forward to continuing to work with you and your daughter.

Best wishes

Kenneth Turnbull Deputy Principal - Learning



OUR MISSION Stuartholme School is a Catholic independent girls' day and boarding school located in Toowong, Brisbane,

conducted by the Religious of the Sacred Heart and inspired by the charism of Saint Madeleine Sophie

Barat. Stuartholme School has a global outreach through its membership of the Sacred Heart national and

international network of schools. This network of schools operates under the ethos and philosophy of the

Five Goals of Sacred Heart Education. The five goals seek to embody Saint Madeleine Sophie Barat’s vision

in a contemporary context. They are:

To educate to a living and active faith.

To educate to a deep respect for intellectual values.

To educate to the building of community as a Christian value.

To educate to a social awareness that impels to action.

To educate to personal growth in an atmosphere of wise freedom.

The Stuartholme curriculum is grounded in an understanding of the principles of effective teaching underpinned

by Bloom’s Taxonomy. Students are provided the opportunity to achieve through an accessible curriculum

delivered in an environment that supports diverse and authentic learning and assessment. Stuartholme has an

expectation of hard-work and a positive contribution to learning from all members of the school community.

Our goal is for all students to strive for academic excellence and to achieve their personal best in all they do.



STUDENT EDUCATION PROFILE

As students’ progress through Years 11 and 12, they are continuously assessed in each of their subjects. These

assessments are monitored by the Queensland Curriculum and Assessment Authority (QCAA), and at the end of

Year 12 the QCAA will issue a Student Education Profile. This profile will contain an overall measure of

achievement based on a student's best five subjects; a student's level of achievement in each individual subject

on the Senior Certificate; individual results from an externally organised Core Skills Test; and Field Position

assessments of a student's achievements in specific fields of study. The following diagram highlights the major

elements of the Student Education Profile.

STUDENT EDUCATION PROFILE

MAY BE REPORTED ON COMBINATIONS OF THREE MAIN DOCUMENTS

Elements of the Student Education Profile are shown below

Queensland Certificate of Education

Awarded to students who complete the

required amount of learning at the required

standard.

Tertiary Entrance Statement

Issued only to eligible students. Contains

the student's Overall Position (OP) and

up to five Field Positions.

Senior Statement

Records all the achievements registered

in the Learning Account - levels of

achievement in Year 11/12 subjects,

results in recorded subjects and a QCS

result.

OVERALL POSITION (OP)

OP’s compare eligible students' achievements in tertiary qualifying subjects. Each subject is weighted equally. An OP is based on a student's best 100 weighted semester units (WSUs) – “best 5” subjects. An OP is reported as one of twenty-five bands numbered from 1 (highest) to 25. For most courses universities will firstly use OP’s to select from qualified applicants (i.e. those who satisfied prerequisite subject requirements).

FIELD POSITION (FP)

Each FP compares eligible students' achievements in aspects of tertiary qualifying subjects. Each subject is weighted according to the emphasis of its syllabus on each of the fields. A FP is based on a student's best 60 WSU’s. A FP is reported as one of ten bands numbered from 1 (highest) to 10. Universities may use FP’s in their selection processes where finer selection than OP bands is necessary.

QUEENSLAND CORE SKILLS (QCS)

TEST The QCS Test will be closely related to elements of the Queensland senior curriculum. It will involve multiple choice and short answer items and a writing task. The QCS Test must be taken by students eligible for an OP and may be taken by RANK students. The QCS Test result is reported on a 5-point scale (A – E). Universities will not normally use the QCS Test result for standard selection and admission purposes.



QUEENSLAND CERTIFICATE OF EDUCATION (QCE)

The Queensland Certificate of Education (QCE) will count learning achievements in the Authority & Authority-

registered subjects along with learning achievements from vocational education and training, university,

workplaces and the community. The broader range of learning available means the QCE must balance the way

different learning contributes to the award of the certificate.

For most students, the QCE will be achieved over Years 11 and 12. Others may not achieve it until after they finish

Year 12. To be awarded the QCE, a student must complete a required amount of learning (at least twenty credits)

at the required standard.

The QCE will be awarded when a young person has:

Attained at least 20 credits for learning achievements of which at least 12 credits are gained from

completed courses of study, at or above the set standard of achievement, selected from the core

courses of study;

Up to eight credits are gained from core, preparatory, enrichment and/or advanced courses of study or

part-completion of some specified courses of study;

Met the set standards for literacy or numeracy.

Credits can be gained through a combination of courses studied from the core, preparatory, enrichment and

advanced groups following the prescribed guidelines. This reflects an amount of learning that could be reasonably

achieved by most young people over a two year, full-time programme of study in the Senior Phase of Learning.

The Learning Account:

All students in Year 10 have had a Learning Account established with the QCAA. Students can design a programme

of study to match their career goals and their learning account will record the achievements of each student as

they bank credits towards the requirements for the QCE.

Some learning achievements will be recorded in the Learning Account but will not be a credit because they either

do not have the required amount of learning or they do not meet the set standard.

The Senior Statement:

The Senior Statement is an official record of all the learning achievements in a Learning Account. It details what

learning was attempted, the standard achieved, and where and when the learning took place.

The QCAA will issue the Senior Statement to students who:

have met the requirements for the Queensland Certificate of Education; or

are attending a school, and have banked at least one achievement in their Learning

Account, and are enrolled at a school until the prescribed date at the end of Year 12; or

have completed a pattern of study that makes them OP eligible.

The QCE compliments the Government’s “Learning or Earning” laws which mean everyone will be required to

complete Year 10 at school and go on to complete a further two years of education and/or training.



OVERALL POSITION (OP)

The Overall Position (OP) is a measure of a student’s overall achievement at school, based on the best five

equivalent subjects. The Overall Position is a blunt instrument which ranks students throughout the State.

How are Overall Positions calculated?

1. Within each school, the student’s performance in their subjects and their levels of achievement (VHAs

etc) form the basis for a rank order which shows the student's performance relative to that of the others

in each subject (Subject Achievement Indicators – SAIs).

2. Student rankings in each subject are scaled by use of the group parameters of the QCS Test so as to

establish equivalence across subjects, within each school. (Scaled SAIs) NOTE - The QCS test has the

equivalent worth of subjects studied and a poor individual performance and poor school performance

means poor OPs.

3. The best of the scaled subject rankings (equivalent to 20 units of study) are averaged to give a rank order

of students within the school (OAIs).

4. Students’ OAIs are then scaled a second time, again using the group means of the Queensland Core Skills

Test, so as to establish equivalence of students' results across schools (OAIs).

5. This gives a measure of overall achievement for each student, compared with all others in the State.

6. This measure is stated as an Overall Position on a rank of 25 bands, 1 through 25, with the first band

signifying achievement at the top level. Overall Position (OP) will be the main selection indicator for

university entry because it is considered the best measure of overall achievement at school and provides

comparability within the State.

If Overall Position is to be the main selection instrument, why are Field Positions necessary?

When more information for selection into high demand courses is needed, universities can use the Field Positions

(FP) to distinguish between students on the basis of who is stronger in a particular field of study. These FP’s are

only used AT THE MARGIN of selection for SOME tertiary courses in SOME tertiary institutions.

FIELDS POSITIONS

Fields are based on specific areas of study at school. To calculate a Field Position, all available tertiary-qualifying

subjects are weighted for each field:

1. Field A - Extended written expression involving complex analysis and synthesis of ideas.

2. Field B - Short written communication involving reading comprehension and expression in English or a

foreign language.

3. Field C - Basic numeracy involving simple calculations and graphical and tabular interpretations.

4. Field D - Solving complex problems involving mathematical symbols and abstractions.

5. Field E - Substantial practical performance involving physical or creative arts or expressive skills.

Field Positions are different from Overall Positions because subjects are weighted according to the relative

emphasis in the syllabus on the five areas outlined above.



QUEENSLAND CORE SKILLS TEST (QCS)

The Queensland Core Skills Test (QCS Test) is designed to assess the commonalities of the Senior Curriculum,

testing skills, concepts and abilities rather than content. The test is closely related to common elements of the

Queensland senior curriculum.

At Stuartholme, all Year 11 and Year 12 students study QCS as one of the compulsory subjects.

The test itself is divided into three tasks:

1. Writing task;

2. Short response;

3. Multiple-choice x 2.

The QCS test is designed to assess student's abilities to:

• write at length (to achieve purpose, control structure and use the conventions of written language);

• comprehend (facts, literal meanings and inferences, casual and other relationships);

• calculate (exactly and approximately);

• communicate (using appropriate words, phrases, sentences);

• interpret (instructions, descriptive prose, expressive prose, graphs, tables, maps, photographs, symbolic representations);

• select relevant information from the irrelevant;

• judge (make approximations, assess probabilities);

• evaluate (arguments, relevance, appropriateness and worth);

• reason logically (when drawing conclusions, identifying logical inconsistencies and redundant information);

• recognise patterns (pictorial, diagrammatic, symbolic, linguistic, thematic); and

• solve problems (expressed pictorially, diagrammatically, verbally, symbolically).

This will test the central skills taught at school and individual results will be reported on a 5-point scale on the

Tertiary Entrance Statement.

The Queensland Core Skills test results will be made public after the students have sat for it. The QCS test aims to

examine student's broad intellectual abilities not specific content from single subject areas and will be reported

as an individual result.

Owing to the importance of QCS testing, Stuartholme School runs timetabled classes for students. We anticipate that there will be one QCS practice exam in Year 11 and two in Year 12. These dates will be calendared in the Student Handbook, School Calendar and Assessment Schedules for 2017.



TERTIARY COURSES AND CAREERS Students and parents must be guided at all times by the information contained in the official QTAC booklet,

Tertiary Pre-requisites (available June 2016). It lists all of the prerequisite subjects and Field Positions for

Queensland tertiary course entry. This booklet should be kept until the completion of Year 12. Student Services

staff are available to assist students and parents in understanding the pathways necessary for career choices.

The following comments are intended as a helpful guide: Tertiary and Occupational Pathways

Choosing subjects would be made easier if students have an idea of a few career choices in which they might be

interested. If this is not the case at present, then choose subjects that will keep several career options open and

find out the ways to achieve the qualifications needed for these particular occupations. Once a pathway is

established, then select the most appropriate one.

prerequisite subjects Several university, TAFE and college courses require students to complete subjects studied in Year 1 1 and Year

12 that qualify for entry to particular courses. Remember, if you do not fulfill the prerequisite requirements for a

course, you will not be admitted.

assumed knowledge Assumed knowledge is the minimum level of achievement in Senior Studies (or equivalent) considered

necessary for successful first year tertiary study. While students lacking the assumed level of knowledge are not

prevented from enrolling, they may be disadvantaged unless they undertake any recommended bridging,

preparatory or appropriate introductory subjects prior to or during their first year of study.

recommended subjects Subjects recommended to undertake a course successfully. These subjects, while desirable, are not entry

requirements and do not affect applicant selection. You should choose your Year 1 1 and 12 subjects based on

the prerequisite as well as the assumed and the desired level of knowledge required for the courses in which

you are interested.

keeping options open Students should keep their options open. You are not being asked to decide your future career for the rest of

your life but to select subjects that you enjoy and which will give you the greatest chance of success.

field positions

Field Positions are used to fine-tune the selection process in a limited number of university courses. Fields used

are displayed in the Tertiary Prerequisites 2015 Booklet. Ensure that you have at least two Field Positions. These

are required for almost all Tertiary courses. It is important that students recognise that for a relatively small

number of courses, other specific Field Positions are listed.



A=12 B=28 C=33 D=19

UNDERSTANDING STUDENT REPORTS IN MAKING SUBJECT CHOICES Student progress is regularly monitored and academic progress reports are issued twice a year. For this reporting,

a student's level of performance is made by comparing each student's work with a set of standards that have been

written in the School Work Programme for each subject. This will be reported by giving a student a grade on a

scale of A (best) to E. As these results are not numerically cumulative, the final or exit level of achievement is

calculated according to the profile, as set out in each Work Programme.

Subject Results

There are five possible Levels of Achievement for both Authority and Authority -registered subjects:

Very High Achievement

High Achievement

Sound Achievement

Limited Achievement

Very Limited Achievement

Student reports are based on 5 standards represented as A to E that are further expanded in a 50 point scale =

10 points per standard represented in the ‘Bubble graphs’ for each subject.

Student X placement in the cohort = B2 or HA2

Number of students in the cohort at achievement level = total students 93.

In the Subject, Student X (u) is placed at a B- on a 50 point scale at rung 32 which is approximately 28th of

93 students, therefore above the mean.

Student X was placed among 6 students on rung 32 0f 50.

31% of her peers are performing better.

E =1



OVERALL POSITIONS (OPs) YEAR 10s AND DECIDING ON SUBJECTS FOR 2017 When selecting subjects and reading reports, parents and students are advised to examine the subject bar graph to identify: 1. Student performance in relation to their peers; 2. Student placement on the scale. Where am I? Am I at the front, middle or rear of the group of

students in that subject? 3. Placement at the downward curve towards the VHA Level of Achievement indicates that the

student is succeeding in that subject.

Stuartholme offers different pathways to enter Tertiary Institutions. When examining your performance at the

end of Semester and deciding on the best pathway, your performance and place in class is a good starting point.

Refer to the table below and cross reference with your performance at Semester One:

NOTE: OP represent student placement in the State. OP1 being the highest and OP25 the lowest. OP’s

are calculated by using a student’s Level of Achievement (LOA), their PLACE IN CLASS in relation to their

peers and performance of students and school on the Queensland Core Skills Test (QCS Test).

When determining an ‘Educational Pathway’ it is very important to refer to:

performance in each of your subjects in Year 10;

review of careers testing completed in March 2015;

learning style, skills and the subjects you like best.

Some university courses require students to have studied particular subjects at the senior level, and to

have been awarded a certain level of achievement in those subjects. To find out what these prerequisites

are, refer to the Summary of Selection Criteria for entry to Universities in the Tertiary Prerequisites 2019

booklet, published by QTAC and distributed to all Year 10 students in June 2016.

NOTE: Levels of Achievement (LOA) represent standards achieved according to criteria laid down in

the Queensland Studies Authority syllabus.

Alternative Pathway

Is for students who achieve below a C+ Standard in the majority of subjects. NOTE: Students achieving averages of a C to C+ will find it difficult to achieve an OP that will provide entry into universities. These students must seek advice on VET and QTAC selection rank programme that can optimise entry into tertiary courses.

OP Pathway

Is for students who are performing at B- standards in the majority of subjects; OP’s of around 12 or lower are possible depending on their overall performance and the cohort performance on the QCS Test.



SELECTING SENIOR PATHWAYS There might be other ways to achieve your intended goal.

Subjects in Years 11 and 12 are generally studied over 4 Semesters and the levels of achievement recorded on the

Senior Statement are based on student performance during the two years. Students must complete 20 Semester

Units drawn from Authority, Authority Registered and/or VET courses.

1. AUTHORITY SUBJECTS are those for which the school's work programmes are accredited by the QCAA and

are based on QCAA Syllabuses. These subjects count towards an Overall Position (OP). 2. AUTHORITY-REGISTERED SUBJECTS are those other than Authority subjects, for which the Authority has

accredited the school's study plan. These subjects do not count towards an Overall Position (OP) but do count

towards a QTAC Selection rank for tertiary entrance.

3. CERTIFICATE III, CERTIFICATE IV OR DIPLOMA VET courses are Certificates awarded upon completion of

competencies in accredited AQTF courses that may include workplace training. These Certificates and

Diplomas are recognised by QTAC. These courses do not count towards an Overall Position (OP) but do count

towards a QTAC Selection Rank for tertiary entrance.

SENIOR PATHWAY OPTIONS

The process of subject selection for Year 10 students enables them to access a number of pathway options leading

to tertiary studies or employment on completing Year 12.

TERTIARY PATHWAYS

QTAC (Queensland Tertiary Admissions Centre) makes offers to all successful candidates based on ‘First Rank

Order’. Offers are made simultaneously to OP eligible students and QTAC Selection Rank students for

Queensland Tertiary institutions only. (The QTAC selection rank may not be transferable interstate or overseas.)

NOTE: Ranks are not published at the same time as OP’s.

UNIVERSITY TAFE

Private Institution Employment

TAFE

Overall Position (OP)

A rank of 1-25 based on student performance

drawn from their best 20 semester units of

Authority subjects and the performance on the

QCS test.

UNIVERSITY TAFE

Private Institution Employment

Tailored Educational Pathway including Traineeship/Apprenticeship Rank AQTF Certificate I-IV Tertiary entrance is offered based on Certificate III

or Certificate IV through QTAC

OP/QTAC Selection Rank

(safety-net through a VET Course)

Tertiary entrance is based on student’s Levels of

Achievement in the best 20 semester units

drawn from Authority registered, authority

subjects, Certificate units. Performance on the

QCS test is desirable. A student cannot have

more than 19 Authority units if they choose to sit

the QCS Test.



SELECTING SENIOR SUBJECTS

There are various options that students may take for subject selection.

Option 1: Students may select a course which leads to an OP and direct entrance to University or Diploma level study

OP Eligible Students

MUST sit for the Queensland Core Skills test (QCS)

MUST select eight subjects for Year 11 - 12 and include at least 6 Authority subjects

MUST select three core subjects: - Religion & Ethics or Study of Religion - English - Mathematics A or B

At the completion of Year 12 you will receive the following statements from the QCAA:


Senior Statement

Tertiary Entrance Statement Option 2: Students may select a course that will allow them to move to a QTAC selection rank and direct entrance to University or further study at TAFE Rank Eligible Students/VET Certificates

MUST select a maximum of five authority subjects

MUST include three core subjects: - Religion & Ethics - English - Mathematics

MUST select at least one Certificate course

CAN select other subjects from either Authority subjects or Authority -registered subjects (SAS)

At the completion of Year 12 you will receive the following statements from the QSA:


Senior Statement

QTAC selection rank statement

AQTF Certificates according to subject choice Option 3: NON OP – “Tailored Educational Programme” - VET Certificate/Traineeship Students who are interested in a broader range of studies that are not purely academic may undertake studies on and off campus. Consultation with the Careers Advisor is required.

CAN sit for the Queensland Core Skills (QCS) test

CAN reduce their subject load to accommodate their work and on-the-job training

MUST study three core subjects of: - Religion & Ethics - English or English Communication - Mathematics or Pre Vocational Mathematics

At the completion of Year 12 you will receive Senior Statement completed (or in the case of Apprenticeship partially completed) AQTF Certificates related to the vocational area of education and training and if applicable, a QTAC selection rank statement.



When selecting your subjects, you will need to work through the planning pages (refer to pages 3, 4, 5) choosing

one pathway from Options 1, 2 or 3 first and be aware of your eligibility for the Queensland Certificate of

Education (QCE) and if required, eligibility for an OP. Advice on eligibility is available from Careers Advisor in

Student Services or Deputy Principal, Learning in the Curriculum Office. It is possible to choose subjects that will

enable a student to be eligible for both. Eligibility is ALWAYS cross-checked and students and parents are

advised if there are any anomalies.

To remain eligible for an OP, a student must choose a minimum of five Authority subjects and study these subjects

over four semesters. Authority registered and vocational subjects do not contribute to an OP, however, they are

included in calculating QTAC Selection Rank. These results will also be used by the QCAA when calculating the

Overall Position (OP) and Field Position scores.

The QCAA will issue students with the following at the end of their Year 12 studies:

A Senior Statement detailing the achievements of students at exit from Year 12;

A Queensland Certificate of Education for those students who meet the amount and standard of learning

requirements as well as the literacy and numeracy requirements;

A Tertiary Entrance Statement for those students who are eligible for an OP and FP’s.

STUDENT SERVICES AND CAREER INFORMATION

Student Services provides academic, social and emotional support and guidance to students to facilitate

informed decision making regarding their career and “Educational Pathways”. This involves gathering

information on student needs and performance as well as exploring options to allow the fullest expression of

student potential. Action is taken in response to the individuals’ needs at a particular time of their lives.

For Year 10 students, subject selection is the main focus in Term 2 and therefore to assist students in this

decision making process, an Education Planning and Assessment Programme has been organised through

Student Services. Dr Marian Kratzing, from Career Avenues, spoke to the students at the beginning of Term 2

about their Career Assessment Report and helped students identify their strengths and skills, their areas of

interest, and their distinctive personal style. As well, she helped them to integrate their understanding in

these areas and their relevance to suitable career alternatives.

Assistance with this subject selection process is given by Mrs Somerset, VET Coordinator who oversees all VET

courses that are not delivered by a Stuartholme teacher and is responsible for students doing a school based

traineeship. The VET Coordinator also organises all external senior subjects offered by the QCAA and

administers work experiences. For any queries regarding VET courses, parents should see Mrs Somerset in

Student Services.



Articulation of Junior Subjects

Authority subjects Recommended Junior subjects

Accounting Enterprise Education

Ancient History History/Geography

Biology Science

Business Management Enterprise Education

Chemistry Science & Mathematics B Foundation Studies (Advanced)

Drama Drama

Economics Enterprise Education/History/Geography

English English

English Extension (Literature) - Year 12 Only English

French French

Geography Geography/History

Health Education Health and Physical Education, Health Education Foundation Studies (Year 10)

Home Economics Design Technology

Information Technology Systems Interactive Multimedia

Japanese Japanese

Mathematics A Mathematics B Foundation Studies (Advanced) Mathematics A Foundation Studies (Intermediate Mathematics)

Mathematics B Mathematics B Foundation Studies (Advanced)

Mathematics C Mathematics B Foundation Studies (Advanced)

Modern History History/Geography

Music Music

Music Extension - Year 12 Only Music

Physical Education Health and Physical Education, Health Education Foundation Studies (Year 10)

Physics (Mathematics B in Senior is compulsory) Science & Mathematics B Foundation Studies (Advanced)

Study of Religion Religion/History/Geography

Visual Art Art

English Communication English

Prevocational Mathematics Mathematics A Foundation Studies (Intermediate Mathematics)

Religion & Ethics Religious Education

VET

BSB30112 Certificate III Business FEE APPLICABLE

BSB40212 Certificate IV Business FEE APPLICABLE

BSB50207 Diploma of Business FEE APPLICABLE

10432NAT Certificate III Christian Ministry & Theology FEE APPLICABLE

CHC30113 Certificate III Early Childhood Education and Care (course content is subject to change)

FEE IS APPLICABLE

SIS30310 Certificate III Fitness (Fitnance) FEE APPLICABLE

SIS40210 Certificate IV Fitness (Fitnance) FEE APPLICABLE

SIT20112 Certificate II Tourism FEE APPLICABLE

If a student does not meet the prerequisite requirements to study a subject, approval will be required from

respective Leaders of Learning.



Authority Subjects (OP Eligible)



ACCOUNTING

Overview

Accounting deals with the nature, function and concepts of Accounting. Processes covered include the

complete accounting cycle from source documents through to trial balance and "end of period" reports for a

sole trader. Both manual and electronic systems are investigated with a minimum of 100 hours of computer

application.

The knowledge gained through a study of Accounting can be used to assist in the decision making process in a

variety of business organisations and in the management of personal finances. It promotes the development

of logical reasoning, effective communication, analysis and interpretation, numeracy and complex problem

solving. There are no prerequisites for this subject but those with an interest in the Business world, personal

finance or who wish to pursue a career in this area will find it a rewarding field of study.

Course Outline

The course is organised around core and electives grouped under “Recording and controls” and “Reporting

and decision making”. During the course students will study:

Introduction to the Accounting Process

End of Period Reports

Accounting for Non-current Assets

Electronic Business

Managerial Decision Making

Accounting for Cash

Budgeting (spread sheeting)

Analysis of Financial Reports

Integrated Accounting Package (MYOB)

Personal Finance and Investing

Accounting for Grazing

Assessment

Assessment in Accounting is based on three criteria: Knowledge and procedural practices, Interpretation and

evaluation and applied practical processes.

Techniques will include:

Supervised written responses

Extended responses – business reports

Multimodal presentations

Practical assessment

Prerequisites

Nil



ANCIENT HISTORY

Overview

A student who studies Ancient History is interested in developing a deeper appreciation for how things have

come to be the way they are. Students will be introduced to an array of historical individuals, groups and

civilisations who have shaped our modern world and whose legacy is present in our lives today. Ancient History

students will learn about Historiography – the study of how versions of history are shaped quite purposefully

by their authors – and will develop strategies to read, analyse and discuss historical information with a critical

approach. The skills learned in Ancient History provide students with an array of versatile tools and thinking

strategies, whose applications extend well beyond the classroom.

Every two years, students have the opportunity to travel to Europe on the school’s History and Antiquities Tour,

which provides first-hand experience of the civilisations and cultures they have learned about in their studies.

This tour is offered to the whole school community and is highly recommended for Ancient and Modern History

students.

Course Outline

Semester Course Outline

1 Introductory topic: Archaeology

Inquiry topic 1: Theocratic Kingship in Egypt

Inquiry topic 2: Archaeology of the Amarna Age

2 Introductory topic: Art as an expression of values, beliefs and attitudes

Inquiry topic 3: Athenian Imperialism in the 5th Century BC

Inquiry topic 4: “The Arts – a Window into Antiquity”

3 Inquiry topic 5: The fall of the Roman Republic - Gracchi to Caesar

Inquiry topic 6: Roman Imperial Government

4 Inquiry topic 7: The philosophers of Greece, Rome and China

Inquiry topic 8: Comparison of selected philosophical schools in the Western and Eastern Civilizations

Assessment

Assessment in Ancient History provides students with an opportunity to practice and demonstrate critical and

original thinking and to learn how to express their ideas in a supportive academic environment. Students are

guided through the techniques and thought processes required to develop argumentative and analytical essays,

research assignments and presentations in other formats, such as museum displays and seminars. Ancient

History students will collaboratively undertake to improve their research and writing skills, in association with

the teacher who provides frameworks for questions and training in critical analysis.

Semester Assessment

1 Item 1: Response to Stimulus Test (Formative) Item 2: Research Assignment (1200 words) (Formative)

2 Item 3: Unseen Essay Test (Formative) Item 4: Multi-modal Research Assignment (Formative)

3 Item 5: Unseen Essay Test (Summative) Item 6: Research Assignment (1500 words) (Summative) Item 7: Response to Stimulus task (Summative)

4 Item 8: Multi-modal research task 15 minute oral presentation (Summative) Item 9: Response to stimulus task (Summative)

Prerequisites

A minimum requirement of a high Sound Achievement (C+) in a Social Science and English is a mandatory

prerequisite for entry into the course.



BIOLOGY

Overview

Biology is the study of the natural systems of the living world. It encompasses studies of the origin, structure,

development, functioning and evolution of living systems and the consequences of change in those systems.

The study of Biology provides students with the opportunity to:

gain insight into the scientific manner of investigating problems relevant to the living world;

experience the processes of science (such as developing problem solving skills, concept formation skills,

data processing skills, analysis and evaluative skills);

develop a deeper understanding and an enhanced aesthetic appreciation of the living world, to

become active decision makers (QSA, 2011).

Course Outline

Year Course Outline Assessment

Diversity of Life

The structure of cells and function of cell components

Cell processes

The 5 Kingdom classification system

End of Term 1 exam (Written Task - WT) Extended Experimental Investigation (EEI)

11

Interactions

The relationships between organisms and their environment

Ecosystems & energy flow Reproductive Processes

Asexual reproduction

Sexual reproduction in plants and animals

Extended Response Task (ERT) End of Term 2 exam (WT) End of Semester II exam (WT)

12

The Functioning Organism Plant Physiology

Photosynthesis

Transport Systems Animal Physiology

The human digestive, respiratory, excretory and circulatory systems

Extended Experimental Investigation (EEI) End of Semester III exam (WT)

Continuity

Structure of DNA

Protein Synthesis

Inheritance - Mendelian genetics

Evolution by Natural Selection

Extended Research Task (ERT) Mid-Semester IV exam (WT) End of Semester IV exam (WT)

Assessment

Each assessment item in Biology will include at least two of the three criteria: Understanding Biology,

Investigating Biology and Evaluating Biological Issues. The major operating principle in Biology is one of

continuous assessment over the two year course of study. Assessment completed in Year 11 is formative, with

summative assessment throughout the course in Year 12. The fullest and latest information on a student’s

achievement is used in determining overall achievement. Assessment tasks are classified into three categories:

Written Task (WT); Extended Experimental Investigation (EEI) and Extended Response Task (ERT). More detail

on these tasks from the Biology Syllabus can be located at:

http://www.qsa.qld.edu.au/downloads/senior/snr_biology_04_syll.pdf . (If you are viewing a PDF please type

this link.)

Prerequisites

In order to achieve success in this senior subject, it is recommended that students wishing to pursue the course

should have a Sound Achievement (C) or above (C+, B) in Junior Science, English and Mathematics.

Students should carefully consider their achievement in Science and other subjects with regard to their complex

thinking skills, as there is an emphasis on producing extended written pieces of work. Please note students

studying “Science for Global Citizens” in Year 10 will not be able to study Biology in Year 11.

http://www.qsa.qld.edu.au/downloads/senior/snr_biology_04_syll.pdf



BUSINESS MANAGEMENT

Business Management builds students’ understanding of the important role that managers play in businesses

that vary in size and nature. Students develop knowledge and understanding of Business Management as they

explore the main functions of businesses. Learning through case studies in authentic local, national and global

business contexts, students apply their knowledge to business situations in order to identify issues. Students

analyse and interpret business information and management strategies, evaluating the success of these in

meeting business outcomes. Simulating the role of business managers, students formulate and justify

management strategies and recommendations that impact on business objectives.

Students apply their knowledge and understanding of the main functions of businesses to practical and

authentic situations as they develop innovative and creative feasibility studies or undertake field studies. By

considering the views of a range of stakeholders, students determine the implications of business management

strategies on individuals, businesses and society.

A course of study in Business Management can establish a basis for further education and employment in the

fields of small-to-medium enterprise, business management, human resource management, financial

management, commerce, marketing and operations management and corporate systems management

(Business Management Senior Syllabus, 2013).

Course Outline

There are six areas of study in Business Management:

Management Practices;

Marketing Management;

Operations Management;

Human Resource Management;

Financial Management;

Business Development.

Business Management has students learn about areas of study in relevant contexts. Examples of current

contextualised units of work include retail management services industries, business and the law and ethical

and socially responsible management.

Assessment

Assessment is based on three criteria: Knowing and understanding business management; Applying and

analysing management strategies; and Evaluating and communicating management strategies.

Techniques will include:

Short response test;

Extended response test;

Extended research response;

Feasibility study.

Prerequisites

Nil



CHEMISTRY Overview Chemistry is the study of the composition of substances and its interactions. It provides a platform in which

humankind can explore and interact with matter. A knowledge and understanding of Chemistry helps us to

understand the links between the macroscopic properties of the world, and the subatomic particles and forces

that account for those properties. Chemistry can assist students to appreciate the impact of technology on their

society. It enables them to make responsible and informed decisions about the chemical consequences of

various activities on their environment.

Course Outline Semester Course Outline Assessment

1 1. ATOMIC STRUCTURE: Periodicity; Isotopes and Mass Spectroscopy; Ionisation energy and emission spectra

2. MATERIALS: Properties and Structure of Materials including: Ionic, covalent and metallic structures; Shapes of molecules; Polarity and Intermolecular forces

3. THE MOLE: Stoichiometry - use of balanced equations to determine quantities; Determination of empirical formula; Aqueous Solutions; Quantitative analysis including titration and gravimetric analysis

Item 1 - Extended Response Task

Item 2 - Supervised Assessment (Mid-Sem I Exam)

Item 3 - Supervised Assessment (End-Sem I Exam)

2 4. CHEMICAL KINETICS: Structure and properties of gases including - Kinetic theory; the ideal gas law; stoichiometry of gas reactions; molar volume

Introduction to the Maxwell/Boltzmann distribution curve and collision theory; Introduction to the theory of Entropy

5. ALTERNATE FUELS (contextual unit) Structure and properties of hydrocarbons and alternate fuels (e.g. biofuels) & Thermochemistry

Item 4 - Supervised Assessment (Mid-Sem II Exam)

Item 5 - Extended Experimental Investigation

3 6. REACTION RATES: Changing Concentration; Temperature; Using specialised analytical techniques to measure rate (colorimetry); Further review of Collision theory and Boltzmann curves; Energy profiles activation energy; catalysts and enzymes

7. CHEMICAL EQUILIBIRIUM Chemical equilibrium including calculations of Kw, Ka, Kb, and Ksp; Theoretical yield; Industrial production processes based on equilibria (e.g. the Haber Process)

8.1 PHARMACEUTICALS Part I – Structure, properties and uses of pharmaceuticals (contextual unit): Structure of organic compounds used in pharmaceuticals e.g. aspirin and vitamin C; Important reactions including acid base reactions when using antacids

Item 6 - Supervised Assessment (Mid-Sem III Exam)

Item 7 - Supervised Assessment (End-Sem III Exam)

Item 8 - Extended Experimental Investigation

4 8.2 PHARMACEUTICALS Part 2 – Quantitative analysis of pharmaceutical products: Quantitative analysis using titrimetric analysis techniques

9. REDOX CHEMISTRY Reduction and Oxidation reactions; Galvanic protection and corrosion protection; Electrochemical cells & Electrolytic cells

10. ORGANIC SYNTHESIS Organic synthesis of compounds including polymers and esters; Analysis of organic structures using specialised techniques

Item 9 - Supervised Assessment (Mid-Sem IV Exam) Item 10 - Extended Response Task

Assessment

Each assessment item in Chemistry includes three criteria: Knowledge & Conceptual Understanding,

Investigative Processes and Evaluating & Concluding. The major operating principle in Chemistry is one of

continuous assessment over the two year course of study. Assessment completed in Year 11 is formative with

summative assessment throughout the course in Year 12. The fullest and latest information on a student’s

achievement is used in determining overall achievement. Assessment tasks are classified into three categories:

Supervised Assessment (SA); Extended Experimental Investigation (EEI) and Extended Response Task (ERT).

More detail on these tasks is located in the Chemistry syllabus at:

http://www.qsa.qld.edu.au/downloads/senior/snr_chemistry_07_syll.pdf . (If you are viewing a PDF please

type this link.)

Prerequisites

To study Chemistry at a senior level requires a sound achievement (C) in both Science and Mathematics. It is

recommended that students in Year 10 have achieved at least a ‘B’ standard in Science and a ‘B’ standard in

Mathematics B Foundation Studies (Advanced Mathematics). Students who intend to study Chemistry and who

do not achieve an ‘A’ Standard in Mathematics A Foundation Studies may find Chemistry difficult. Please note

students studying “Science for Global Citizens” in Year 10 will not be able to study Chemistry in Year 11.

http://www.qsa.qld.edu.au/downloads/senior/snr_chemistry_07_syll.pdf



DRAMA

Overview

There are three objectives in the course which are equally balanced:

Forming - Management of dramatic action using the elements of drama in a range of contexts, styles and artistic forms. Presenting - Application of skills and techniques used in performance within a range of dramatic styles. Responding - Analysis, synthesis and evaluation of drama; its cultural contexts, content and styles. Course Outline

Year 11 Year 12

Unit 1: A Ripple in the Water Focus: Creation of a Children’s Theatre play

Unit 4: Through the Looking Glass Focus: Epic Theatre/Social Political Theatre

Developing and workshopping a theme, moral or issue.

Utilising conventions of the contemporary theatre style for storytelling (chorus, narration, personification, unison).

Researching/gathering/selecting stimulus material.

Play building.

Scriptwriting.

Whole class performance.

Analytical essay response to children’s theatre piece.

Exploring Bertolt Brecht and his political theatre vision.

Brechtian political theatre style and conventions for scene creation.

Devising drama about a social issue and presenting to an audience.

Directing a scene and presenting a vision using political theatre conventions.

Linking short dramatic pieces together to create meaning.

Scriptwriting.

Using other forms (multimedia, music, lighting, etc)

Unit 2: A Bright Light Focus: Greek Theatre

Unit 5: Collective Vision Focus: Scripted, published Play text for Senior Production

Analysis, Interpretation of text, Introduction to conventions of Greek Theatre and Greek Mythology.

Mythological text – Medes by Euripides.

Directing a Greek Physical Theatre scene.

Creation of a unique directorial vision.

Physical theatre style and conventions.

Workshops with ZenZenZo Physical Theatre Company.

Analysing, interpreting and applying an understanding of text to character creation.

Direct a piece of text with peers as actors.

Use stage direction, blocking.

Compile a prompt script (annotated).

Research, discuss and create design options (staging, lighting, programme, ticketing).

Engage in the aesthetic and context of the performance.

Present polished performance to an audience.

Unit 3: Mirror of Reality Focus: Australian Realism

Unit 6: Reflections Focus: Analysis of a live theatre production/theatre review

In-depth study of Australian drama.

Exploring and analysing text (Australian plays).

Building a role from text.

Improvisation of the world of the characters and the play.

Rehearsal techniques.

Viewing live theatre productions to analyse, synthesise and evaluate how dramatic action is structured and presented to make meaning.

Viewing live theatre productions to analyse, synthesis and evaluate how dramatic action is structured and presenting to make meaning.

Students in role as theatre critic/reviewer.

Floating Unit – Analytical written responding task Floating Unit – Analytical written responding task

This unit will be inserted within the Year 11 course of study at a time when a suitable theatre production is available for viewing.


This unit will be inserted within the Year 12 course of study at a time when a suitable theatre production is available for viewing.




Assessment

Assessment is often group based but individually assessed. Each student is measured against task specific

individual criteria which allow the teachers to make objective decisions about the work demonstrated at the

time of assessment. Practical assessment requires rehearsal and we ask the students to meet two times per

week during the preparation for a practical task in Year 11 and 12 and also to commit to rehearse in groups

outside of class time.

Prerequisites

Sound achievement (C) in Drama in Year 10 or if no Drama study has been undertaken, a sound achievement

in English should be the prerequisite.



ECONOMICS

Overview

Students who have successfully studied Enterprise Education, Geography or History in the Junior School and

who have an interest in current affairs should be able to successfully study Economics. The course emphasises

understanding the role of economics in dealing with issues and problems arising from the scarcity of resources.

The subject focuses on the use of economic ideas and concepts as decision-making tools rather than on the

learning of economic theory. Economics contributes to an education that fosters abilities, values and skills in

active citizenship.

Course Outline

The course is a mixture of core and elective topics. In each semester there is one core unit, and over the 4

semesters students must study between 4 and 6 elective topics.

Core topics:

Markets and Models;

Contemporary micro-economic issues;

Contemporary macro-economic management;

International economics.

A sample of elective topics typically taught is listed below, noting that as new economic issues arise some units

may be dropped and others introduced:

Population;

Labour;

Personal economics;

Share market;

Income and wealth distribution;

Environment;

Globalisation and trade.

Assessment

Assessment is based on three criteria: Knowledge and Understanding, Investigation and Synthesis and

Evaluation. Techniques will include:

Supervised written assessment – short response, extended written response;

Research assessment – analytical exposition using multimodal presentation;

Research reports and folios;

Prerequisites

Nil



ENGLISH

Overview

The knowledge and understanding of language, and the cognitive processes and skills that students have

developed in the Junior English course are further developed and refined in Senior English. The relationship

between language, textual studies and literacy is recognised as the concern of subject English in senior

schooling. The focus of subject English is the study of language which is understood to be integrally related with

culture. The following Course Outline is an overview of the units of work that provide for a systematic

development of students’ knowledge, cognitive processes and skills through the study and production of a wide

range of different kinds of texts in cultural contexts and social situations. Semesters One and Two are studied

in Year 11 where all assessment tasks are formative. Semesters Three and Four are studied in Year 12 where all

assessment tasks are summative and contribute to the student’s exit assessment.

Course Outline

Semester Content

1 ‘Ockers, sheilas and me’ – Australian film study – Study of film language. Study of a range of Australian films. ‘Poetry in motion – the changing face of Australia’ – Australian poetry study – Study of a range of Australian poets and their poetry.

2 ‘There is more to Australian characters than meets the eye’ – Australian novel study – Study of a full length Australian novel. ‘Whose Australian identity?’ – Australian media study – Study of the impact of media on Australian identity.

3 ‘Slamming to make a point’ – Performance poetry study – Study of slam poetry. ‘Worlds of difference – Novel study – Study of a full length novel dealing with global issues.

4 ‘Drawing from the past to understand the present’ – Shakespeare study – Study of a Shakespearean play (Othello or Hamlet). ‘Am I a global woman?’ – Culminating task – Independent unit focussing on a concept or idea drawn from the two year programme.

Assessment

Semester Assessment Tasks

1 Spoken assignment – analytical expository on Australian film; multimodal (3-5 minutes). Written exam – analytical exposition unseen question in response to poem (500-700 words, 90 minutes).

2 Written assignment – imaginative essay in response to novel (800 – 1,000 words). Written exam – reflective essay in response to novel, seen task (500-700 words, 90 minutes). Spoken assignment – persuasive speech in response to media texts (3-5 minutes).

3 Spoken assignment – imaginative monologue in response to slam poem (4-5 minutes). Written assignment – imaginative essay in response to novel (800-1,000 words). Written exam – reflective essay in response to novel, seen task (600-800 words).

4 Spoken assignment – persuasive speech in response to Shakespearean text (4-5 minutes). Written exam – analytical exposition, unseen question in response to Shakespearean text (600-800 words, 2 hours). Spoken assignment – analytical expository in response to tree self-selected texts (5-7 minutes).

Prerequisites

Students are required to successfully complete Year 10 at a (C) level in order to undertake Senior English.

Students will be monitored throughout Year 11 and advised to undertake English Communication if satisfactory

achievement is not maintained.

Students who access the ESP programme in Year 10 should not undertake Senior English. In this instance, please

see our Careers Counsellor as soon as possible.



ENGLISH EXTENSION (LITERATURE)

Overview

English Extension is an extension of the parent subject senior English and is studied for the two semesters of

Year 12 concurrently with the parent subject. The course is more challenging than Senior English and is designed

for students who are interested in inquiring into and exploring in greater depth social, cultural and textual

understandings about reading practices as applied to literary texts. The subject requires students to take a high

degree of responsibility for the depth of their own learning and inquiry.

This subject is about the different approaches available to reading literary texts rather than a study of literature

per se. Through having an explicit understanding of reading practices and how they are generated from a range

of both traditional and contemporary literary theories, students learn about the properties of literary texts, the

elements that are currently valued in literary texts and have been valued at various historical moments, and

the purposes literary texts serve and have served in the culture.

Course Outline

Year 11

Semester

Content

1 Term 1: Approaches to Reading: How Do I Read?

An introductory overview to the four approaches to reading, and writing about reading, using

a variety of illustrative texts. Introduction to the process of defence writing.

Term 2: Rewriting Text

Students choose one particular text and consider how textual, social and cultural features

might produce different readings, then rewrite the text by changing certain features to

produce a different reading, and present a defence in seminar form.

2 Terms 3 and 4:

Culminating Task

Students select at least one focal text – one to be a full length written text and possibly a

second film text – as a basis for their exploration of the ways texts can be read, using

knowledge and understanding of reading practices influenced by literary theories.

Assessment

Year 12

Semester

Assessment Tasks

3 Term 1: Written readings and defences of a film by an Australian auteur (1000-1500 words).

Term 2: Complex transformation, independently negotiated piece. (Length of written text –

100-800 words)

Includes separate spoken defence (8 - 10 minutes) presented to whole class as part of

collaborative learning processes.

4 Terms 3 and 4: Culminating task – predominantly written analytic essay (approx. 2500-3000

words).

Prerequisites

To enter this subject, students must formally apply to the Leader of Learning, English. It is recommended that

students have received at least an A or B+ grade in Year 11 English.



FRENCH

Overview

French is an authority subject, studied over 4 semesters and is OP eligible. The Senior Programme is designed

to widen and deepen language at work; through communication (receptive and productive) and interaction

across themes and topics reflecting authentic living situations. An appreciation of the French way of life and

culture is gained, fostering the role of intercultural understanding. Globalisation is a recognised trend resulting

in careers in tourism, trade, manufacturing, education and international affairs, inevitably involving the use of

Languages Other Than English.

Course Outline

Year 11 Year 12

Education and part-time work Environmental issues and their impacts Family life and relationships Health and youth issues Tourism and holidays Youth responsibilities and rights

Career paths Evasion Human relationships on the move La condition feminine Medias Melting pot assets Social exclusion

Assessment

Each of the 4 macro-skills (Listening, Reading, Speaking and Writing) is assessed. In Year 11, assessment is formative. Each of the 4 macro-skills is assessed each semester (two per term). In Year 12, assessment is summative. Each of the 4 macro-skills is assessed each semester (two in Term 1, three in Term 2, and three in Term 3 and one in Term 4).

Tasks should be performed with the degree of proficiency indicated in the Senior French syllabus:

• Comprehending: receptive communication (listening, reading) materials are treated with an increasing emphasis of confidence and proficiency.

• Conveying meaning (productive communication): speaking is operating at an effective level of ability.

• Composing: greater stress is placed on the development of all aspects of written expression.

• Intensive training in comprehending written authentic materials is increasing understanding and pleasure.

Note: Early termination of the senior course would transfer the formative level of achievement into

summative results.

Prerequisites

Evidence of formal assessment in French is required. Completion of Year 10 with a minimum level of

achievement of a Sound (C) OR an equivalent level of proficiency acquired through adequate language

exposure, subjected to and demonstrated through internal assessment at entry point.



GEOGRAPHY

Overview

The course develops an understanding of Geography’s contribution in dealing with issues and problems arising

from the human perception and use of the earth's resources. Using geographical ideas and concepts to frame

and conduct geographic investigations, students become proficient in a range of appropriate thinking, social,

communication, practical, study and spatial literacy skills as well as developing a concern for the earth and the

quality of human life. As mandated by our syllabus, the integration of Information Communication and Learning

Technologies (ICLTs), including spatial technologies, and field studies are essential in the study of this subject.

Geography contributes to an education that fosters abilities, values and skills in active citizenship.

Course Outline

The course is a mixture of focus and elective units arranged in themes. A minimum of two and a maximum of

three units will be studied each semester, including at least one focus unit per semester and not more than two

elective units. The school-based elective unit will vary from time-to-time to reflect community issues. Across

the two-year course students study a range of geographical locations and issues through a range of scales

including local, regional, national, and global scales.

Semester Course outline Assessment

1

Theme 1: Managing the natural environment

Focus unit 1: Responding to natural hazards Focus unit 2: Managing catchments

Short response test for each unit Report based on primary data Stimulus response essay

2

Theme 4: People and development

Focus unit 7: Feeding the world’s people Focus unit 8: Exploring the geography of disease

Short response test for each unit Non-written presentation Practical exercise

3

Theme 2: Social Environments

Focus unit 3: Sustaining communities Focus unit 4: Connecting people and places

Short response test for each unit Stimulus response essay Report based on primary data

4

Theme 3: Resources and the Environment

Focus unit 6: Sustaining biodiversity Focus unit 5: Living with climate change

Short response test for each unit Practical exercise Non-written presentation

Assessment

Students are assessed in four criteria - Knowledge, Analytical Processes, Decision-making Processes and

Research and Communication. As indicated in the table above information about student achievement in these

four criteria is gathered from short response tests, practical exercises, extended written responses (such as

essays and reports) and non-written responses. Assessment of all criteria is carried out Formatively in Year 11

and Summatively in Year 12. This allows students a chance to develop relevant skills and to familiarize

themselves with the different styles of assessment items in Year 11.

Prerequisites

Students who have successfully studied Geography, History or Science in the Junior School should be well

prepared to study Geography. A minimum requirement of a Sound Achievement (C) in a Social Science is

mandatory for entry into the course.



HEALTH EDUCATION

Overview

The focus of Health Education is identifying and investigating the health of society. It provides a context for

exploring health issues for individuals, groups, communities and nations. By using an “inquiry” approach to

investigate health issues, students apply the practices and principles that underpin social action and health

promotion to devise and justify recommendations and strategies for change.

Health Education is an action-orientated subject that inspires students to implement and evaluate their own

and others’ strategies to maximise the health and wellbeing of those in their community. It is a subject that

would interest students who are concerned about social justice issues and who have a strong commitment to

the community.

Students considering careers in health-related fields including health policy development, counselling, guidance

perspectives, social work, medicine, and nursing or in caring roles within the community, would benefit from

this field of study.

Course Outline

The Health Education programme is constructed around a core of four semester units. The following provides

an overview of issues investigated in each semester:

Assessment

The assessment plan uses a range of test instruments to measure student achievement in the criteria. An

assessment task will be completed each semester. Assessment techniques include extended written responses

(essay, report or research assignments), oral presentations and response to stimulus and website design. Year

11 is a foundation year where assessment tasks are formative in nature while Year 12 assessment tasks are

summative.

Prerequisites

Whilst there are no pre-requisite subjects to participate in the Health Education course, it is acknowledged that

emphasis is placed on a problem solving approach. Similarly, students should possess adequate writing skills

required to cope with the analytical and evaluative components of the course. It is recommended that a Sound

achievement (C) in English is achieved in Year 10.

Semester 1

Personal Health

Semester 2

Peer & Family Health

Semester 3

Community Health

Semester 4

Health of Specific

Populations

Unit 1: Nutrition

Unit 2: Promoting Positive

Mental Health

Unit 3: Social Trends

Unit 4: Immunisation

Unit 5: Donate Life

Unit 6: Risky Behaviours

Unit 7: Domestic Violence

Unit 8: Women’s Health



HOME ECONOMICS

Overview

The belief that today’s actions and attitudes determine present and future wellbeing is central to Home

Economics. Through an inquiry approach to practices and issues, Home Economics education promotes action

in pursuit of healthy individuals and families and sustainable local and global communities. Home economists

educate, inform and advise government, industry and the community, to assist individuals to make better

lifestyle choices. Career opportunities are available in community and education agencies such as health,

families, housing, and community services as well as in industries related to design, fashion, food and textiles.

Course Outline

Three areas of study are core:

Nutrition and Food;

Textiles and Fashion and Individuals;

Families and Communities.

These core areas are arranged in a thematic approach.

Year 11 Theme Affluenza: Consumerism and Control

Key Questions: Consumerism: Who is in control? Where do I fit in perpetuating the spread of Affluenza?

Semester 1 Contexts Textiles and fashion

Semester 2 Contexts Nutrition and Food

Underpinned by issues related to individuals, families and communities

Year 12 Theme Repurposing the Consumer: From consumer to citizen

Key Question: What actions can I take to improve individual, family and community wellbeing?

Semester 1 Contexts Nutrition and Food

Semester 2 Contexts Textiles and Fashion

Underpinned by issues related to individuals, families and communities

Assessment

Each semester students are assessed in three dimensions using a range of techniques. Typically, these

dimensions are tested through one assessment task each term.

Dimension 1 Knowledge and understanding Type of test instrument may include an exam, or a multimodal presentation or experimental prac work.

Dimension 2 Reasoning and communicating processes

Type of test instrument may include a research task and/or process journal.

Dimension 3 Practical performances Type of test instrument will include the production of food or textile-based products in response to design challenges.

Prerequisites

It should be noted that parents will be required to provide fabric and associated requirements for design

projects in textiles. Ingredients are supplied for all food classes except for trial and final practical exams. Whilst

there are no prerequisite subjects to participate in the Home Economics course, good organisational, writing

and higher order thinking skills tend to assist students achieve better outcomes.

Students wishing to study Home Economics in Years 11 and 12 should have achieved a Sound achievement (C)

in English and Mathematics.



INFORMATION TECHNOLOGY SYSTEMS

Overview

Information Technology Systems (ITS) is a practical discipline which prepares students to meet the frequent and

rapid change in information technology, and the need to be responsive to emerging technologies and trends.

Students should demonstrate IT knowledge through defining, explaining and using IT terms, concepts and

principles. Students develop highly transferable skills in determining the intended purpose, the needs of the

client and proposing and testing possible solutions may require research, analysis, synthesis, complex problem

solving and ongoing testing related to the process of design and development and the associated

documentation. The quality and effectiveness of the solution is to be evaluated against the client needs and the

defined criteria formulated during the design and development phase. This subject may lead to employment in

such areas as graphic and multimedia manipulation, or tertiary study in the fields of design and development

of multimedia projects such as games, websites and animation.

Course Outline

The subject will be delivered in a Multimedia Context using primarily the Adobe Master Collection. The course

covers the blend of five elements which are theory and techniques; problem-solving process; project

management; client relationships and social and ethical issues. Over the course of a two year study, students

may participate in one of a number of the following contexts as a focus for learning and assessment and the

relevant subject matter may include but is not limited to:

- Animation: timeline, keyframes, tweening, 2-D or 3-D modeling, motion caption, layers, libraries, editing tools, storyboarding;

- Game design: game theory, scenes, storyboarding, interface, navigation;

- Graphic design: CARP design principles, typographical principles and techniques;

- Interactive media: scripting, interface design, storyboarding;

- Mobile technology: applications, interface design, location awareness, social networking, augmented reality;

- Multimedia: integration of multiple forms of media working together to create an effective workflow;

- Video production: storyboarding, filming techniques, post-production techniques; and

- Web design: storyboarding, wire framing, CSS, JavaScript, HTML.

Assessment

Students are assessed on their ability to work technologically to design, develop and evaluate product solutions

for clients, which will include project management and technical skills. Assessment varies from projects based

around a client’s specifications; practical exercises which require students to demonstrate aspects of the

problem-solving process; and/or written, spoken, multimodal extended responses.

Prerequisites

Students wishing to study Information Technology Systems in Years 11 and 12 should have achieved a Sound

achievement (C) in English and Mathematics.



JAPANESE

Overview

Japanese is an authority subject, studied over 4 semesters and is OP eligible. The Senior Programme is designed

to widen and deepen language at work; through communication (receptive and productive) and interaction

across themes and topics reflecting authentic living situations.

An appreciation of the Japanese way of life and culture is gained, fostering the role of intercultural

understanding. Globalisation is a recognised trend resulting in careers in tourism, trade, manufacturing,

education and international affairs, inevitably involving the use of Languages Other Than English (LOTE).

Course Outline

Year 11, 2016

Year 12, 2017

Leisure Celebrations The environment Tourism and hospitality

Exchange students Travel in Japan Adolescence Third World countries Entertainment

Assessment

Each of the 4 macro-skills (Listening, Reading, Speaking and Writing) is assessed.

In Year 11 - assessment is formative. Each of the 4 macro-skills is assessed each semester (two per term).

In Year 12 - assessment is summative. Each of the 4 macro-skills is assessed each semester (two in Term 1,

three in Term 2, and three in Term 3 and one in Term 4).

Tasks should be performed with the degree of proficiency indicated in the Senior Japanese syllabus:

Comprehending: receptive communication (listening – reading) materials are treated with an increasing emphasis of confidence and proficiency.

Conveying meaning (productive communication): speaking is operating at an effective level of ability.

Composing: greater stress is placed on the development of all aspects of written expression.

Intensive training in comprehending written authentic materials is increasing understanding and pleasure.

Note: Early termination of the senior course would transfer the formative level of achievement into

summative results.

Prerequisites

Evidence to formal assessment in Japanese is required. Completion of Year 10 with a minimum level of

achievement of a Sound (C) OR an equivalent level of proficiency acquired through adequate language

exposure, subjected to and demonstrated through internal assessment at entry point.



MATHEMATICS A

Overview

The study of Mathematics A will emphasise the development of positive attitudes towards a student’s

involvement in mathematics. This development is encouraged by an approach involving problem solving and

applications, working systematically and logically, and communicating with and about mathematics.

Technology in the form of computers and graphics calculators is incorporated into the teaching and assessment

programme to the extent that it is now compulsory for all Mathematics A students to purchase a Texas

Instruments TI-84 graphics calculator.

In Mathematics A, the skills needed to make decisions which affect students’ everyday lives are provided. These

skills are often called on in other subjects and provide a good general background for many areas of tertiary

study. While Mathematics A does not lead to in depth mathematical studies at tertiary level, it is useful for

students who intend following a variety of courses (e.g. Life Sciences, Psychology) where Mathematics B is not

a specified prerequisite subject. A selection of tertiary courses require study of Mathematics A and prerequisite

subjects for a particular course should be checked in current QTAC publications.

In order to meet the numeracy requirements of the Queensland Certificate of Education (QCE), students

studying Mathematics A will be required to complete at least one semester of Mathematics A successfully

(Sound Achievement or higher).

Course Outline and Assessment


1

Managing Money I Elements of Applied Geometry Linking 2 and 3 Dimensions Data Collection and Presentation Exploring and Understanding Data

2 Examinations 1 Assignment

2

Managing Money I Data Collection and Presentation Linking 2 and 3 Dimensions Introduction to Models for Data (Elective Topic)


3

Managing Money II Exploring and Understand Data Elements of Applied Geometry Linear Programming (Elective Topic) Introduction to Models for Data (Elective Topic)


4

Exploring and Understanding Data Introduction to Models for Data (Elective Topic) Managing Money II Linear Programming (Elective Topic)


Assessment in Year 11 is formative in the Mathematics A course. Year 12 results only are used to determine

final levels of achievement. Each semester consists of two written examinations and one piece of alternative

assessment.

Prerequisites

Students who have successfully completed Year 10 Mathematics A Foundation Studies may choose

Mathematics A in Year 11. Those students who have successfully completed Year 10 Short Course in Numeracy

may also choose Mathematics A in year 11. Students who have experienced difficulty (low to middle Sound (C-

or C), Limited (D) or Very Limited Achievement (E)) in Year 10 Mathematics B Foundation Studies are advised

to study the Mathematics A course.



MATHEMATICS B

Overview

The study of Mathematics B will give students the opportunity to extend their mathematical knowledge into

new areas, and hence provide an excellent preparation for further study of mathematics in a wide variety of

fields. The modes of thinking developed in Mathematics B provide ways of modelling situations in order to

explore, describe and understand the world’s social, biological and physical environment.

Technology in the form of computers and graphics calculators is incorporated into the teaching and assessment

programme to the extent that it is now compulsory for all Mathematics B students to purchase a Texas

Instruments TI-84 graphics calculator. A broad cross section of tertiary courses require successful study of

Mathematics B and prerequisite subjects for a particular course should be checked in current QTAC

publications.

It should be noted that a student must complete at least one semester of Mathematics A or B or C successfully

[Sound Achievement or higher] to meet the numeracy requirements of the Queensland Certificate of Education

(QCE). It is possible to study both Mathematics A and Mathematics B at Stuartholme. Students interested in

taking up this option are advised to discuss this choice with the Leader of Learning (Mathematics).



1

Introduction to Functions Periodic Functions and Applications Exponential & Logarithmic Functions Applied Statistical Analysis

2 Examinations

2

Periodic Functions and Applications Exponential and Logarithmic Functions Rates of Change Introduction to Functions


3

Rates of Change Periodic Functions and Applications Exponential and Logarithmic Functions Introduction to Integration Optimisation

2 Examinations

4

Optimisation Introduction to Integration Applied Statistical Analysis


Assessment in Year 11 is formative in the Mathematics B course. Year 12 results only are used to determine

final levels of achievement. Each semester consists of at least one written examination and one piece of

alternative assessment.

Prerequisites

Students who have achieved at least a highly-ranked Sound Achievement (C+) in Year 10 Mathematics B

Foundation Studies may choose to study the Mathematics B course. Students who have experienced difficulty

in Year 10 Mathematics B Foundation Studies or studied Year 10 Mathematics A Foundation Studies are very

strongly advised to study Mathematics A.



MATHEMATICS C

Overview

Mathematics C must be combined with the study of Mathematics B. Technology in the form of computers and

graphics calculators is incorporated into the teaching and assessment programme to the extent that it is now

compulsory for all Mathematics C students to purchase a Texas Instruments TI-84 graphics calculator.

Mathematics is a highly desirable preparatory course for students who intend in pursuing a career involving the

study of mathematics at tertiary level.


Semester Course outline* Assessment

1

Real and Complex Number Systems (11 hours) Introduction to Groups (10 hours) Matrices and Applications (12 hours) Vectors and Applications (10 hours) Structures and Patterns (12 hours)


2

Real and Complex Number Systems (14 hours) Matrices and Applications (13 hours) Vectors and Applications (15 hours) Structures and Patterns (13 hours)


3

Real and Complex Number Systems (5 hours) Calculus (10 hours) Vectors and Applications (5 hours) Structures and Patterns (5 hours) Dynamics - Option (15 hours) Advanced Trigonometric & Exponential Functions – Option (15 hours)


4

Calculus (20 hours) Advanced Trigonometric and Exponential Functions – Option (15 hours) Dynamics – Option (15 hours) Matrices and Applications (5 hours)


Assessment in Year 11 is formative in the Mathematics C course. Year 12 results only are used to determine

final levels of achievement. Each semester consists of two written examinations and one piece of alternative

assessment.

Prerequisites

Mathematics C is a suitable subject for high achieving mathematics students who have chosen to study

Mathematics B and wish to develop their full mathematical potential and extend the knowledge acquired in

Mathematics B. Opportunities are provided for students to appreciate and experience the power of

mathematics and to see the role it plays as a tool in modelling and understanding many aspects of the world’s

environment.

The Stuartholme Year 10 Mathematics B Foundation Studies programme provides an excellent foundation for

studies in Mathematics C. Students who have achieved at least a High Achievement in Year 10 Mathematics B

Foundation Studies and enjoy mathematics should seriously consider taking both Mathematics B and

Mathematics C.



MODERN HISTORY

Overview

Modern History focuses on the 20th Century. It deals with the people, countries, movements, events and beliefs that

have shaped the world as we know it today. The course builds upon the knowledge and in particular the skills

developed through Years 8 to 10, with the aim of developing the student as a critical and independent thinker able

to conduct an historical research process and defend a hypothesis.

Course Outline

The course is thematic and adheres to a semester system in which the theme of study and hence assessments, can

carry over the term break. The course work will be drawn from the themes depending on resources and interests.

Semester One - Year 11 Inquiry Topics Assessment

The History of Ideas and

Beliefs

Background/Introductory Study: ‘Isms” As an introduction to Modern History students examine some of the key forces and ideologies that have shaped the history of the 20th century.

Nil

National History

Inquiry Topic 1: “Formation of the National State” In an introductory course in Nationalism, students will study how religious change and the institution of modern forms of government during Tudor times laid the foundation for the development of national identity and the foundations of the nation state in Great Britain.

Short

Response to Stimulus

Studies of Change

Inquiry Topic 2: “Revolution in China” An investigation into the agents of change that led to the Chinese Revolution and the impacts resulting from the implementation of communism in 1949.

Written Research Task

Semester Two - Year 11 Inquiry Topics Assessment

Studies of Conflict

Inquiry Topics 3: “The Cuban Missile Crisis” Students explore the nature of the Cold War and the impact the development of nuclear and missile technology changed international relations through and examination of the Cuban Missile Crisis.

Extended Written


History and Historians

Inquiry Topic 4: ‘Perceptions of Personality’ This unit is essentially a study in historiography: the history of history writing. Students will interrogate the source tradition relating to a leading political figure to determine whether the perception constructed by the intelligentsia is deserved.

Multi-modal

Research Task

Semester Three - Year 12 Inquiry Topics Assessment

Studies of Conflict/ National History

‘Vietnam: The Australian Experience’ This inquiry topic explores Australian history through two themes; Conflict and National History. Students explore Australia’s reasoning for entering the Vietnam War. In doing so they must consider how the changing geopolitical environment (Cold War plus changing relationship with Britain) changed our perception of the world and our place in it. ‘The Indo-China Wars’ Through investigating the causes and consequences of the Vietnam War students will explore the changing nature of the conflict and come to understand that this particular conflict was fought on a number of planes, local, national, international and ideological.

Extended Written


Written Research Task

Studies of Hope

‘Say It Loud’ Through historical studies in this theme, students will understand that through progressive movements, such as the Martin Luther King led Civil Rights Movement in the USA, which act as agencies of social, cultural and political change, people have been inspired by hope for change to respond to challenges in ways that promote human wellbeing, with varying degrees of success.


Semester Four - Year 12 Inquiry Topics Assessment

Studies of Power

‘Aspects of Power: Individuals, Governments, Groups and Movements’ In Term 3 assessment will take the form of a multimodal presentation in which students are able to choose their own topic to research in relation to the study of power. They will develop a hypothesis that explores the concept of power and its application to their chosen topic. This will be followed by a short response item comparing aspects and expressions of power in the modern world with particular reference to totalitarianism.

Multi-modal Research Task

Response to

Stimulus

Assessment

Assessment in senior Modern History is criterion-based and is designed to help students to demonstrate achievement

in the objectives of the syllabus. Modern History utilises four assessment types: essay and short response to stimulus

examinations, and written and multimodal research assignments. The criteria used are Planning and Using a

Historical Research Process, Forming Historical Knowledge through Critical Inquiry, and Communicating Historical

Knowledge.

Prerequisites

A minimum requirement of a high Sound Achievement (C+) in a Social Science is mandatory for entry into the course.



MUSIC

Overview

Music is a four semester tertiary qualifying course which contributes to the calculation of the Overall Position

(OP). Its Field Weightings are A=3, B=2, C=2, D=2, E=5. Music also contributes up to 4 Core credits towards the

award of the Queensland Certificate of Education (QCE) depending on the number of semesters of study

undertaken at the required standard. This course caters for separate Year 11 and 12 classes. Two units are

studied in Year 11 and three Units are studied in Year 12. Students will analyse repertoire, compose and

perform music based around the following themes over the duration of the two-year course. The course of

study provides a variety of learning experiences in the three general objectives and includes depth and breadth

across a range of styles and cultural and historical contexts. The assessment plan provides the teacher with

options for offering more opportunities for students to demonstrate the exit standards. Each criterion will be

assessed no more than twice each in Year 11 before Term 4 and in Year 12 before verification. The student’s

best achievement in each criterion will be selected and recorded on the student profile (three responses in

total).

Course Outline

Unit Duration Emphasis

Film music Semester 1 – Year 11

Musicology

Performance

Composition

Vocal Styles Through the Ages

Semester 2 – Year 11

Musicology

Performance

Composition

Music into the Future

Semester 3 – Year 12

Musicology

Performance

Composition

Music in the Theatre Semester 4 – Year 12 (Term 3)

Musicology

Performance

Composition

Music and Me

Semester 4 (Term 4)

4 - 5 weeks

Musicology

Performance

Composition

Assessment

Students are required to demonstrate achievement in the following three dimensions with short and extended

exams:

1. Musicology – students deconstruct repertoire and determine the relationships between identified musical elements and compositional devices, and evaluate how these relate to context, genre and style through an exam and short and extended writing tasks. 2. Composition – students combine the musical elements and compositional devices to create music that is within a context and/or genre, and which expresses style. 3. Performance – students, through playing, singing or conducting, interpret musical elements to communicate the music to audiences (real or virtual), within a context and genre while expressing style. Prerequisite

Ideally students should have studied Music in Years 9 and 10 and/or have completed AMEB Grade 2 Theory to

prepare them for this senior study. However, students who are musically literate and have an interest in music

performance should also consider this subject for a senior course of study.



MUSIC EXTENSION

Overview

The course is studied for the two semesters of Year 12, concurrently with the parent syllabus (Senior Music). It

is designed to offer more challenge than Senior Music. The challenge of the subject includes expectations of

accelerated, increased, cognitive, expressive and musical demands and assessment tasks requirements. The

course is designed for students interested in exploring in greater depth one of the three areas of study:

Composition, Musicology or Performance.

Course Outline

Assessment

Possible Assessment Techniques:

Extended written response (1200 - 1500 words)

Multimedia presentation (5 minutes minimum)

Oral presentation (5 minutes minimum)

Performance - 2 performances to be audio visually recorded

Composition - 2 compositions

Musicology - 2 musicological research tasks

Prerequisites

Students will gain entry to this subject by successfully completing two semesters of the Senior Music course

(Year 11) and an interview with the Leader of Learning, Arts.

Semesters Course Outline

1 and 2 (Year 12 only) 1 x Investigating Task

2 x Realising Task

Task 1 – Semester 3 - Monitoring

Task 2 – Semester 4 - Verification

(All assessment is summative)



PHYSICAL EDUCATION

Overview

Physical Education combines the theoretical and practical areas as one process. The theory aspects are learnt

through the practical application, and the practical aspects are enhanced through the theoretical knowledge.

Students are encouraged to develop as independent learners who can make informed decisions and judgments

on their own involvement in physical activity.

Physical Education would interest students who are physically active, enjoy a range of sports, participate in

sport as a coach, or who would like to further their knowledge of the physical culture of Australia. It provides

a foundation for students who wish to pursue further study in human movement related fields such as sport

development, physiotherapy, sport journalism, sport psychology and coaching, athlete conditioning and

management, personal training, and sports administration.

Course Outline

Students will study four physical activities over the two year course with equal time and emphasis given to each. These may include:

Term 1 Term 2 Term 3 Term 4

Touch or

Water Polo or

Gaelic Football

Volleyball or

Beach Volleyball Aerobics

Tennis or

Badminton

The physical activities are studied in an integrated way with subject matter drawn from the following three focus areas:

Focus Area A: Focus Area B: Focus Area C:

Learning physical skills

Processes & effects of training & exercise

Physical activity in Australian society

Assessment

A wide range of assessment techniques will be used and include physical assessment in authentic environments,

oral and written items such as essays, research report, journals, and presentations.

Student’s performance is assessed in three dimensions. These are:

ACQUIRING which involves the retrieval and comprehension of information;

APPLYING which involves the application or required information through processes such as interpreting

and analysing information and;

EVALUATING which refers to the ability to reach conclusions, solve problems and justify solutions and

actions.

Prerequisites

Whilst there are no prerequisite subjects to participate in the Physical Education course, it is recommended

that at least a B standard is achieved in Year 10 HPE and English. Students who achieved below this standard

may experience difficulty in Physical Education.

Students should have full school Physical Education uniform (including sport socks) and non-slip, supporting

sports shoes for participation in practical lessons. School sports caps are compulsory for all practical lessons.

Each student’s sports uniform is to be carried in the compulsory Stuartholme sports bag.



PHYSICS

Overview

Physics is the study of the physical universe. It has a powerful relationship with mathematics and physicists

often seek to reduce situations to mathematical models of varying levels of complexity. In addition, the study

of Physics involves the development of analytical skills, and an ability to gather and process information and to

present that information in a scientific fashion. It also supports the development of problem-solving skills that

enable students to approach complex questions confidently.

Course Outline

Semester Course Outline Assessment

1 Mathematical Techniques & Kinematics in One and Two Dimensions: Measurement and Physical Quantities; Mechanics- the motion of objects in one and two dimensions; forces and circular motion studied in the context of “Physics on the Road”.

Supervised Assessment (SA) – Mid-Semester 1 Extended Experimental Investigation (EEI) Supervised Assessment (SA) – End Semester 1

2 Energy, Momentum and Fluids: Work, conservative/non-conservative forces; Power; collisions in one and two dimensions. Atmospheric Physics: States of matter; kinetic theory; gas laws and thermodynamics.

Supervised Assessment (SA) – Mid-Semester 2 Extended Experimental Investigation (EEI) Supervised Assessment (SA) – End Semester 2

3 Electrostatics, Electric Potential and Current Electricity: Electrostatics; electricity; electromagnetism and electromagnetic induction– involving electric forces, fields, potential; Ohm’s Law and Kirchhoff’s Rules. “Electricity and the Home” context: application of electricity concepts to power supply and distribution, household circuits and devices, energy efficiency and safety.

Supervised Assessment (SA) – Mid Semester 3 Extended Experimental Investigation (EEI) Supervised Assessment (SA) – End Semester 3

4 Light: Wave and Particle Characteristics: waves, Doppler affect; interference; diffraction; photo-electric effect and particle theory of light Atomic and Nuclear Physics: structure of the atom; nuclear transmutations; nuclear energy; radiation and radioactive decay; medical applications of nuclear physics.

Supervised Assessment (SA) – Mid Semester 4 Supervised Assessment (SA) – End Semester 4

Assessment

Students are assessed on three criteria: Knowledge and Conceptual Understanding, Investigative Processes, and

Evaluating and Concluding. Each assessment item will include at least two of these criteria. Tasks are classified

into two categories: Supervised Assessment (SA) and Extended Experimental Investigation (EEI). More detail on

these tasks is located in the Physics syllabus at:

http://www.qsa.qld.edu.au/downloads/senior/snr_physics_07_syll.pdf. (If you are viewing as a PDF please

type.)

Prerequisites

To study Physics at a senior level requires a proven ability in both Science and Mathematics. Students in Year

10 are required to achieve at least a ‘B’ standard in Science and a ‘B’ standard in Mathematics B Foundation

Studies (Advanced Mathematics). Students choosing to study Physics in senior should also be studying

Mathematics B.

http://www.qsa.qld.edu.au/downloads/senior/snr_physics_07_syll.pdf



STUDY OF RELIGION (SOR)

Overview

Australia is a pluralist and multi-cultural society. The academic course of Study of Religion investigates the

variety of religious and philosophical traditions, for the purpose of understanding the diversity of beliefs,

practices and cultures locally, in Australia, and also in the wider world. Study of Religion is underpinned by the

Phenomenological Approach, which provides a framework for the study of the subject. Units and topics centre

on the Inquiry Model, where units are explored through the stages of “framing, investigating, reasoning, judging

and reflecting”. To successfully complete this course the following are essential:

Curiosity;

Openness;

Tenacity;

Independence.

The course workload is constant, and it is expected that students will read broadly and diversely for their work

in the subject. Students need to be proactive and engaged. The units of work are not discreet; rather, each part

of the course of study compliments every other part of this course. Everything encountered in this course serves

as a foundation for ongoing learning in the subject.


Prerequisites

A minimum Sound (C) Standard in Year 10 English and a background of SOSE are recommended, but not

required.

Topic Unit Length Evidence of Course

Sacred Texts Year 11 - Term 1 - (8 weeks) Short Response Test

Ultimate Questions Year 11 - Term 2 – (8 weeks) Multimodal Presentation

Response to Stimulus Exam

Religion and State Relationships Year 11 – Term 3 and 4 - (16 weeks) Research Assignment

Ethnographic Investigation

Extended Response to Stimulus Exam

Religion, Values and Ethics Year 12 - Term 1 – (8weeks) Extended Research Assignment

Religion, Contemplation and Action Year 12 - Term 2 – (8 weeks) Research Assignment

Ethnographic Investigation


Ritual Year 12 – Terms - 3 and 4 Multimodal Presentation




VISUAL ART

Overview

The study of Visual Art is a vibrant and enriching course, aimed at challenging students to think deeply about

the world around them and to respond in turn through the use of visual language. Students are encouraged to

creatively engage with higher order thinking processes while refining technical skills in fine art and new media.

By Year 12 students have begun to specialise in their areas of interest and strength, refining individualised

approaches while simultaneously evaluating and appraising their personal philosophies.

Visual Art is a four semester tertiary qualifying course which contributes to the calculation of the Overall

Position (OP). Visual Art also contributes up to 4 Core credits towards the award of the Queensland Certificate

of Education (QCE) depending on the number of semesters of study undertaken at the required standard.


Semester 1–Year 11 Course Outline Assessment

Beings of Spirit

Making – Exploration of the visual expression of our Spiritual Being through guided experiments. Visual Journal, documents, processes and research. Appraising – Written Appraisal of representations of Spirituality of Indigenous and other artists.

Folio of Multi-media experiments and two finished works on paper/canvas. Assignment (800-1000 words)

Beings of

Conscience

Making – Multimedia: A small ‘box gallery’ incorporating images/text that investigates the idea that we are Beings of Conscience. Visual Journal documents processes and research.

Multimedia Construction based on given template of a ‘Nasubi’ Box Gallery. 10 minute viva voce supports artistic intention

Semester 2-Year 11 Course Outline

Beings of Society

Making – Multimedia: Investigating our Social Being through our use of clothing as a symbolic indicator. Visual Journal documents processes and research. Appraising – Written Appraisal / Clothing as Symbol.

2D or 3D Artwork Preparation of given research areas. Exam in response to unseen stimulus.

Beings of Emotion

Making – Multimedia: Expression of Emotional Being through the body language of puppetry. Visual Journal documents processes and research.

3D Artwork based on figure in a space. 10 minute viva voce supports artistic intention


Beings of the

Future

Making - Major Body of Work/ student’s choice of media to explore Future Perspectives. Visual Journal documents processes and research. Appraising – Written research assignment that appraises the work of 2 artists who work with future forms.

Major Body of Work in 2D or 3D. Assignment (1000-1200 words)


The Artist as Being

Post Verification

Making – Major Body of Work/student’s choice of second media area or second focus to develop her artistic practice. Visual Journal documents art activities and research. Appraising – Written evaluation of the success of an exhibition viewed by student. Making or Appraising – Extension Folio undertaken to extend any area of Body of Work 1 or 2.

Major Body of Work in 2D or 3D. Assignment (1000-1200 words). Extension of any of the practical or theoretical activities. Undertaken in Body of Work 1 or 2.

Prerequisites

If entering this course at Year 11 the student should be able to show evidence of a love of learning about Art,

its history and its practice, eg, sketch books, some contact with original art works in galleries or other sources.

A Sound (C) or higher level of competency in the written language is essential.



Authority Registered Subjects

and

Specialised Education Programmes

(OP Ineligible)



ENGLISH COMMUNICATION (NON OP SUBJECT)

Overview

This subject uses practical language in real-life situations. The modules are designed to develop workplace

skills. There is a greater emphasis on oral communication. English Communication is an Authority Registered

course and students are entitled to receive a Level of Achievement rating for this subject on their Senior

Certificate. English Communication also contributes up to 4 Core credits towards the award of the Queensland

Certificate of Education (QCE) depending on the number of semesters of study undertaken at the required

standard.

English Communication draws on aspects of both general and vocational education to assist Years 11 and 12

students to improve their potential for effective participation in fundamental life roles – those related to work,

to personal and community life and to leisure and recreation. These broad communication contexts constitute

three components through which this course will be approached.

Students will develop abilities to compose and comprehend English language texts which:

directly relate to workplace competencies (eg, business letters, directories, manuals, schedules and

compendiums);

provide information and opinion on matters of current community and national interest (eg, newspapers,

magazines, documentaries and non-fictional prose);

provide enjoyment for recreational or leisure purposes (eg, film, television, radio, drama, prose, fiction,

biographies, magazines, song lyrics and poems).

English Communication aims to develop in students:

a sense of individual and cultural identity;

self-confidence as speaker/signer, writer and reader;

a respect for other people;

an appreciation of language as used in literature;

a desire to communicate appropriately and effectively using non-discriminatory language;

a desire to plan and work as a member of a group and to accept responsibility for standards;

a desire to engage in life-long learning.

Course Outline

This course has two study plans which are studied over the course of the two year programme, although their

order of study is on a rotational basis. Therefore, the following is an indication only of the general education

units that may be covered in this course over the four semesters of study:

● The World of Work – conflict resolution, workplace issues, customers and clients;

● Youth Issues – family life; current issues that affect teenagers;

● Women’s issues;

● Reading for Pleasure – fiction; biographies and autobiographies;

School and community leadership.

Assessment

The assessment focuses on the understanding and use of the processes of communication. Therefore the

assessment items include written, verbal and multimodal tasks.

Prerequisites

Nil



PREVOCATIONAL MATHEMATICS (NON OP SUBJECT)

Overview

Prevocational Mathematics is a four semester course but does not contribute to the calculation of the Overall

Position (OP). However, the numeracy requirement for the Queensland Certificate of Education (QCE) can be

met by achieving at least a Sound Achievement or above in at least one semester of Prevocational Mathematics.

This course contributes credits towards the award of the QCE. This subject is offered according to student

demand.

Prevocational Mathematics provides opportunities for students to improve their numeracy to assist them in

pursuing a range of vocational and personal goals. It develops not only students confidence and positive

attitudes towards mathematics but also their mathematical knowledge and skills (through the general

objectives: knowing and applying), and their communication skills (through the general objective: explaining).

Technology in the form of computers and scientific calculators is incorporated into the teaching and assessment

programme. Prevocational Mathematics does not lead to in depth mathematical studies at tertiary level.


The following table represents a possible course of study in Prevocational Mathematics.

Semester Course Outline Possible Assessment

1

Taking a gamble

Maths in Hospitals, Health and Exercise

Earning Money, Paying Tax

In-class project

Investigation

Survey and report

2

Travelling in the Local Area

Cars and Mobile Phones

Practical Statistics

Seeing Queensland

Poverty and Literacy

Oral Presentation

In-class project

Practical activity

3

Leaving Home, Investing Your Money

Buying Your First Property

Travelling Overseas

Building a New House

Report

Design project

Assignment

4

Growing Vegetables

Renovating Property

Organising an Event

Starting a Business

Prepare a budget

Report

Investigation

Assessment in Year 11 is formative in the Prevocational Mathematics course. Year 12 results only are used to

determine final levels of achievement. Each semester will contain a variety of assessment types as indicated in

the table above.

Prerequisites

Students who have experienced extreme difficulty (Limited or Very Limited Achievement) in Year 10

Mathematics A Foundation Studies are advised to consider studying Prevocational Mathematics. Students

selecting Prevocational Mathematics should confirm this subject choice with Deputy Principal, Learning or

Leader of Learning Mathematics.



RELIGION AND ETHICS (NON OP SUBJECT)

Overview

Religion and Ethics enhances students’ understanding of how personal beliefs, values and spiritual identity are

shaped and influenced by factors such as family, culture, gender, race, class and economic issues. The course

explores topics such as the meaning of life, purpose and destiny, spirituality, moral and ethical issues and social

justice. The course also explores how these topics are dealt with in various religious, spiritual and ethical

traditions.

Religion and Ethics focuses on the personal, relational and spiritual perspectives of human experience. It

enables students to investigate and critically reflect on the role and function of religion and ethics in society.

Within this course, the focus is on students gaining knowledge and understanding, on developing the ability to

think critically, and to communicate concepts and ideas relevant to their lives and the world in which they live.

The course provides students with opportunities to gain knowledge and understanding of themselves as human

beings, to clarify their personal beliefs and ethical values. It helps students to develop an understanding of

themselves in the context of their family, their community and the workplace. The focus on citizenship, the

sense of community and service, ethical principles and the responsibilities of the individual with the community,

provide students with skills and attitudes that contribute to lifelong learning. It gives the student a basis for

engaging with others in diverse settings, including further education and the workforce.

Religion and Ethics (R&E) is a four-semester Queensland Curriculum & Assessment Authority (QCAA) registered

subject. The study of this subject is mandatory at Stuartholme School unless one elects to enrol in the QCAA

subject, ‘Study of Religion’ (SOR). In contrast to SOR, student achievements in R&E as an Authority-registered

subject, does not contribute to their OP. R&E contributes up to 4 Core credits towards the award of the

Queensland Certificate of Education depending on the number of semesters of study undertaken at the

required standard. The student’s results for R&E are recorded on the Queensland Certificate of Education

(QCE).


Semester Unit Assessment

1 Sacred Stories

Spirituality

Spoken Investigation

Written Investigation

2 Peace and Conflicts

Good and Evil

Short Response Exam

Extended Response to Stimulus

3 Religion and Contemporary Culture

Social Justice

Short Response Exam

Spoken Investigation

4 Ethics & Morality

Meaning & Purpose

Written Investigation

Extended Response to Stimulus

Prerequisites

Nil



SPECIALISED EDUCATION PROGRAMMES

Language Enrichment - English as an additional language/dialect (EAL/D)

In both the Middle and Senior phase of learning, opportunities exist for students whose first language is not

English to attend specialist classes in English as a Second Language (ESL).

Support is provided by specialist staff who work with students in small groups.

The ESL Programme provides targeted English language enrichment across reading, writing, listening and

speaking as well as individualised academic support in key subject areas.

Entry into the subject is dependent on an interview with the Leader of Learning – Diverse Learners or

International Student Co-ordinator teacher. Participation in this programme is strongly recommended for

newly arrived international students.



VET Programmes (OP Ineligible)

What is a VET course?

A stand-alone qualification valid in every Australian State.

Practical in nature. The objective is to prepare students for working in a particular sector.

Competency based (Competent or not competent).

A completed Certificate III, Certificate IV and a completed Diploma will provide students with a rank (68, 74 and

82 respectively) and upon successful completion contributes to the Queensland Certificate of Education (QCE).

Source : QTAC Guide to Tertiary courses 2015

There is a fee associated with most Certificate courses. Please contact Student Services for a copy of the VET fee schedule.

Certificate course content is subject to change.

Certificates usually need a minimum of 15 students to proceed.



BSB30115 CERTIFICATE III BUSINESS

D E L I V E R E D T H R O U G H A P A R T N E R S H I P

B E T W E E N S T U A R T H O L M E S C H O O L A N D T H E

C O L L E G E O F H E A L T H & F I T N E S S . R E S U L T S

W I L L B E I S S U E D B Y T H E C O L L E G E O F H E A L T H

& F I T N E S S .

T H E C O L L E G E O F H E A L T H

& F I T N E S S RTO N U M B E R 30 798

W E B S I T E W W W . T H E C O L L E G E O F H E A L T H A N D F I T N E S

S . Q L D . E D U . A U

P H O N E 07 338 501 95

C O U R S E D E T A I L S Students will have a thorough knowledge of fundamental business practices. They will have the skills and training to utilise essential business technology and systems. This business program will give students an understanding of workplace procedures, including OH&S (Occupational Health and Safety) processes, financial record keeping, monitoring and maintaining resources usage, skills to write business documents etc.

Student Selection

Persons with the language, literacy and numeracy skills to fulfil their job role

Student Intake Enrolment in November 2016

Delivery Mode Class and workplace Course Duration January 2017 – September 2018

Fees and

Refund Policy

Fee for Service

$500.00 The College does not refund fees paid by students. However, if in the first 3 weeks of the course, the student does not wish to proceed, a fee of $50 only will be paid.

Resources Learning and assessment resources supplied Industry placement Nil

Outcome BSB30112 Certificate III Business QCE Points 8

Pathway BSB40212 Certificate IV Business

Job Role Customer Service Advisor Assistant, Administration, Clerical Worker, Information Desk Clerk, Office Junior, Receptionist, General Clerk, Payroll Officer, Data Entry Operator, Typist, Word Processing Operator

Delivery Delivery at Stuartholme School by a Stuartholme teacher. You will have access to a variety of theory and practical learning opportunities which equips you with the necessary skills to secure employment and further your career choices.

Recognition of Prior Learning A process that maps your current knowledge and skills to a unit of competency; without study.

Credit Transfer Statement of Attainment for a unit that you hold that can be also used in another course.

Units

Unit Code Unit Title

BSBWOR301 Organise personal work priorities and development

BSBWHS302 Apply knowledge of WHS legislation

BSBADM307 Organise schedules

BSBCMM301 Process customer complaints

BSBCUS301 Deliver and monitor a service to customers

BSBDIV301 Work effectively with diversity

BSBFIA301 Maintain financial records

BSBITU302 Create electronic presentations

BSBITU304 Produce spreadsheets

BSBITU306 Design and produce business documents

BSBITU307 Develop keyboarding speed and accuracy

BSBWRT301 Write simple documents



BSB40215 CERTIFICATE IV BUSINESS

Delivered through a partnership between Stuartholme School and The College of Health & Fitness. Results will be issued by The College of Health & Fitness.

The College of Health & Fitness

RTO Number 30798

Website www.thecollegeofhealthandfitness.qld.edu.au

Phone 07 33850195

Course Details The Certificate IV qualification reflects the role of individuals who use well-developed skills and a broad knowledge base in a wide variety of contexts. They apply solutions to a defined range of unpredictable problems, and analyse and evaluate information from a variety of sources. They may provide leadership and guidance to others with some limited responsibility for the output of others.

Student Selection Persons with the language, literacy and numeracy skills to fulfil their job role

Student Intake Enrolment - November 2016

Delivery Mode Class and workplace Course Duration January 2017 – October 2018

Fees and

Refund Policy

Fee for Service $500.00 The College does not refund fees paid by students.

Resources Learning and assessment resources supplied Industry placement Nil

Outcome BSB40212 Certificate IV Business QCE Points 8

Pathway Diploma of Business

Job Role Administrator, Project Officer, Accounts Clerk, Customer Service Advisor, E-Business Practitioner, Word Processing Assistant, Legal Receptionist

Delivery Delivery at Stuartholme School by a Stuartholme Teacher. You will have access to a variety of theory and practical learning opportunities which equips you with the necessary skills to secure employment and further your career choices.

Recognition of Prior Learning A process that maps your current knowledge and skills to a unit of competency; without study.


Units


BSBCUS402A Address customer needs

BSBMKG413A Promote products and services

BSBMKG414B Undertake marketing activities

BSBWHS401A Implement and monitor WHS policies, procedures and programs to meet legislative requirements

BSBCUS401B Coordinate implementation of customer services strategies

BSBCUS403B Implement customer service standards

BSBADM405B Organise meetings

BSBLED401A Develop teams and individuals

BSBREL401A Establish networks

BSBSUS301A Implement and monitor environmentally, sustainable work practices



BSB50215 DIPLOMA OF BUSINESS

DE L I V E R E D T H R O U G H A

P A R T N E R S H I P B E T W E E N

ST U A R T H O L M E SC H O O L A N D

B A R R I N G T O N C O L L E G E

B A R R I N G T O N C O L L E G E RTO N U M B E R 91397 WE B S I T E A D D R E S S W W W .B A R R I N G T ON C O L L E GE .C O M .A U PH O N E N U M B E R (07) 55625700

COURSE DETAILS

The Diploma of Business provides students with a broad understanding of contemporary business practices.

Student Selection Students need to have at least a C+ in English and a C+ in Maths A foundation or Maths B foundation.


Delivery Mode Classroom or workplace

Classroom

Course Duration

18 months

Dates

January 2017 – October 2018

Fees and

Refund Policy

As Per Student Handbook

Fee for Service

$1,700

Resources Learning and assessment resources supplied

Industry placement Nil

Outcome BSB50215 Diploma of Business

QCE Points 8

Pathway Bachelor of Business Bachelor of Commerce

Job Role

Delivery Delivery at Stuartholme School by Barrington College. You will have access to a variety of theory and practical learning opportunities which equips you with the necessary skills to secure employment and further your career choices.

Recognition of Prior Learning

A process that maps your current knowledge and skills to a unit of competency; without study.


COURSE UNITS


BSBADM502 Manage Meetings

BSBPMG522 Undertake project work

BSBCUS501 Manage quality customer service

BSBWOR501 Manage personal work priorities and professional development

BSBMKG501 Identify and evaluate marketing opportunities

BSBHRM506 Manage recruitment, selection and induction processes

BSBCMM401 Make a presentation

BSBRSK501 Manage risk

http://www.barringtoncollege.com.au/



10432NAT CERTIFICATE III CHRISTIAN MINISTRY AND THEOLOGY

This course for senior secondary students has been developed by the Institute of Faith Education (IFE), a

Registered Training Organisation (Provider No. 31402) in the Archdiocese of Brisbane. Certificate III in

Christian Ministry and Theology is a nationally accredited qualification which has been developed in the

context of Catholic Education in Queensland.

This course offers a foundation that will be of particular value for pathways into careers in the Catholic sector

including healthcare, education, teaching and childcare. This course is delivered over the senior years of

schooling (Year 11 and 12) and consists of four self-contained modules.

A pass in Year 10 English would be an important element in the successful completion of this qualification.

Sound comprehension skills as well as verbal and writing skills are required to address the requirements of

assessment.

Module 1 – Spirituality Today (Year 11, Semester One)

This module explores what is meant by spirituality. It explores the relationship between spirituality and religion. Spirituality here is used to denote all practices that engage with God. This topic provides an entry-point for considering all aspects of Catholicism.

Units of Competency

BSBCRT301 Develop and extend critical and creative thinking skills DEFGEN001 Work in a team CMTTHE303A Identify a range of information within a theological theme or issue

Module 2 – The Story (Year 11, Semester Two)

In this module students gain an overview of the Scriptures and learn skills for biblical interpretations. There are opportunities to dig deep into the texts and to explore how they are used today.

Units of Competency

CMTTHE301A Identify how Christian Scripture, life and practice are understood today. CMTTHE302A Identify theological data

Module 3 – Choices (Year 12, Semester Three)

In this module students are introduced to ethics and Catholic social justice teaching. Current moral/ethical issues are case studies and provide the opportunity to reflect on the choices we make and how these impact on life. Students learn to make connections between belief and their application to life.

Units of Competency

CMTMIN301A Identify theological knowledge in relation to the Christian way of life.

CMTMIN302A Communicate theology in everyday language

Module 4 – The Edge (Year 12, Semester Four)

This module provides an opportunity for students to reflect on their life journey and to explore further the nature of God as well as their own beliefs. The module also explores the questions of evil and suffering.

Units of Competency

CMTTHE304A Identify new theological insights

Why do this course?

Students will gain valuable employability skills which will be of benefit in seeking careers in the Catholic sector.

Students will gain more options in terms of career/study pathways.

Students will prepare themselves for life choices they will make outside of school.

Students will gain skills in connecting with different people from all walks of life.

Students will gain a deeper understanding of the spiritual and religious influences in the world.



Credit points toward the Queensland Certificate of education (QCE)

Successful completion of this course currently contributes:

8 points towards the QCE;

A Tertiary Entrance Rank (TER) of 68 or equivalent to an OP 15 (OP equivalence will vary each year) (correct at 22 March 2016);

Certificate III in Christian Ministry and Theology provides an alternative pathway to tertiary study. This can be

an important safety net for OP students and an excellent outcome for OP ineligible students.

(Source: 2018 QTAC Tertiary Prerequisites)

Assessment

As a vocational education training course, assessment is competency-based. Students learn through a variety

of activities including discussions, team activities, multi-media activities, presentations and cr4ative learning

tasks. A portfolio of student work is submitted for assessment upon completion of each module.

Cost

The fees for this course are subsidised and the balance is to be met by the student. The fees payable by the

student for this course are $200.00 per semester – 4 Semesters in Year 11 and 12 ($400.00 for Year 11 and

$400.00 for Year 12 – total $800.00 for the course).



CHC30113 CERTIFICATE III EARLY CHILDHOOD EDUCATION AND CARE

D E L I V E R E D T H R O U G H A P A R T N E R S H I P

B E T W E E N S T U A R T H O L M E S C H O O L A N D

C A I R N S T R A I N I N G A C A D E M Y . R E S U L T S

W I L L B E I S S U E D B Y C A I R N S T R A I N I N G

A C A D E M Y .

C A I R N S T R A I N I N G A C A D E M Y RTO N U M B E R 30 857

W E B S I T E W W W . C T A . Q L D . E D U . A U

P H O N E 0740 5 455 11

COURS E DE TAILS This qualification reflects the role of workers in a range of early childhood education and care settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. They support the implementation of an approved learning framework, and support children’s wellbeing, learning and development. Depending on the setting, educators may work under direct supervision or autonomously


Student Intake November, 2016

Delivery Mode Class and workplace Course Duration January 2017 – September 2018

Fees and

Refund Policy

SATS Nil Fee for Service

(Include first aid)

$500.00 CTA does not refund fees paid by students due to heavy discount.

Resources Learning and assessment resources supplied Industry placement 120 hours minimum

Outcome CHC30113 Certificate lll in Early Childhood Education and Care. QCE Points 8

Pathway CHC50113 Diploma of Early Childhood Education and Care

Job Role Early Childhood Educator working in an Early Childhood Education and Care setting

Delivery You will have access to a variety of theory and practical learning opportunities, including industry placement, which equips you with the necessary skills to secure employment and further your career choices.




Units (15 Core units plus 3 Elective units)


CHCLEG001 Work legally and ethically Core

CHCECE001 Develop cultural competence Core

CHCECE002 Ensure the health and safety of children Core

CHCECE003 Provide care for children Core

CHCECE004 Promote and provide healthy food and drinks Core

CHCECE005 Provide care for babies and toddlers Core

CHCECE007 Develop positive and respectful relationships with children Core

CHCECE009 Use an approved learning framework to guide practice Core

CHCECE010 Support the holistic development of children in early childhood Core

CHCECE011 Provide experiences to support children’s play and learning Core

CHCECE013 Use information about children to inform practice Core

CHCPRT001 Identify and respond to children and young people at risk Core

HLTAID004 Provide an emergency first aid response in an education and care setting Core

HLTWHS001 Participate in work health and safety Core

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Core

CHCECE006 Support behaviour of children and young people Elective

CHCECE012 Support children to connect with their world Elective

CHCDIV001 Work with diverse people Elective

*As per training package rules, listed units reflect industry choices; however student can negotiate to ensure electives meet their job role requirements



SIS30315 Certificate III Fitness

DE L I V E RE D T H R OU G H A P A RT N E RS H I P BE T W E E N

ST U A RT H O L M E SC H O OL A N D F I T E D U C A T I ON PT Y LT D .

RE S U L T S W I L L BE I S S U E D BY F I T E D U C A T I ON .

F I T E D U C A T I O N P T Y

L T D RTO NU M BE R 32155

WE BS I T E W W W .F I T E D U C A T I ON .E D U .A U

PH ON E 1300 348 338

C O U R S E D E T A I L S The training program provides learners with an employment and career-entry pathway into the fitness, sport and recreation industries. It covers the skills and knowledge required of a worker providing exercise instruction for gym programs. This qualification facilitates the development of the following knowledge and skills:

identify clients’ general fitness requirements, provide a basic screening form to clients and advise client on fitness facilities and services;

take a client through a process of screening, a discussion of fitness goals, and a basic fitness appraisal in preparation for writing a fitness program;

develop basic fitness programs for fitness industry clients;

provide the basic applied exercise science required for fitness instructors;

maintain equipment commonly used in the fitness industry, and operate it to manufacturer’s specifications;

educate clients on the application of basic anatomy and physiology of the major systems of the human body and understand the functional significance of these structures in relation to movement and exercise;

provide basic nutritional information and advice to fitness industry clients, who have no dietary or nutritional concerns;

provide appropriate advice to specific population clients on participation in fitness appraisals and fitness activities, including the pathology of the more common disease states and conditions encountered within the fitness industry and the limiting effects of the condition on exercise performance and functional capacity;

instruct and supervise individual clients in fitness using basic fitness industry equipment;

provide leadership to groups of clients within a fitness or sport and recreation context.

Graduates will be competent in a range of essential skills – such as undertaking client health assessments, planning and delivering fitness programs, developing and instructing circuit classes and conducting group fitness sessions in community and commercial fitness settings.




Fees and

Refund Policy

Fee for Service

$1050

If more than 10 students $900

Fees are not payable until the end of Term 1 and students can discontinue course at no charge before this date. Fit Education does not refund fees paid by students after this date.

Resources Learning and assessment resources supplied Industry placement

Nil

Outcome This program prepares participants for employment in the sports and fitness industry as an exercise instructor. They provide individually tailored client assessments, provide technique correction as needed, and develop and demonstrate programs. They also provide supervision of a facility or service, keep equipment clean, tidy and well maintained, and handle various customer inquiries.

QCE Points QTAC Rank

8 68 (equivalent OP 15) As per QTAC guide 2015 - these figures fluctuate annually and should be used as a guide.

Pathway This training program articulates with SIS40215 Certificate IV in Fitness. Certificate IV qualifications articulate into a range of higher VET pathways (e.g. Diploma) in Fitness, Sport & Recreation and Health that can lead into university pathways e.g. Bachelor of Human Movement Studies and Bachelor of Education.

Job Role Exercise / Gym Instructor

Delivery Teachers from the school will deliver the course to the students. Fit Education will act as the RTO for the enrolled students, supply the school with the required training and assessment resources and provide assistance to teaching staff for the delivery of the course. You will have access to a variety of theory and practical learning opportunities which equips you with the necessary skills to secure employment and further your career choices.






Units

Unit Code Unit Title Nominal

Hrs

CORE:

SISFFIT001 Provide health screening and fitness orientation 15

SISFFIT002 Recognise and apply exercise considerations for specific populations 100

SISFFIT003 Instruct fitness programs 50

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming 95

SISFFIT005 Provide healthy eating information 55

SISFFIT014 Instruct exercise to older clients 70

SISXCCS001 Provide quality service 25

SISXFAC001 Maintain equipment for activities 5

SISXIND001 Work effectively in sport, fitness and recreation environments 25

ELECTIVES:

BSBRSK401 Identify risk and apply risk management processes 50

HLTAID003 Provide first aid 18

HLTWHS001 Participate in workplace health and safety 20

SISFFIT006 Conduct fitness appraisals 30

SISFFIT007 Instruct group exercise sessions 80

SISFFIT011 Instruct approved community fitness programs 40

SISSSTC301A Instruct strength and conditioning techniques 60



SIS40215 Certificate IV in Fitness

DE L IVE R E D T HR OU G H A P AR T N E R S HIP B E T WE E N

ST U AR T HOL M E SC H OOL AN D F I T ED U C AT I ON PT Y

LT D . RE S U L T S WIL L B E IS S U E D B Y F I T

ED U C AT ION .

F I T E D U C A T I ON PT Y

LT D RTO NU M B E R 32155

WE B S IT E WWW .F IT E D U C AT ION .E D U .AU

PHON E 1300 348 338

CO U R S E DE T A I L S The training program provides learners with employment and career progression in the fitness sport and recreation industries. It covers the skills and knowledge required of a worker providing personal training services. Those with this level of competency will be expected to train individual clients, on a one-on-one basis, and may include older clients and children. Exercise Trainers will have the ability to monitor and manage business activities to operate efficiently and profitably. This qualification facilitates the development of the following knowledge and skills:

plan and program exercise for fitness industry clients

utilise a broad knowledge of exercise science principles in fitness training

undertake basic postural appraisals to evaluate clients posture, functional range of movement and muscle strength and weakness in preparation for the development of an exercise program

use, maintain and demonstrate the use of a broad range of fitness equipment

provide exercise for low risk clients with common medical, injury or health conditions, after referral from and under the supervision of medical and health professionals and as part of a team of health and medical professionals

analyse client behaviours and recommend strategies for exercise adherence

provide basic information about healthy eating and design exercise plans and programs to reduce the level of body fat in clients

plan and deliver exercise for different client groups (such as those with disabilities or a specific fitness activity interest), different environments (such as in a community setting) or for specific populations (such as gentle exercise).

Student Selection Persons having completed the Certificate III in Fitness and with a current First Aid / CPR Certificate



Fees and

Refund Policy

Fee for Service

$1550

If more than 10 students $1350

Fees are not payable until the end of Term 1 and students can discontinue course at no charge before this date. Fit Education does not refund fees paid by students after this date.


Nil

Outcome This program prepares participants for employment in the sports and fitness industry as a personal trainer.

Graduates of this program will be able to:

Conduct personal training,

Prescribe strength and conditioning programs for general, specific and special populations

Organise and administer strength and conditioning programs for individuals and team sports

QCE Points QTAC Rank of 74

8 74 (equivalent OP 13)

As per QTAC guide 2016 - these figures fluctuate annually and should be used as a guide

Pathway Certificate IV qualifications articulate into a range of higher VET pathways (e.g. Diploma) in Fitness, Sport & Recreation and Health that can lead into university pathways (e.g. Bachelor of Human Movement Studies and Bachelor of Education).

Job Role Personal Trainer

Delivery Teachers from the school will deliver the course to the students. Fit Education will act as the RTO for the enrolled students, supply the school with the required training and assessment resources and provide assistance to teaching staff for the delivery of the course. You will have access to a variety of theory and practical learning opportunities which equips you with the necessary skills to secure employment and further your career choices.






Units

Unit Code Unit Title Nominal

Hrs

CORE:

SISFFIT013 Instruct exercise to young people aged 13 to 17 years 90

SISFFIT015 Collaborate with medical and allied health professionals in a fitness context 60

SISFFIT016 Provide motivation to positively influence exercise behaviour 45

SISFFIT017 Instruct long-term exercise programs 55

SISFFIT018 Promote functional movement capacity 45

SISFFIT019 Incorporate exercise science principles into fitness programming 55

SISFFIT020 Instruct exercise programs for body composition goals 50

SISFFIT021 Instruct personal training programs 70

SISFFIT023 Instruct group personal training programs 70

SISFFIT025 Recognise the dangers of providing nutrition advice to clients 15

SISFFIT026 Support healthy eating through the Eat for Health Program 60

SISXRES001 Conduct sustainable work practices in open spaces 60

ELECTIVES:

BSBSMB403 Market the small business 50

BSBSMB404 Undertake small business planning 50

BSBSMB405 Monitor and manage small business operations 45

BSBSMB406 Manage small business finances 60

SISFFIT012 Instruct movement programs to children aged 5 to 12 years 90

SISSSTC402A Develop strength and conditioning programs 30

SISXCAI005 Conduct individualised long-term training programs 60

SISXCCS003 Address client needs 10



SIT20116 CERTIFICATE II TOURISM

Delivered through a partnership between Stuartholme School and Smartskill Pty Ltd. Results will be issued by Smartskill.

SmartSkill Pty Ltd RTO Number 5710

Website http://www.smartskill.com.au/

Phone 1300 650 378

Course Details

This qualification reflects the role of individuals who use a defined and limited range of operational skills. They are involved in mainly routine

and repetitive tasks using practical skills and basic industry knowledge. They work under direct supervision.


Student Intake Term IV, 2016

Delivery Mode Class and workplace Course Duration January 2017 - December 2017

Fees and

Refund Policy

SATS Nil Fee for Service

. Free if it is students’ first VETiS option.

. $395.00 if it is not


Nil

Outcome SIT20116 Certificate II in Tourism QCE Points

4

Pathway Certificate III qualifications in a range of industries.

Job Role Provides a pathway to work in many tourism and travel industry sectors.

Delivery You will have access to a variety of theory and practical learning opportunities, which equips you with the necessary skills to secure employment and further your career choices.




Units (4 Core units plus 7 Elective units)


SITTIND001 Source and use information on the tourism and travel industry Core

SITXCCS003 Interact with customers Core

SITXCOM002 Show social and cultural sensitivity Core

SITXWHS001 Participate in safe work practices Core

SITXCCS001 Provide customer information and assistance Elective

SITXCCS002 Provide visitor information Elective

BSBCMM201 Communicate in the workplace Elective

SITXCOM003 Provide a briefing or scripted commentary Elective

BSBSUS201 Participate in environmentally sustainable work practices Elective

SITHFAB002 Provide responsible service of alcohol Elective

SIRXPDK001 Advise on products and services Elective

*As per training package rules, listed units reflect industry choices; however student can negotiate to ensure electives

meet their job role requirements



VET COURSES DELIVERED OUTSIDE STUARTHOLME AND NOT TIMETABLED

(Only available for QTAC Selection Rank/Tertiary Rank students)

There is a very wide range of VET courses offered to students in Years 11 and 12 that operate at an offsite

facility. They can be Certificate III or modules of Diplomas (STEP programme). These courses are run by TAFE

or Private Colleges for a full day. Students interested should make an appointment with our VET Co-ordinator

for further information. Please refer to the link below for further details.

http://tafebrisbane.edu.au/resources/pdf/study-with-us/TAFE-at-school-2016-course-overview.pdf

Please retype this link as this document is in PDF format.

Some students decide to do a School-based traineeship as part of their programme in Years 11 and 12. In a

School-based traineeship, a student works one day a week as an employee in a company, is paid and studies a

Certificate III relevant to her work.

Please note that students choosing any of the above options will miss one day of lessons and students are

required to catch up each week. The Curriculum Office endeavours to minimize the impact of this choice on

the student’s timetable.

http://tafebrisbane.edu.au/resources/pdf/study-with-us/TAFE-at-school-2016-course-overview.pdf

365 Birdwood Terrace Toowong Qld 4066 Australia Ph: +61 7 3369 5466 Fx: +61 7 3369 4028 Em: [email protected] www.stuartholme.com

CRICOS Provider No:00524E

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