FOREWORD - Quetools Web viewOur College offers a broad curriculum which supports all styles of...

CURRICULUM VISIONMarist College Emerald aims to graduate students who have the attributes of a lifelong learner. Courses of study aim to foster student recognition and achievement of personal goals through the Marist Charism. The College endeavours to develop student employability skills and awareness of responsibility through a relevant and dynamic curriculum.

SENIOR PHASE OF LEARNING

2013/14 HANDBOOK

1 | Marist College Emerald

MARIST PHILOSOPHY Marist College Emerald, a Catholic Co-educational college of the Rockhampton Diocese, is steeped in the traditions of the founding Marist Brothers, has a special role in the Church’s educational mission. Marist College is called to play a significant part in proclaiming the Christian message and developing the whole student, in accordance with Christian values, in the Catholic tradition. Our mission is not only to seek to nurture faith where it already exists, but also to offer the challenge of the Gospel values to those in whom faith has yet to be awakened. The College’s ability to carry out this role depends on a recognition and acceptance of the role of the parents as the first and most significant educators of their children. In assisting and complementing the work of parents, the College depends very much on the faith and values of parents, students and staff. Education, as the purpose of the College, is the development of the whole person - spiritually, intellectually, physically, emotionally, sexually, socially, morally and culturally - thus freeing each person to become a fully integrated human being. Animated by the spirit of the Gospel and in faithfulness to the Gospel message, the values of love, justice, peace and forgiveness are encouraged to permeate all areas of college life. Staff, students and parents witness to these Gospel values through life giving worship; relevant curriculum; concerned pastoral care; positive student welfare and discipline; healthy recreation; efficient College organisation, plus the support they offer to one another and to the wider school community. Based on self respect and respect for others, the College’s approach to justice and discipline emphasises personal responsibility. We strive to provide a flexible and evolving curriculum in attempt to best meet the needs of students, taking into account their abilities, backgrounds and aspirations. Seeking to facilitate a desire for learning, a respect for truth and an awareness of the importance of self-motivation and self-discipline, the College endeavours to encourage each student to achieve at a level consistent with ability. Qualities of love and mercy, espoused by MarcellinChampagnat, founder of the Marist Brothers, filter throughout relationships in the school and a spirit of reconciliation, where care and concern for others exists, as the fruit of a personal faith filled relationship with the risen Jesus is promoted.“If you want to teach young people, first you must love them, you must love them all equally.To love the children is to devote oneself completely to teaching them and to take all themeans that an industrious zeal can think of in order to form them to virtue and prayerfulness".(Champagnat)

Marist College community is called to show a faithful witness to the integration of Christian faith and life to society at large. As part of the local community, the College welcomes and encourages the involvement of all who share in its goals. Its endeavour goes beyond the confines of the College, as students and staff carry their faith and values into the wider community, living out the College motto,

“The truth will set you free”


TABLE OF CONTENTSFOREWORD 4

INTRODUCTION 5

SENIOR EDUCATION AND TRAINING (SET) PLANS 6

PATHWAYS 7

CAREER INFORMATION FOR YOUNG PEOPLE 8

QSA CAREER INFORMATION SERVICE 10

QUEENSLAND CERTIFICATE OF EDUCATION (QCE) 11

THE SENIOR PHASE CURRICULUM 16

TERTIARY ENTRANCE ELIGIBILITY 17

Preparing for the Senior Phase of Learning – What next? 18

SUBJECT OVERVIEW 22


LANGUAGES

MATHEMATICS

RELIGIOUS EDUCATION

SCIENCE

BUSINESS & HUMANITIES

ENGLISH 24ENGLISH COMMUNICATION * 25JAPANESE 26

MATHEMATICS A 27MATHEMATICS B 28MATHEMATICS C 29PREVOCATIONAL MATHEMATICS * 30

STUDY OF RELIGION 31CERTIFICATE III in MINISTRY & THEOLOGY ~ 32

AGRICULTURAL SCIENCE 33BIOLOGY 34CHEMISTRY 35PHYSICS 36

ACCOUNTING 37ANCIENT HISTORY 38MODERN HISTORY 39BUSINESS COMMUNICATION & TECHNOLOGIES (BCT) 40GEOGRAPHY 41LEGAL STUDIES 42

HEALTH & PHYSICAL EDUCATION

TECHNOLOGY

THE ARTS

PHYSICAL EDUCATION 43HEALTH EDUCATION 44CERTIFICATE III in FITNESS~ 45HOSPITALITY STUDIES * 46

CONSTRUCTION * 47CERTIFICATE I in ENGINEERING ~ 48GRAPHICS 49INDUSTRIAL GRAPHICS * 50INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT) * 51INFORMATION PROCESSING &TECHNOLOGY (IPT) 52TECHNOLOGY STUDIES 53

DRAMA 54MUSIC 55VISUAL ART 56CREATIVE ARTS – VISUAL ARTS STUDIES * 57CERTIFICATE III in CHILDREN’S SERVICES~ 58

* Authority Registered Subject~ VET Subject

VOCATIONAL EDUCATION & TRAINING (VET) 59

HOMEWORK & ASSESSMENT @ MARIST COLLEGE 65

APPENDICES 69


FOREWORDAs we continue to advance into the 21st century, the benefits of young people continuing on to the Senior Phase of Learning is becoming increasingly evident. Employment statistics clearly indicate, the longer a student remains in high school, the greater the possibilities of long term financial and personal success. Obviously another two years in school also allows for further preparation for the responsibilities of adulthood and can develop maturity, social integration and personal confidence. At Marist College we are committed to supporting our Year 11 and 12 students to make the ‘best life choices’ to suit their needs, abilities and maturity.

Our College offers a broad curriculum which supports all styles of learner and supports a myriad of life journeys. Whether deciding to take advantage of an apprenticeship or traineeship or aim for tertiary education, Marist provides flexible pathways to achieve student outcomes. Our bottom line, however, is to follow the educational charism as espoused by St MarcellinChampagnat, to produce good Christians and good citizens.

Since 1996, dedicated Marist educators, brothers and lay people have worked at the College to fulfill the dreams of Champagnat. Saint Marcellin was a man with outstanding qualities of compassion towards young people. He has been characterised as one possessing a strong mind and a gentle heart. Our teachers strive to nurture young people at Marist College Emerald to respond to the message of Jesus Christ with faith and generosity.

Choosing to continue on to the Senior Phase of Learning, however, requires mature decision making and commitment by a student. Whilst staff will give total support to student endeavours, it is ultimately the young person’s choice to continue education beyond the compulsory years. Consequently, submission of assignments and completing homework tasks regularly, are direct influences on success. The Senior Phase of Learning is a ‘golden opportunity’, so make the decision with dedication and perseverance in mind.

Ultimately, however, the senior years are a great time in a young person’s life - a time of positive energy, socialisation and a time for ‘dreaming and seeking the dreams’. At Marist College we welcome our young scholars, as we journey together with parents, to nurture good citizens and good Christians.

The Truth will set you Free.Mrs Marie Martin

Principal


INTRODUCTION

This handbook has been designed for those students entering Year 11 and 12 to assist in their decision on the most appropriate course for their senior phase of learning at Marist College Emerald. This involves:

broadening your knowledge of the various pathways on offer (such as the YES Program); both Authority and Authority-Registered subjects; the process of selecting subjects for senior studies; the requirements of the Queensland Studies Authority and the system of Tertiary Entrance in Queensland

At Marist College Emerald a number of support structures exist so that students and their parents are aware of the choices available. It is our intention to have parents involved in the Subject Selection Process, through newsletter inclusions, information evenings, interviews and individual correspondence, specifically:

Workshops held to assist students in subject selections. Students will consider Overall Position (OP’s), look at pre-requisites and at the criteria for entering Universities and Colleges.

Use of the internet site – www.myfuture.edu.au, peruse theJob Guide on the Internet and use the QSA’s Career Information Service (in conjunction with their LUI and password).

In SOSE classes, students will undertake a “Work” Unit to further prepare them for making informed choices as well as four compulsory days of Work Placement.

Information nights for parents regarding pathways for the Senior Phase of Learning. Students are encouraged to talk with their teachers and to attend off-site career talks held at various stages

throughout the year.


SENIOR EDUCATION AND TRAINING (SET) PLANSWhat is it?

The Queensland Government has introduced new laws, effective from 2006, which require young people to be learning or earning. All young people will be required to complete Year 10 at school and go on to undertake a further two year education and/or training, or until they achieve a Senior Certificate or Certificate III vocational qualification or turn 17, whichever comes first. Young people will be exempt from these requirements if they gain full-time employment. The aim is to encourage as many young people as possible to complete 12 years of schooling or equivalent.

After completing Year 10, your child will be able to choose from a broader range of learning options leading to a Senior Certificate or a Certificate III vocational qualification. In order to make the most of this opportunity, they will need a plan. The Senior Education and Training (SET) Plan is a key part of the Queensland Government’s Education and Training Reforms for the Future initiative. It is an important step for young people. It is a time when they make choices about their future education and/or training.

The SET Plan is designed to map your child’s individual learning pathways through the Senior Phase of Learning. Schools and other learning providers will work with you and your child to develop and then implement the SET Plan. The involvement of parents/carers in helping young people make important decisions about their future education, training and employment is vital to the success of the plan.

The SET Plan process is to assist your child to make good choices. Your Child can use their SET Plan to build on unique strengths and to work towards the Senior Certificate, a Certificate III level vocational qualification and/or a viable work option.

This SET Plan: Guide for Parents (available at www.qsa.qld.edu.au) will help you work with your child, using the ‘good practice examples’. The guide also includes directions to valuable resources.

How does it work?

The SET Plan is designed to: Work as a ‘road map’ to help your child to achieve their learning goals during the Senior Phase of Learning Include flexible and coordinated pathway options Assist them to examine options across education, training and employment sectors Help them to communicate with you and with personnel from the school/learning provider about their future

options.

In the plan, your child will be able to list a variety of different learning pathways, some of which may be accessed outside the current formal structure of a school. This will allow them to create more options and flexibility in learning. The plan can be altered if your child, with guidance, decides to change direction and explore different learning pathways.

The SET Plan should be developed during SOSE classes and interviews with senior staff in Year 10 and should be ready before your child begins the Senior Phase of Learning. Your child should be responsible for the safekeeping of their copy of the SET Plan. Additionally, the school also keeps a copy on the students file.

Adapted from http://www.qsa.qld.edu.au/downloads/10-12/qce_set_plans_guide_parents.pdf (viewed: 20 May 2010)


http://www.qsa.qld.edu.au/downloads/10-12/qce_set_plans_guide_parents.pdf

http://www.qsa.qld.edu.au/

PATHWAYSThe map below shows just how flexible pathways are through Years 11 & 12 and after school. Take some time to look over the map and consider which pathway may be the most suitable. Some of the terms may be unfamiliar, however many are explained throughout this book.


Undecided/Unemployed

(The longer you stay here, the harder it is to get back on

track)

YEAR 11 & 12 Pathways Pathways After Year 12G

radu

atio

n fr

om Y

ear 1

2

QCE/Senior Statement (FT) with School-

Based Apprenticeship/Traineeship (SAT)

QCE/Senior Statement (FT) with Vocational

Education focus (may include Certificates I or

II) OP Ineligible

QCE/Senior Statement (FT) with Tertiary

Entrance focus, OP Eligible.

QCE/Senior Statement (FT) + Part-Time Job(Experience shows

that 10+ hours /week of work reduces school

performance and impacts of future

careers.)

UniversityDiploma, Advanced Diploma, Bachelor Degree, Graduate Diploma, Masters Degree, Doctoral

Degree

Volunteering

Articulation to University using

OP/Ranking

Apprenticeship/Traineeship after Year 12

Use QCE/Senior Statement to

enroll at TAFE or other RTO

Convert SAT to Full-Time

Apprenticeship/Traineeship

Full-Time Work

Part-Time Work

Full-Time Work +VET or University

Part-Time Work +VET or University

Full-Time Work + on the job training in Apprenticeship/

Traineeship

Use VET Qualifications to

articulate to University

External Vocational Education and Training (VET)Certificate I, II, III or

IV: Diploma, Advanced Diploma through TAFE and other Registered

Training Organisations (RTO)

Follow the below link to view information on

CAREER INFORMATION FOR YOUNG PEOPLE

http://foi.deewr.gov.au/documents/career-information-young-people


http://foi.deewr.gov.au/documents/career-information-young-people

QSA STUDENT CONNECTEach student in Year 10 has been allocated a personal identification number called a Learner Unique Identifier (LUI), which gives them access to the QSA’s Student Connect Website. The website provides a multitude of resources for career planning, resume writing, general advice and much more.

Through Student Connect, students also have the opportunity to check their progress towards a Queensland Certificate of Education (QCE).

NB: Student LUI numbers are located on their Student ID Card.

QCEFollow the below links to locate documents from QSA.

Planning your pathway to a QCE - http://www.qsa.qld.edu.au/downloads/senior/qce_planning_pathway.pdfLearner Guide – self directed learning Projects - http://www.qsa.qld.edu.au/4246.html


http://www.qsa.qld.edu.au/4246.html

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

THE SENIOR PHASE CURRICULUM The Senior Phase of Learning is undertaken by a large proportion of students at Marist College. Studying in the senior phase of learning generally increases opportunities and therefore life chances. There are many good reasons to continue education after Year 10, including the following:

to pursue subjects which are of personal interest to develop natural gifts and abilities to mature and learn to make responsible choices for life to prepare for tertiary studies at university, TAFE or private providers to enhance job opportunities to investigate subjects which may lead to careers to occupy time in a worthwhile manner whilst awaiting job opportunities to obtain the necessary certification for entry to jobs in the public and private sectors

There are a few golden guidelines to follow as you embark upon the Senior Phase of Learning. SELECT strands and subjects best suited to your abilities and interests. DEVELOP a thorough knowledge of the tertiary selection system (including pre-requisite subjects, FP’s and OP’s) and how it relates to your intended course plan. ACCESS assistance when it is needed, with the understanding that you are responsible for your own future. REALISE that Years 11 and 12 are optional and that self-motivation is needed to successfully undertake senior studies. AVOID unnecessary subject changes by making informed decisions from the outset. If subject changes are required, discuss the possibility with the Assistant Principal - Curriculum so implications of changes can be identified.


TERTIARY ENTRANCE ELIGIBILITY If a student plans to study at university after completing their Senior Phase of Learning, they must be familiar with the current process of selection used by Tertiary Institutions in Australia, but particularly Queensland and Northern NSW. There are three (3) aspects of the process namely, The Queensland Core Skills Test, the Overall Position and the Field Position. Further information is available from the Assistant Principal – Curriculum. QUEENSLAND CORE SKILLS TEST (QCS Test)There are four papers in this September test; the Writing Task, the Short Response Item, Multiple Choice I and Multiple Choice II. Students who wish to receive an OP or Ranking MUST sit the papers in Term 3 of their Year 12 program. Any student may sit the QCS Test. Students with extenuating circumstances such as major illness, family trauma or sporting commitments may be eligible for exemption if they miss all or some papers. Such students may still be allocated an OP. OVERALL POSITION (OP)The OP is calculated on the conclusion of Year 12 and released in mid-December. This is the system used by Queensland Tertiary Institutions, such as Universities and TAFE, to select applicants to fill quotas in the many courses they have available. OPs rang from the 1 to 25, with 1 being the highest. To be eligible for an OP a student must:1 Complete 20 semester units of Authority Subjects, of which 12 semester units are from three subjects that have been studied for the full two year period. It is for this reason that subject changes will be considered carefully before they are approved or otherwise by the Assistant Principal - Curriculum.2 Sit all four papers of the Queensland Core Skills Test.

FIELD POSITIONSIn addition to an OP, there are up to five fields for which students may gain a result. Field Position scores (ranging from 1 to 10) are calculated by combining results of related subjects. A simplified description of each field follows: Field A Extended Written Expression involving complex analysis and synthesis Field B Short Written Communication involving reading comprehension and expression in English or a foreign

language.

Field C Basic numeracy involving simple calculations and graphical and tabular interpretation. Field D Solving complex problems involving mathematical symbols and abstractions. Field E Substantial practical performance involving physical or creative arts or expressive arts. The Field Position results may be used in cases where the few remaining places in a tertiary course need to be filled but there are more applicants in the OP band than places available. For example, 20 applicants have the same OP, but only 15 places are available. Therefore the FPs are used to determine the most academically appropriate applicants.


Preparing for the Senior Phase of Learning – What next?Follow the below link to locate information.

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

SUBJECT OVERVIEW

Subjects offered in Years 11 and 12 at Marist College Emerald:

LANGUAGES MATHEMATICS RELIGIOUS EDUCATION SCIENCE

EnglishEnglish Communication*

Japanese

Mathematics AMathematics BMathematics C

Prevocational Mathematics*

Study of ReligionMinistry & Theology~

Agricultural ScienceBiology

ChemistryPhysics

SOSE PHYSICAL EDUCATION TECHNOLOGY THE ARTS

AccountingAncient HistoryModern History

Business, Communication &TechnologyGeography

Legal Studies

Physical EducationHealth Education

Fitness~Home Economics

Hospitality Studies*

Construction*Engineering~

GraphicsIndustrial Graphics*

Information & Communications Technology*

Information Processing & Technology

Technology Studies

DramaMusic

Visual ArtCreative Arts*

Children’s Services~

Key Authority-Registered Subject *VET subject ~

Students will be required to select a total of six (6) subjects, including the three compulsory subjects of English Mathematics and Religion.


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

COMPULSORY AREAS OF STUDYReligion: Students who are enrolling in a course which makes them eligible for an Overall Position are encouraged to enrol in Study of Religion (SOR) whilst other students may select either SOR or the Certificate III in Ministry & Theology. English:The Diocese of Rockhampton has made it compulsory that English be studied by all students in the senior phase of learning. The Selection Criteria for Tertiary Courses in Queensland Handbook reveals that English is the dominant pre-requisite for most tertiary courses. Options include English or English Communication. Mathematics: The Diocese of Rockhampton has made it compulsory that a form of Mathematics be studied by all students in the senior phase of learning. Options include Mathematics B, Mathematics A or Pre-vocational Maths.

AUTHORITY & AUTHORITY REGISTERED SUBJECTSThese subjects are accredited by the Queensland Studies Authority, however only the Authority Subjects can be used in establishing OP eligibility. Students who do not intend to pursue an Overall Position may still enrol in some Authority Subjects and the Assistant Principal – Curriculum and Heads of Departments are able to provide advice about the suitability of choices. At Marist College Emerald, the subjects made available to students, will depend upon the demands of the students, staffing and timetabling considerations. There will be threshold numbers for various subjects in order for them to be viable. If only a small number of students indicate that they wish to enrol in a subject, it may be possible for them to consider a related subject in the Senior Curriculum or perhaps enrol in the subject through the Brisbane School of Distance Education (BSDE - fees apply) or TAFE.

VOCATIONAL EDUCATION & TRAINING (VET) COURSES Vocational courses aim to improve student’s employability skills, give them access to acquiring nationally recognised qualifications and entry to the YES Program for an Apprenticeships or Traineeships. Students who study Vocational Education & Training courses may still apply for Tertiary Entrance by obtaining a Ranking on completion of Year 12. The QCS Test MUST be sat in order to apply for a Ranking. Some examples of vocational pathways available at Marist College include:

Hospitality Industry Construction Industry Business Industry

English Communication / EnglishPre Vocational Maths / Maths A

Ministry & Theology


Ministry & Theology


Ministry & Theology

HospitalityICTAnd

1 other VET or OP

EngineeringFurnishings

Industrial Graphics

Business, Communication & TechnologyICTAnd

1 other VET or OP


ENGLISHWhy Study English?Senior English recognises and promotes effective communication skills as the fundamental means by which individuals share in and contribute to current and future local, national and global communities and cultures.Senior English requires students to write, speak, view, listen, and think critically. In studying the texts of others, and through creating their own texts, students will conceptualise, imagine, appreciate, experiment, speculate, reflect, make decisions, hypothesise, analyse and evaluate. They will enhance their ability to think, use language, and make meaning through reflecting on their place in the world, shaping their identities, developing meaningful relationships with others, and expressing their ideas and feelings. They are encouraged to gain pleasure from texts, and understand the power texts have to influence, tell the stories of a culture and promote shared understandings.

Students studying Senior English courses will learn to: examine a range of literary and non-literary works in English, in various modes and mediums across diverse cultures and

periods interpret, analyse, evaluate, respond to and construct a wide range of texts through reading, listening, viewing, speaking,

writing and shaping communicate effectively in Standard Australian English for various social and cultural purposes and audiences make choices about generic structures, language, textual features and control language (written, spoken or signed and

visual), using grammar, punctuation, vocabulary and spelling.

What are the topics of study?There will be a range and balance in the texts that students read, listen to and view. Australian texts by Indigenous and non-Indigenous writers will be included as will texts from different times, places and cultures. Texts will encompass traditional, contemporary and translated works. Texts will include:

novels, short stories and poetry scripted drama and drama performed as theatre reflective texts such as biographies, autobiographies and journals popular culture, media and multimodal works spoken and written everyday texts of work, family and community life.

What are the assessments in English?Assessment in senior English is standards-based and focused on the criteria ofUnderstanding and responding to contexts, Understanding and controlling textual features and Creating and evaluating meaning. Assessment is both written and spoken. Students complete three or four written tasks and two or three spoken tasks in each year. Some assessment tasks are completed under test conditions, some using a combination of class and student time.

What do I need to be a successful English student?The pathway into Senior English is best facilitated by the achievement of a C standard or better in Year 10 English. Parents can also play an important part in helping to develop their son or daughter’s success in this subject. They can help by:

encouraging their children to read widely taking an active interest in the texts that their children are studying encouraging participation in school debating, plays and musicals supporting school excursions to plays and films discussing community views on issues and concerns of the contemporary world helping their children learn how to manage time effectively and to meet deadlines contacting the school to establish communication with their child’s English teacher to help understand the work undertaken

at senior level, and to become familiar with assessment requirements.


ENGLISH COMMUNICATION *

Why Study English Communication?

Confident and effective communication is integral to successful involvement in our society. It is also the principal tool of the lifelong learner. New technologies, the influences of globalisation and the restructured workplace require students to be effective communicators, able to both construct and interpret fundamental ideas and concepts.

What are the topics of study?

The English Communication course is developed around six different aspects of communication. These are: procedural, technical, personal, cooperative, systems and public. Students work with mass media as well as literary texts. They listen, read, view and write in a diverse range of social contexts as they develop their skills become confident, effective and critical use of texts and language.Topics covered include:

Preparing for Work Youth Culture Rights and Responsibilities Conflict Resolution Self-Employment Knowing the Law Festivals Trade Unions Sport

What are the assessments in English Communication?

Students should expect up to two pieces of assessment per term. Assessment takes the form of poster presentations, oral presentations, mini-magazines, essays and business proposals.

What do I need to be a successful English Communication student?

A willingness to improve communication skills and to develop effective techniques to be used in the workplace.


JAPANESE

Why Study Japanese?

There is more to studying a foreign language than being able to speak it.It is also about:• engaging with the global community• widening cultural understanding and experiences• developing new perspectives and opportunities• gaining a competitive edge in the job market• being able to travel through parts of the world more easily.

Learning an additional language helps you to live and learn as part of our global community. It gives you insights into other cultures, as well as the language and communication skills to interact with members of local and international communities.

The ability to speak an additional language can be essential in areas such as tourism and hospitality, business, international relations and diplomacy, education and communications. This ability also opens up opportunities to study abroad, and to travel and live in parts of the world that would not have been possible without the local language.


Learning a language also involves learning about people and culture. You will study a wide variety of topics drawn from four key themes:

• leisure, recreation and human creativity• school and post-school options• social issues• family and community.

What are the assessments in Japanese?

Languages are assessed by listening, reading, speaking and writing. You may be assessed, for example, by:• answering questions about spoken and written texts in the language• engaging in conversations and interviews• writing letters, emails and articles.

Your ability to communicate is what is being assessed. You will need to show that you can understand and convey meaning in the spoken and written language.

What do I need to be a successful Japanese student?

A relative background and standard in Japanese is essential (i.e. minimum of two semesters in years 10, or equivalent, at a C standard) to be successful in the Year 11 and 12 Japanese course.


MATHEMATICS AWhy study Mathematics A?

So many aspects of our daily lives require you to have a sound knowledge of mathematics. Through enhanced understanding of mathematics, you can become better informed economically, socially and politically in an increasingly mathematically oriented society.

This course contains much less algebraic work than Mathematics B and C. It is aimed at students who are seeking either: admission to tertiary courses which do not require substantial theoretical mathematics; an apprenticeship or traineeship in an area which requires a solid mathematical background.

What are the topics studied?

Mathematics A includes a study of: Applied Geometry (2 and 3 dimensional shapes) Land Measurement Statistics – data collection, presentation and analysis Money and Finance Trigonometry Networks and Queuing Probability

You will use relevant personal and work-related learning experiences to focus on the development of mathematical knowledge and understanding through investigative and explorative approaches to learning.

What are the assessments in Mathematics A?

One supervised exam each term and at least one research/investigation/modelling task/ report per semester.Each task will contain some aspects of knowledge of subject matter and application of procedures, clear communication and justification of processes and development of mathematical models to provide solutions to problems. What do I need to be a successful Mathematics A student?

It is recommended that students have achieved at least a “C” standard in Year 10 Mathematics.


MATHEMATICS BWhy study Mathematics B?

Mathematics B is designed to provide you with the opportunity to develop a solid foundation in Mathematics so that you can meet the quantitative demands of further study and the problem solving demands of an ever changing technological environment.

Mathematics B is required for entry into a range of tertiary courses that require substantial background knowledge of both theoretical and practical mathematical concepts. These might include science, medicine, mining and engineering, information technology, mathematics, finance, and business and economics.


Mathematics B includes a study of: Applied Geometry Introduction to Functions Rates of Change Periodic Functions Exponential and Logarithmic Functions and their Applications Optimisation Financial Mathematics Introduction to Integration Applied Statistical Analysis

There is a focus on the use of technology in the study of Mathematics B.

What are the assessments in Mathematics B?

One supervised exam each term and at least one research/investigation/modelling task/ report per semester.Each task will contain some aspects of knowledge of subject matter and application of procedures, clear communication and justification of processes and development of mathematical models to provide solutions to problems.

What do I need to be a successful Mathematics B student?

It is recommended that you have achieved at least a “B” standard in the Year 10 Mathematics.


MATHEMATICS CWhy study Mathematics C?

In Mathematics C, you will be given the opportunity to develop your full mathematical potential and extend the knowledge acquired in Mathematics B. You will be encouraged to recognise the dynamic nature of mathematics through problem-solving and applications in life-related situations. Opportunities are provided for you 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 additional rigour and structure of the mathematics required in Mathematics C will equip you with valuable skills which will assist you in more general contexts and provide an excellent preparation for further study of Mathematics. Mathematics C is a highly desirable preparatory course if you intend pursuing a career involving the study of Engineering or Mathematics at a tertiary level.


Mathematics C includes a study of: Introduction to Groups Real and Complex Number Systems Matrices and Applications Vectors and Applications Calculus Structures and Patterns Conics Dynamics

There is a focus on the use of technology in the study of Mathematics C.

What are the assessments in Mathematics C?

One supervised exam each term and at least one research/investigation/modelling task/ report per semester.Each task will contain some aspects of knowledge of subject matter and application of procedures, clear communication and justification of processes and development of mathematical models to provide solutions to problems. What do I need to be a successful Mathematics C student?

It is recommended that you have achieved at least a “B” standard in the Year 10 Mathematics.


PREVOCATIONAL MATHEMATICS *

Why study Prevocational Mathematics?

Numeracy is the ‘effective use of mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life’. Prevocational Mathematics is designed to help you improve your numeracy by building your confidence and success in making meaning of mathematics. It aims to assist you to overcome any past difficulties with, or negative attitudes towards, mathematics, so that you can use mathematics efficiently and critically to make informed decisions in your daily life.Selection advice.This course is intended for students who may experience difficulty with the basic mathematics used for everyday living.Students with a reasonable understanding of arithmetic and who have achieved a “C” standard in Year 10 Mathematics are advised to select Mathematics A rather than Prevocational Mathematics.


Prevocational Mathematics includes a study of the following:Taking a Gamble Health and ExerciseEarning Money, Paying Tax Cars and Mobile PhonesTravelling – in the Local Area and OverseasPlanning to Leave Home Buying your First PropertyBuilding a New House Investing Your MoneyGrowing Vegetables Renovating PropertyOrganising an Event Starting Up a Business

What are the assessments in Prevocational Mathematics?

Assessment in Prevocational mathematics takes a variety of forms. These may include:Folios of worksheetsOpen book examsPractical assignment tasksPoster presentations

These assess in the areas of understanding of knowledge, application of knowledge and logical explanation of mathematical procedures.

What do I need to be a successful Prevocational Mathematics student?

A consistent approach to developing mathematical skills is highly recommended.


STUDY OF RELIGION Why study Study of Religion?

Study of Religion helps you become aware of others’ beliefs and further understand your own. This subject will also help you to develop an understanding of the ways that religions and particular cultural contexts have influenced, and continue to influence, the formation of our world. Study of Religion can help students to become more effective global citizens by developing their knowledge, skills and values through critical enquiry, debate and reflection.


Semester 1: Religion and the Human experienceThe nature and significance of Religion with particular emphasis on BuddhismReligions in Australia and the local community including Australian Aboriginal Spirituality.

Semester 2: Sacred Text and RitualParticular emphasis on Judaism and Christian text.Exploring rituals with particular emphasis on Christian rituals.

Semester 3: Religion and State RelationshipsThe Diverse and Pluralistic Nature of the Australian Religious Scene and how religions affect one another.Particular emphasis on Christianity and Islam

Semester 4: Values and EthicsExploring Values, Morals and Ethics in our Society.Investigating Ultimate Life Questions and religious responses.

What are the assessments in Study of Religion?

Three (3) or Four (4) items per semester from the following: Short response test, Multi- modal presentations; Research assignments; Field/Case studies; Response to stimuli material; essay exams What do I need to be a successful student in Study of Religion?

It is recommended students have a reasonable command of English: e.g. A sound level in Yr 10 English. This subject requires extensive research and excellent communication skills. The ability to work well independently is essential.


MINISTRY & THEOLOGY ~ 5 QCE Points

Why study Ministry and Theology?

The Certificate III in Christian Ministry and Theology for secondary students is designed to be a spiritual journey as much as a course of study. The course material focuses specifically on Christian beliefs and teachings and requires an understanding and interpretation of these. It also provides students with the opportunity to reflect on their own beliefs and spirituality, develop skills and understanding them and how they shape your life. It does not assume or expect students have or will embrace Christian or Catholic faith.

This certificate is delivered through a Partnership Agreement with The Diocesan Catholic Education Office and IFE. It will provide students with the opportunity to gain a nationally recognised qualification.

What are the topics study?

The course consists of four (4) separate modules. One module is completed each semester of Year 11 and 12. Each module has an extensive study guide that includes readings and activities.

Semester 1 Module 1: Belonging Celebration and Prayer

Semester 2 Module 2: The Story Scripture

Semester 3 Module 3: Choices Morality

Semester 4 Module 4: The Edge Beliefs

What are the assessments in Ministry and Theology?

The assessment tasks have been carefully considered so that students gain from their full participation in the course. The tasks are straightforward and help to reinforce content and ideas that have been presented. All assessment is competency based. For this Certificate III a portfolio of evidence will be collected to document skills and knowledge acquired. This will be complied through a variety of assessment including short answer questions, group discussion, practical exercises and observation.

What do I need to be a successful student in Ministry and Theology?

A willingness to explore the Christian faith and to develop your own spiritual journey. The ability to work in teams is essential.


AGRICULTURAL SCIENCE Why study Agricultural Science?

Agricultural Science is an applied science which ties together such diverse fields as biology, chemistry, geography, mathematics, economics and accounting. In this course, students will learn facts and principles concerning the managed farming environment. This knowledge will be demonstrated in the context of agricultural production as it occurs in Australia. Field-based learning experiences ranging from the laboratory to field trials and surveys are integral to the course work.

The course in Agricultural Science seeks to provide meaningful learning experiences in which students: develop sensitivity to the environment with particular reference to sustainable agricultural ecosystems. develop the ability to analyse, interpret, integrate and evaluate knowledge and information. develop the ability to communicate effectively and accurately, displaying well-developed language skills. appreciate the indispensable role that agriculture plays in contemporary Australian society. appreciate the rich cultural heritage of agriculture as a field of human endeavour. explore career pathways and future vocational interests.


There are five units in this course that contribute to student OP’s: Agribusiness Natural Resources Management Plant Science Animal Science Sustainable Production Systems

What are the assessments in Agricultural Science?

There are three assessment criteria:Knowledge: definitions, principles, terminology, formulae, conventions, facts, diagrams, describing interrelationships and applications.Problem Solving: recognising, applying, evaluating, synthesising, analysing, designing, developing and testing hypotheses, researching, extrapolating.Communication: access and use suitable information; present information in a clear, precise, ordered and logical sequence in various forms; use suitable terminology, language and referencing conventions.

Assessment types may include short written items, extended written items, oral presentations and folios of work.

What do I need to be a successful Agricultural Science student?

While there are no pre-requisites for this subject, it is advisable that students like science and have achieved at least a sound achievement in Year 10 science. There is also a proportion of practical work in the subject and students need to be able to follow instructions, plan procedures, work safely with animals and equipment, record observations and co-operate with other students.


BIOLOGY Why study Biology? By studying biology you gain knowledge and understanding about the different living things around you, where they live, what they are like, how they relate to each other and how they function. With biological understanding you are better able to critically evaluate emerging biological issues, and also, appreciate the complexity and uniqueness of life. You will learn to analyse collected data, explain observations, hypothesis, and design and conduct experiments. The communication and information literacy you gain from Biology will benefit any chosen career. What are the topics of study?

Diversity of life Reproduction Ecology Physiology of animals/plants Microbiology Cells Genetics Evolution

The course includes a minimum of ten (10) hours of field work.

What are the assessments in Biology? You will be given one (1) assessment per term in the form of either:

Written Task- This is an exam under supervised conditions. It may include multiple-choice, short and extended response questions, and responses to stimulus. Length of time is usually 120 minutes

Extended experimental investigations-This is an assignmentinvolving gathering and analysis of data obtained through controlled experiments. Word length is 800-1000 for Year 11 extending to 1000-1500 words in Year 12.

Extended research-This involves gathering and analysis of secondary research data or field observations. Word length is 800-1000 for Year 11, increasing to 1000-1500 words in Year 12.

What do I need to be a successful Biology student? You need to have demonstrated at least a C+ standard in Year 10 English, Mathematics and Scienceto achieve in Biology. You are required to have the ability to follow instructions, handle laboratory equipment, and cooperate with other students. Working well independently is essential.


CHEMISTRY Why study Chemistry? The senior Chemistry course aims to provide students with a solid background and understanding of basic chemical principles which will enable them to proceed successfully into tertiary Science studies. With an understanding of Chemistry, you are better able to critically evaluate emerging scientific issues, and appreciate the Chemistry encountered in everyday life. You will learn how to design and conduct experiments, devise practical methods of gathering scientific data, analyse collected data, as well as explain observations and hypotheses. The information literacy and communication skills you gain from Chemistry will benefit you in any chosen career. What are the topics of study?

Introduction to Chemistry Water – a unique material Transport – a necessary evil Air – something we all share Wine Swimming pools Forensic Chemistry New materials – manipulating materials

What are the assessments in Chemistry? You will be given one (1) assessment per term in the form of either a/an:

Supervised Assessment - This is a theory exam conducted under supervised conditions. It may include multiple-choice, short and extended response questions, and response to stimulus. Length of time is usually 120 minutes.

Extended Experimental Investigation - This is an assignmentinvolving designing and conducting an extended experiment, and gathering and analysis of the data obtained. The length for the discussion is 800 – 1 000 words for Year 11 extending to 1000 - 1500 words in Year 12. The Year 12 work is summative.

Extended Research Task - Thisinvolves gathering and analysis of secondary research data on a topic of the student’s own choosing. Word length for the discussion section is 800 - 1 000 words for Year 11, increasing to 1 000 - 1 500 words in Year 12. The Year 12 work is summative.

What do I need to be a successful Chemistry student? You need to have demonstrated at least a C+ standardin Year 10 English, Mathematics and Scienceto achieve in Chemistry. As there is a high proportion of practical work in this subject, you are required to have the ability to follow instructions, plan procedures, handle laboratory equipment and chemicals safely, and cooperate with other students. Being able to work independently is essential.


PHYSICS Why study Physics? Physics is crucial to understanding the world around us and the world beyond us. It is the most fundamental science. Physics challenges our imaginations with concepts like relativity and quantum theory, and it leads to great discoveries, like computers and lasers, that change our lives. With understanding you are better able to critically evaluate the world in which you live and gain a better understanding of the many modern technologies. You will learn to analyse collected data, explain observations, hypothesis, and design and conduct experiments. The communication and information literacy you gain from will benefit any chosen career.


Road Science Sports and leisure Construction and material testing Sight and seeing Quantum and nuclear physics Music Electricity, Magnetism and electromagnetism Medical physics

What are the assessments in Physics? You will be given one (1) assessment per term in the form of either:

Supervised assessment- This is an exam under supervised conditions. It may include multiple-choice, short and extended response questions, and responses to stimulus. Length of time is usually 90 minutes.

Extended experimental investigations-This is an assignmentinvolving gathering and analysis of data obtained through controlled experiments. Word length is 800-1000 for Year 11 extending to 1000-1500 words in Year 12.

Extended research task-This involves gathering and analysis of secondary research data or field observations. Word length is 800-1000 for Year 11, increasing to 1000-1500 words in Year 12.

What do I need to be a successful Physics student? You need to have demonstrated at least a C+ standard in Year 10 English, Mathematics and Scienceto achieve in Physics. You are required to have the ability to follow instructions, handle laboratory equipment, and cooperate with other students. Working well independently is essential.


ACCOUNTING

Why Study Accounting?

Students aiming to enter business fields after completing Year 11 and 12 will benefit from studying Accounting as ittends to focus primarily on the financial functioning of business as is a precursor to the Introduction to Accounting core unit at many universities.

It allows you to develop an understanding of the nature and purpose of accounting, the role in business and its relevance to business financial decision making as well as develop skills in several information technology and accounting packages. The development of communication skills, specific to the discipline of accounting, are also a significant focus of this subject.


Introduction to Accounting Entity assumption and business Non-current assets—distinction between capital and revenue expenditure Computer Application – use of MYOB and spreadsheeting Managerial decision-making Fully classified financial reports Statement of Cash Flows

Accounting Skills

Prepare journal, ledger and Financial Statements Prepare and use Excel SpreadsheetsEvaluate the performance of the business Prepare and use MYOBPrepare and analyse Cash Flow StatementsAnalysis and interpretation of Balance Sheets and Profit and Loss Statements What are the assessments in Accounting?

There are several assessment techniques used throughout the Accounting course, designed to develop knowledge and practical skills in the subject. These include:

Extended Written Responses – These are presented either as a take home assignment task or a formal exam activity. They are used to assess both knowledge criteria and practical skills.

Practical Accounting procedures Practical Computer Techniques – These assessments are conducted using various accounting software

including MYOB or Microsoft Excel Multi-modal presentations

What do I need to be a successful Accounting student?

You need to be a self-motivated student and have sound communication skills to be able to achieve in this subject. Having a working understanding of basic computer software is an advantage but not a requirement. Students who achieve success in Accounting are those who are able to work independently.


ANCIENT HISTORYWhy study Ancient History?

Ancient History allows you to discover humanity’s past through the exploration of ancient civilisations and the progress of society. Learning from the lessons of past cultures, such as the Ancient Greeks or Egyptians, provides a foundation for understanding where humankind is headed.

You have the opportunity to develop research and inquiry skills and an appreciation of cultural heritage and traditions giving you the scope to empathise with differing societal values and differences.


Archaeology in Australia and Pompeii. Egyptian & Mayan or Incan Society. Angkor architecture. Impact of Religion in past and present Israel. Political structures in Greece or Rome. Daily life and beliefs of Ancient China and Rome or Aboriginal society. Personalities in History.

What are the assessments in Ancient History?

Assessment across the two year course covers various assessment styles. There are 5 assessment pieces per year, which can be:

Extended Response Essays – These assessments are administered under exam conditions with either seen or unseen questions.

Short Answer or Objective Tests Research Assignments – These assessments are designed to develop research and inquiry skills,

important when considering tertiary studies. Orals & Multi-modal presentations – These assessments make use of current ICT technologies and

developing communication skills. Response to Stimulus Examinations – These assessments allow students to demonstrate their ability to

interpret information from given sources. Journal Articles.

What do I need to be a successful Ancient History student?

To be successful in Ancient History, it is a benefit if students have achieved a minimum C level in Year 10 SOSE and Year 10 English. Students choosing Ancient History should also be studying Senior English in Year 11 and 12.


MODERN HISTORY

Why study Modern History?

Through the study of Modern History, we can understand why our modern world is the way it is. We can understand the processes of change and continuity that have shaped today’s world, their causes, and the roles people have played in those processes. We can understand that there are relationships between our needs and interests and a range of historical issues, people and events. We develop these understandings through processes of critical inquiry, debate and reflection, and through empathetic engagement with the standpoint of others.

There is a special focus on values. In historical studies, we encounter different values, investigate their origins and study their impact on human affairs. We begin to decide which values might guide us in building a more democratic, just and ecologically sustainable world for all people.


Studies of conflict; Studies of hope The history of ideas; and beliefs Studies of cooperation The history of everyday lives Studies of power Studies of diversity People and environments in history History and the global perspective Local history.

What are the assessments in Modern History?

Assessment in Modern History is based on 3 key criteria: Criterion 1: Planning and using an historical research process Criterion 2: Forming historical knowledge through critical inquiry Criterion 3: Communicating historical knowledge

Techniques used to assess these criterion include: Extended written response to historical evidence; Written research tasks; Multi-modal presentations; Additional test formats

What do I need to be a successful Modern History student?

To be successful in Modern History, it is a benefit if students have achieved a minimum C level in Year 10 SOSE and Year 10 English. Students choosing Modern History should also be studying Senior English in Year 11 and 12.


BUSINESS COMMUNICATION & TECHNOLOGIES (BCT)

Why Study BCT?

If you want to learn the skills to take into the workplace then the Business Communication and Technologies course is for you. Telephone techniques, computer use with Word, Excel and PowerPoint, teamwork, organisational skills and writing correct letters, emails, faxes etc and conducting business with overseas countries are just a few of the exciting and relevant topics studied in this course.


Nine topics are studied throughout the course and these indicate the range of knowledge and understanding, reasoning processes and vocational competencies to be developed. All topics in BCT are studied in a business context. These contexts are Mining, Real Estate, Retailing and Travel. Specific topics include:

Business and Work Environments International Business Communication Workplace Health, Safety and Sustainability Managing Workplace Information Workplace Communication Workteams Organisational Skills Computer Operations – Word, Excel, PowerPoint Financial records – Banking, Petty Cash, Invoicing.

What are the assessments in BCT?

Assessment items may include some of the following: Objective and short answer tests Extended written responses Research and project work Spoken Presentations Procedural applications e.g. creating spreadsheets, practical banking, computer document production,

petty cash.

What do I need to be a successful BCT student?

To be a successful BCT student I need a good understanding of English and a willingness to learn skills for the future.


GEOGRAPHYWhy study Geography?

Students who study geography develop an understanding and appreciation of the world around us. If you are interested in urban or environmental planning and management, geography provides pathways to these types of careers. It is concerned with the ways people have sought to control physical and social environments and the effects of such human actions. Geographers are concerned with recording and describing events, issues and problems, as well as explaining causes and processes of events and making reasoned decisions to improve the quality of society and environments. What are the topics of study?

1. Managing the Natural EnvironmentResponding to Natural HazardsCatchment Management

2. Social EnvironmentsSustaining CommunitiesConnecting People & Places

3. Resources and EnvironmentLiving with Climate ChangeSustaining Biodiversity

4. People and DevelopmentExploring the geography of DiseaseFeeding the World’s People

The course has been designed to accommodate the possibility of composite classes. The population of the school is one that varies and as such, where necessary the school has to offer the course in a manner that allows Year 11 and 12 students to study the course in independent units whilst building their assessment to accommodate the requirement of their submission folios.

What are the assessments in Geography?

Assessment across the two year course covers various assessment styles. There are 6 assessment pieces per year, which can be:

Short Response Supervised Assessments – These are short answer knowledge tests completed at the end of each unit of work.

Practical Tasks – These assessments allow students to demonstrate their skills interpreting and manipulating statistics and data to develop useful geographical data sets to allow justifiable decision making about a given topic.

Extended written responses. – These assessments include stimulus response essays, research assignments or field investigations.

Field Work – Field work is a compulsory component for the Senior Geography Work Programme.

What do I need to be a successful Geography student?

To be successful in Geography, it is a benefit if students have achieved a minimum C level in Year 10 SOSE and Year 10 English. Students choosing Geography should also be studying Senior English in Year 11 and 12. The ability to work independently and have sound organisation and communication skills is important when studying Geography.


LEGAL STUDIES

Why study Legal Studies?

It is anticipated that students who pursue this course of study will acquire an informed appreciation of our legal system and develop attitudes and values which should enhance their awareness and competence to participate as more informed, supportive and active members of our democratic society. Students will be encouraged to use the law and legal processes effectively and not to see the law simply as a set of rules or sanctions which they must follow or by which they must unquestioningly abide. The course is not intended as a pre-requisite for entry into tertiary law courses nor is it intended to provide a formal legal education at the level achieved by tertiary law courses. It is not proposed that students at secondary level be required to have detailed knowledge of case law or specific legislative enactments although these can be used for illustrative purposes. It is hoped that through this course students should be able to recognise that certain social situations, which arise, have legal implications, which affect the rights and obligations of citizens. It is a desired outcome that they understand the situations. Students should have sufficient knowledge of the law so as to know their own rights and obligations as private citizens, when to seek legal advice and how to contribute, as informed members of society, to critical discussion affecting our legal and social institutions.


• Introduction to the Legal System• Civil Wrongs (Torts)• Rights & Responsibilities• Laws in a Changing Society• Criminal Law

• Agreements (Contracts)• The Family• Technology and the Law• Optional Studies

What are the assessments in Legal Studies?

There are several assessment techniques used throughout the Legal Studies course, designed to develop knowledge and practical skills in the subject. These include:

• Objective/Short answer tests• Essay tests• Non-written presentations• Project/Practical work• Response to stimuli

What do I need to be a successful in Legal Studies student?

To be successful in Legal Studies, it is beneficial for students to have achieved a minimum C level in Year 10 English and be able to work independently. Students will also need good oral and written communication skills.


PHYSICAL EDUCATION Why Study Physical Education?

Physical Education is ideally suited to any student with a keen interest in the Sport and Exercise industry. It involves students learning, in, about and through physical activity. It focuses on the complex interrelationships between motor learning and psychological, biomechanical, physiological and sociological factors that influence individual and team physical performances.


Theory Topics: Acquisition of skillEnergy systems and fitness for physical activityTraining ProgramsPsychology and performanceSocial and cultural influences on participation in physical activityBiomechanics – movement analysis

Practical Topics: Students who select Physical Education require a reasonable level of skill in the practical sporting units from the following list:

Volleyball Touch FootballOrienteering Golf

What are the assessments in Physical Education?

Assessment in Physical Education is based on practical performance (50%) and classroombased assessment (50%). Classroom based assessment includes: Written reports

Supervised assessments – Exam Essays

Please note that practical performance is based on continual observation throughout the term.

Career Possibilities Sports JournalismChiropractorDentistDieticianPharmacist

Fitness InstructorGym ManagerPodiatristSports CoachTeacher (PE)

MasseurDoctorNaturopathNurseOptometristPsychiatrist

Sports ScientistProfessional SportspersonRecreation OfficerSports AdministratorRehabilitation Officer

What do I need to be a successful Physical Education student? It is strongly recommended that students wishing to complete this subject have completed the Physical Education elective course in Years 9 and 10. In order to cope with the theory in this subject, it is also recommended that students choosing this subject achieved a minimum of a B or higher for both the elective and core Physical Education classes in Year 10.Lastly, the willingness to participate in all compulsory practical sessions is a must.


HEALTH EDUCATION

Why Study Health Education?

Health Education expands and explores more deeply the understandings that students have acquired with the learning area. As a consequence of studying Health Education, students can develop a more sophisticated level of knowledge, values, attitudes and skills to address health issues and play an active role in enhancing their own health and that of the community.

Health Education is a subject that would interest students who are concerned about social justice issues and who have a strong commitment to community. Students considering careers in health-related fields would find this subject beneficial.


Personal Health: “Me, Myself & I” – The iGenerationSexually Transmitted Infections

Peer Health: BullyingFamily Health: Domestic ViolenceCommunity Health: Binge Drinking

Drink Driving and Road TraumaHealth of specific populations: Homeless Youth

Schoolies Week (violence, assault, drug and alcohol abuse)

What are the assessments in Health Education?

Assessment techniques in Health Education include: Research assessment Supervised written assessment

Career Possibilities Teacher (PE)Social WorkMedicine

NursingHealth AdvocacyPsychiatrist

Health policy developmentCounseling

What do I need to be a successful Health Education student?

It is strongly recommended that students wishing to complete this subject have achieved at least a B standard in both English and Health and Physical Education. They should also have a genuine interest in current Health issues.


CERTIFICATE III in FITNESS~ (SIS30310)Why Study Fitness?Students who are considering working in the fitness industry on the completion of year 12 or have a passion for fitness and training should consider this course of study. The Certificate III in Fitness is a nationally recognised qualification that may assist in the entry to working in the fitness industry as a personal trainer or to further study inHPE teaching, sports science, exercise physiology or human movement.

This course provides students with the opportunity to develop the interpersonal and workplace skills with application to many life roles. They include:

the ability to communicate effectively and confidently in both written and oral formats skills associated with teamwork, co-operative planning and problem solving observing and demonstrating techniques and skills undertaking small and large-scale practical tasks such as leading fitness sessions visiting a gym and working with real life clients

What are the Competencies covered?There are 15 modules to be completed in the Fitness Certificate III. These modules include: SISFFIT301A Provide fitness orientation and health screening SISXRSK301A Undertake risk analysis of activitiesSISFFIT302A Provide quality service in the fitness industry HLTFA301A Apply first aidSISFFIT303A Develop and apply an awareness of specific

populations to exercise deliveryELECTIVES

SISFFIT305A Apply anatomy and physiology principles in a fitness context

SISFFIT304A Instruct and monitor fitness programs

SISFFIT306A Provide healthy eating information to clients in accordance with recommended guidelines

SISFFIT307A Undertake client health assessment

SISFAC201A Maintain sport and recreation equipment for activities SISFFIT308A Plan and deliver gym programsSISXIND101A Work effectively in a sport and recreation environment SISFFIT311A Deliver approved community fitness programsSISOHS101A Follow occupational health and safety policies BSBWOR301A Organise personal work priorities and development

What are the assessments inFitness?Program delivery will combine both class-based tasks and practical components in a real gym environment at the school. This involves the delivery of a range of fitness programs to clients within the school community (students, teachers and staff). A range of teaching/learning strategies will be used to deliver the competencies. These include: practical tasks, hands-on activities involving clients, group work and work experience within the school gym. Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies.

What do I need to be a successfulFitness student?Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They must have good quality written and spoken communication skills and an enthusiasm / motivation to participate in physical activity sessions.

NB: This certificate is delivered through a Partnership Agreement with the Company Binnacle Training. This certificate will allow students to gain nationally recognised qualifications that will enable them to work in most fitness and training fields. A requirement of this certificate course is the participation in all practical session at the gym during the two year course and the payment of approx $300 (which must be paid in Term 1). Assessment is competency based. Students are required to complete workbooks and assessment items and achieve competency in the workplace or simulated training provided by the teacher.


HOSPITALITY STUDIES *Why Study Hospitality?

Hospitality has been developed to engage learners in a range of contemporary real-life contexts. Hospitality involves a range of experiences that provide knowledge, processes and skills contributing to vocational pathways and their role as active informed citizens.Hospitality provides opportunities for students to use their creativity and derive satisfaction from working with resources as they prepare for future employment and personal activities. Wherever possible, learning experiences will be attempted to be conducted within hospitality events, and should create opportunities for the modelling and practice of skills and procedures. Learning experiences may include:

participating in workshops using hygienic, safe and efficient work methods to practice food production techniques

evaluating the suitability of a range of foods for different situations and customers developing menus and completing cost analyses to meet profit requirements for functions designing a product and its image completing requisitions and order forms housekeeping scenarios conducting market research, e.g. developing questionnaires liaising with appropriate industry representatives planning and evaluating hospitality ventures and events participating in work experience or industry placement.


OnGuard Safety Test: Industry accepted certificates Lets Get Down To Basics: Knife skills and work area set up Shake It Up: Mocktails and Beverages Lets Do Lunch; Prepare sandwiches and other lunchtime favorites The Real Thing: Melbourne Cup function, Nara Sea World Hotel School and other function though out the year. It’s all in the presentation: Fancy Dining and garnishes Practical Cookery: soups, sauces and side dishes Master Chef/Iron Chef: Testing your learned culinary knowledge and skills against your fellow students

Please Note that this course requires cleaning and maintaining kitchen premises as well as cooking.

What are the assessments in Hospitality Studies?

Within this approach, assessment is designed to enable students to demonstrate achievement of the objectives of the course, namely, Practical skills and application, Planning and decision making, and Knowledge. Students will be awarded a level of achievement based on standards achieved in each of these criteria.

What do I need to be a successful Hospitality Studies student?

Students should be prepared to work with collages and customers; follow work place safety and hygiene procedures; and have a willingness to complete the occasional hospitality task outside of normal school hours.


FURNISHINGS (Manufacturing) *

Why Study Furnishings?

Furnishings provides students with the opportunity to undertake tasks that help to develop specific skills within the Manufacturing Industry in Furnishings. Successful completion of this course will result in the student having a good starting point should they wish to pursue a career within the Furnishings Industry.


Students will study and work with the following areas of furnishings: Introduction to the furnishingsindustry Safety in the furnishingsworkplace Drawing, interpretation Selection and application of hand and power tools Selection of materials and furnishingsapplications Fabrication and assembly of furnishingsprojects

What are the assessments in Furnishings?

Assessment is continual throughout the course and will take many forms. The following methods may be used to determine if students are working towards obtaining the required skills:

* Practical Projects * Written Reports * Drawing Skills * Written Tests* Observation * Work Folders * Research Tasks * Group work

What do I need to be a successful Furnishings student?

A willingness to work as part of a team and self-discipline when completing individual tasks is beneficial.

OTHER REQUIREMENTS: Students will be required to supply their own safety glasses for the course. Due to the practical nature of the course, there will be costs involved with the production of certain projects. For a complete breakdown of the possible costs associated with this course, please contact the college.


ENGINEERING (Industrial Skills/Manufacturing) ~(MEM10105)

Why Study Engineering?

Engineering provides opportunities for students to undertake tasks that will develop specific competencies relating to the Manufacturing Industry in Engineering. A successful completion of the course will result in the student receiving a Certificate I in Engineering (MEM10105)which can be advantageous especially if considering an apprenticeship after graduation.

What are the Competencies covered?

Some Engineering competencies that are required to be covered before a certificate can be awarded are listed below: Undertake interactive workplace communication Apply principles of occupational health and safety in work environment Apply quality procedures Plan to undertake a routine task Operate in a work-based team environment Measure with graduated devices Soft soldering (basic) Perform routine oxyacetylene welding (fuel gas welding) Carry out mechanical cutting Perform routine manual arc welding and/or gas manual arc welding Use workshop machines for basic operations Use hand tools Use power tools / hand held operations

These competencies are demonstrated by the students undertaking a series of practical projects and theoretical topics over the length of the course.

What are the assessments in Engineering?

Assessment is continual throughout the course and takes many forms. The following methods are used to determine if students are working towards obtaining the required competencies:* Practical projects * Questioning * Written tests * Work folders * Observation* Research tasks * Peer assessmentStudents will have the opportunity to monitor how they are progressing in relation to the required competencies and have the opportunity to work in more detail on any area they may be struggling with.

What do I need to be a successful Engineering student?

An interest in practical activities and a commitment to team work is beneficial. Self-discipline and the ability to work independently is also advantageous. OTHER REQUIREMENTS: Students will be required to supply their own safety glasses and overalls or long trousers and shirt for the course. Due to the practical nature of the course, there may be costs involved with the production of certain projects. For a complete breakdown of the possible costs associated with this course, please contact the college.


GRAPHICS Why Study Graphics?

Graphics students undertake the design and presentation of a series of projects based around the Built Environment (architectural drawing), Business Graphics (graphic arts) and Product Design (engineering drawing). Each project involves the development of ideas through sketches and notes until a final design is reached. These final designs need to be presented in a suitable manner to a selected audience and is normally undertaken using the computer programs available here at the college.


Students participate in three units per year based on the topics of:Built EnvironmentBusiness GraphicsProduction Graphics

These units incorporate elements of construction and plane geometrical drawing; orthogonal projection; developments; pictorials; shadows; and reflections.

What are the assessments in Graphics?

Assessment will take the form of design tasks for each unit (three) and one examination.Work undertaken in Year 11 is formative and acts as preparation for summative work in Year 12..When assessing a student in Graphics, the following three areas are taken into account for each task:

Knowledge and Understanding of the subject contentReasoning with regards to selection and modification of ideas for design workPresentation of the final design solutions

What do I need to be a successful Graphics student?

Successful graphics students:* work and think independently * have good time management skills* are prepared to do design work at home * are prepared to do planning work at home * understand and use CAD programs * are creative* have a good knowledge of Graphics concepts * have pride in the quality of their work

While no pre-requisite is required for Graphics in Years 11 and 12, any student who has not studied Graphics to year 10 and is considering this course would need to have displayed a high level of application to his/her previous studies and be prepared to undertake extra workto enhance knowledge of fundamental drawing principles. Additional private tutoring will be required.


INDUSTRIAL GRAPHICS (Manufacturing) *Why Study Industrial Graphics?

Industrial Graphics provides students with the opportunity to undertake tasks that help to develop their graphical skills in a range of manufacturing areas. Any student wishing to pursue a career within any of the manufacturing industries would be advised to seriously consider this subject.


Students will study and work with the following areas of graphicsIntroduction to the design and drafting industryBasic design conceptsManual drafting and freehand sketchingDrafting standards and conventions2D drawing production using CAD3D drawing production using CAD

Students will also look at how graphics is used in the following areas:* Building and construction area * General manufacturing industries* Furnishings area *Industrial Design

What are the assessments in Industrial Graphics?

Assessment is continual throughout the course and will take many forms. The following methods are used to determine if students are working towards obtaining the required skills: * Written Reports * Drawing Skills * Written Tests * Observation* Work Folders * Research Tasks * Group work

What do I need to be a successful Industrial Graphics student?

Skill in design and interest in the industries mentioned above is recommended but not essential.

Students undertaking Engineering or Construction are strongly advised to also undertake this subject


INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT) *Why Study ICT?

Information &Communications Technology enables students to keep pace with new technologies and be responsible users of ICTs, aware of the social, environmental and legal impacts of their actions. They will also learn to make decisions about the effective, legal, ethical and aesthetic use of technology. Through undertaking a study in Information and Communications Technology, students shoulddevelop important, transferable skills for using a computer as a problem-solving and communication tool.


Marist College will select a minimum of four or a maximum of eight electives to make up the ICT course.Elective topics may include:

On-line Communication Document Production Game Development Website Development Digital Audio Managing Data

What are the assessments in ICT?

Assessment is designed to enable students to demonstrate achievement of the objectives of the course, namely, Product and Process. Students will be awarded a level of achievement based upon standards achieved in these two criteria.

It is recommended that assessment in this subject be undertaken through a series of projects. Techniques could include multimedia or single media presentations; product design, development and construction projects; case study reports; research projects; and simulations.

What do I need to be a successful ICT student?

Some skills in use of computer software, e.g. databases, spreadsheets and word processing is beneficial but not essential.


INFORMATION PROCESSING & TECHNOLOGY (IPT)

Why Study IPT?

This course provides students with the knowledge, skills, processes and understanding of information technology.IMPORTANT: Students engaged in this course will spend significant periods of time in problem identification and solution rather than the hands on use of computers and their applications. (The alternate course of ICT has a more hands on approach.)

Information Processing and Technology aims to: develop in students an awareness and understanding of the concepts, practices and effects of

information technology provide students with a body of knowledge essential to understanding the changes in our society caused

by new ways of managing information equip students with problem solving skills that allow them to design, develop and evaluate solutions develop students’ communication skills in order that they may comprehend and respond effectively

using a variety of techniques encourage students to think critically and purposefully about the uses of information technology encourage students to propose and reflect upon possible future uses of information technology promote responsible, discriminating and competent use of information technology foster personal development and social skills conducive to a concern for others, co-operation in the

workplace and self reliance.


The subject matter is organised into the following topics:Social and ethical issues;Human-computer interaction;Information and intelligent systems;Software and system engineering.

What are the assessments in IPT?

Avariety of assessment techniques will be used and could include: Writing tasks; Objective tests; Practical exercises; Projects; Oral presentations; Collections of annotated media articles.

What do I need to be a successful IPT student?

To be successful in IPT it is recommended students have be working at a C standard in Mathematics and English. Students who are not strong in Mathematics may be better suited to ICT.


TECHNOLOGY STUDIES

Why Study Technology Studies?

Technology Studies students undertake the design and production of a series of projects based around a range of context areas over the two years. Year 11 is spent developing design and presentation skills while Year 12 has the students designing and producing two major projects over the year (16 weeks for each design).


Students will study topics based on four different contexts. These are: Engineering, Transportation, Communication, and Leisure and Recreation. From these contexts, students examine different communication methods, redesign existing products, develop products to suit community groups and the needs of individuals.

What are the assessments in Technology Studies?

Design and production tasks from a range of context areas (three in Year 11 and two in Year 12) and one Written Report each year. Work undertaken in Year 11 is formative and does not count towards the exit level of achievement, only the summative work undertaken during Year 12 is used. When assessing a student, the following three areas are taken into account for each task:

Knowledge and Understanding of the subject content Reasoning with regards to selection and modification of ideas for design work Production of the final design solutions

All areas are treated equally

What do I need to be a successful Technology Studies student?

While no pre-requisite is required for Technology Studies in Years 11 and 12, any student undertaking this course would need practical skills in either wood or metal and having undertaken Design Technology in either Year 9 or Year 10 would be an advantage. Additionally, students would need the following habits:

Be able to demonstrate an ability to work independently and manage their time effectively Have sound written communication skills Have practical skills and knowledge in either wood or metal Be flexible of thinking Able to work at home on a consistent basis

As part of the design process, students will need to be able to finance their own design projects.


DRAMA Why Study Drama?

If you have a flare or interest in performing arts and perhaps looking to a career in the theatre, film or marketing, then studying Drama could be a good choice. The Drama course aims to promote students’ development and appreciation of Drama by:

assisting students to achieve their unique potential through the artspromoting a socially active orientation to the students’ community and the world in which they livebuilding self-discipline and confidencefostering personal communication skills and social understandingencouraging individual involvement in dramatic activitiesexploring and addressing competencies appropriate to a wide range of career and other life paths


Year A: Even Years Political Theatre—Epic Theatre Australian Theatre—Directing Australian Plays Collaborative Theatre —Playbuilding Components of Theatre —designing, performing & researching plays

Year B: Odd Years Foundational Theatre—Back to Basics Realistic Theatre—realism explored (‘Get Real’) Daily Theatre—Day to Day investigated (ritual and symbols) Behind Theatre—behind the scenes, dramaturgy, auditioning & directing.

The students are encouraged to attend the biannual excursion to Brisbane, and performances by visiting artists. This provides students with exposure and links to the industry and further studies in the Arts.

What are the assessments in Drama?

Assessment in Drama takes on a variety of forms, including: Forming, presenting and responding to Drama Student performances both individual and group Research and analysis of dramatic forms, including live performances Australian Drama, other significant forms of World Drama and student devised Drama Script writing

What do I need to be a successful Drama student?

A willingness to perform is essential for successful Drama students.


MUSIC

Why Study Music?

Music is ideal for those students wishing to pursue a career in the Music Industry, or for students interested in developing their interests in music as a listener, composer or performer. Through the study of a series of unit students will develop their knowledge and understanding of music from a range of different styles, contexts and genres. Student knowledge and skill is developed during the course through performance, compositions and analysis tasks relative to the units studies.


Topics studied over the two years are as follows:Music of the Theatre Australian MusicAll that Jazz Keyboard MusicTake the Lead Music of the Twentieth Century

What are the assessments in Music?

The course is divided into three (3) areas of assessment:Composition: The composition of a work particular to the unit being studied.Performance:The preparation of a performance on an instrument and/or voice, in the context of the unit being studied. Performance tasks may be presented as a soloist or as a member of a group.Analysing Repertoire: A written analysis of music examples, particular to the context of the unit being studied.

What do I need to be a successful Music student?

It is desirable for the student to have studied Year 10 Music and to have attained at least a C Standard. However, students may be able to enter the subject if they have studied an instrument as well as theory of music privately. The ability to read music is an advantage.


VISUAL ART Why Study Visual Art?

Visual Art aims to promote critical, cultural and aesthetic understandings through participation in the process involved in the whole visual art experience. Senior Visual Art encourages students to:

make and appraise artworks, with confidence and individuality; define and solve problems with the flexibility to negotiate and consider a variety of solutions and

processes; select, explore, manipulate and exploit the potential of materials, techniques, processes and

technologies; evolve a personal aesthetic; develop personal perspectives relating to social, community, cultural, economic, political; environmental and vocational visual art contexts; make informed judgments and justify positions when determining the aesthetic value of artworks; value and develop an interest in diverse philosophies and methodologies; understand the diverse role of art workers in cultures past and present, including multicultural Australia ;

and develop social and personal skills that promote confidence, working together in teams, group

cooperation, responsibility and an informed lifelong engagement and enjoyment of the visual arts.


Students will study a variety of concepts, the main units of work being: 2D surface qualities Portrayal of self Workable art materials Contemporary art forms Newsworthy visual narratives

What are the assessments in Visual Art?

Students are assessed under three criteria in Visual Art. These criteria are Visual Literacy, Application (making) and Appraising. Students will undertake three practical assignments and two theory assignmentseach year.

What do I need to be a successful Visual Art student?

It is recommended that 2 units of Art are studied in years 9 and/or 10 before entering years 11 & 12 to develop the basic skills in making and appraising works of art. Students should be self-disciplined and have a certain level of creativity.


CREATIVE ARTS – VISUAL ARTS STUDIES *

Why Study Creative Arts?

This very much hands on course allows students to explore and express through many art areas such as drawing, design, printmaking etc. Specific aims of the course include:

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

personal experience; develop knowledge about, and be able to apply relevant workplace health and safety practices; build practical skills and techniques that may lead to further engagement in the arts —industry,

education, or leisure; gain enjoyment and satisfaction through artistic expression; and acquire suitable strategies that will help them function effectively in the workplace.


Some of the topics covered in Creative Arts include:DrawingTheatre DesignPaintingPhotography & Digital imagingCeramicsPrintmakingSculptureCommunity Art

What are the assessments in Creative Arts?

Techniques for assessment in Creative Arts include:Short response (written or oral)DemonstrationsPerformancesPresentations e.g. folios, storyboards, special effects, arts events, exhibitions, role play etc.

Students are assessed by three criteria in Creative Arts. These criteria include Exploring, Expressing and Knowing. Students will undertake four practical units and two theory assignments each year.

What do I need to be a successful Creative Arts student?

An interest in the visual arts and a relative amount of creativity is advantageous.


CERTIFICATE III in CHILDREN’S SERVICES~ (CHC30402)

Why Study Children’s Services?Students who are considering working with young people on the completion of year 12 should consider this course of study. The Certificate III in Children’s Services is a nationally recognised qualification that may assist in the entry to working in Childcare Centres or to further study in primary and early childhood education.

This course provides students with the opportunity to develop the interpersonal and workplace skills with application to many life roles. They include:

the ability to communicate effectively and confidently in both written and oral formats skills associated with teamwork, co-operative planning and problem solving observing and demonstrating techniques and skills undertaking small and large-scale practical tasks such as developmentally responsive activities for

individuals or groups visiting a variety of childcare settings

What are the Competencies covered?There are 15 modules to be completed in the Children’s Services Certificate III. These modules include:

CHCORG303A Participate effectively in the work environment CHCFC301A Support the development of childrenHLTOHS300A Contribute to OHS processes CHCCN301A Ensure the health and safety of childrenHLTHIR403B Work effectively with culturally diverse clients

and co-workersCHCPR301A Provide experiences to support children’s play & learning

CHCCN303A Contribute to provision of nutritionally balanced food in a safe & hygienic manner

CHCPR303D Develop understanding of children’s interests and developmental needs

HLTFA301B Apply first aid CHCRF301D work effectively with families to care for the childCHCCN302A Provide care for children CHCCHILD401A Identify and respond to children and young people at riskCHCCN305A Provide care for babies CHCCS400A Work within a relevant legal and ethical frameworkCHCIC301D Interact effectively with children

What are the assessments in Children’s Services?There are three components to the assessment for this course. For each module there is a variety of written assessment including long and short answered questions, assignments and scenario based questions. An oral assessment is also completed for each competency as well as a practical assessment in the workplace.

What do I need to be a successful Children’s Services student?A student must be well organised, self motivated and love working with children.

NB: This certificate is delivered through a Partnership Agreement with the Company My Other Mum. This certificate will allow students to gain nationally recognised qualifications that will enable them to work in most early-childhood fields. A requirement of this certificate course is the participation in approximately five weeks of work placement during the two year course and the payment of $550 (Paid with Term 1 and 3 school fees).Assessment is competency based. Students are required to complete workbooks and assessment items and achieve competency in the workplace or simulated training provided by the teacher.


NATIONAL PROVIDER NUMBER: 30330

VOCATIONAL EDUCATION & TRAINING (VET)STUDENT HANDBOOKThis chapter aims to provide all the necessary information needed during Vocational Education and Training course of study. Please make sure ongoing access to this information is available, as it may need to be referred to throughout the course.

It is important for students to know their rights and be familiar with the competencies to be attained for each qualification studied. Many processes are associated with a VET course and student awareness of these is essential for equity and progress. Described in this section is the process of RPL (recognition of prior learning), which can be applied to avoid duplication of learning and training. Additionally, grievance/appeals procedures exist for students who might disagree with competencies awarded, and are explained on Page *** and in Appendix 4.

To ensure this information meets our systems for quality service, please consider providing feedback. The following table indicates how you can be a partner in this process.

Implementation and Evaluation Deadlines Date and Venue

Handbook distributed as part of the Yr 10 Senior Phase of Learning Handbook

Term 2/3 (SOSE lessons)

Semester 1Student Handbook Evaluation Meeting(Contact VET Manager if wanting to attend).Student feedback on course/s structure, assessment, training, resources etc

VET Staff Meeting conducted once a term – boardroomSurveys – in class at conclusion of unit

Semester 2Student Handbook Evaluation Meeting.(Contact VET Manager if wanting to attend).Student feedback on course/s structure, assessment, training, resources etcInternal Quality Review

VET Staff Meeting conducted once a term – boardroomSurveys – in class at conclusion of unitTerm 4 Marist College Library

PREAMBLEMarist College Emerald is a Registered Training Organisation (RTO) and discharges its responsibilities for compliance with the Australian Quality Training Framework standards for Registered Training Organisations. This includes a commitment to recognise the training qualifications issued by other Registered Training Organisations. The College is registered to deliver a range of Vocational Education and Training Programs under the direction of the Queensland Studies Authority (QSA).

The mission of the college as a Registered Training Organisation is to deliver quality training across a range of selected industry areas in accordance with the National Training Packages. A Code of Practice outlining the legislative requirements, management focus, client services and marketing is available from the VET Manager, APC or Principal. Marist College Emerald reserves the right to amend the Code of Practice to suit the needs of the training organisation as required. All amendments will be in accordance with legislation governing RTOs.


VET SUBJECTS OFFERED @ MARIST COLLEGE

Authority Registered Subjects (SAS) are subjects which do not contribute to an OP but can count towards a Tertiary Rank and in some cases a vocational certificate. Students who study these subjects will not receive a Qualification for their courses but will receive a Level of Achievement (e.g. VHA, HA, SA, LA, VLA) on their Senior Statement.

English Communication Pre vocational Mathematics Creative Arts Construction Industrial Graphics Information & Communications Technology Hospitality Studies

Stand Alone Vocational EducationThese subjects are registered as part of our status as a RTO. Students in these subjects receive a Qualification and/or Statement of Attainment but not a level of achievement on their Senior Statement. These subjects can also contribute to a ranking for tertiary entrance.

Cert I Engineering Cert III Children’s Services (Offered through My Other Mum RTO) Cert III Ministry & Theology Cert III Fitness

PROGRAM OUTCOMES & BENEFITS

Benefits of being a VET student Achievement of national qualifications recognised by industry Insight into career pathways and further education pathways Interaction with people outside school Credit for/articulation of qualifications to reduce further study time or apprenticeship time Gaining an OP or a QTAC entrance rank Receiving assistance in completing your QTAC application Having VET results recorded on Queensland Certificate of Education and an industry specific vocational

Certificate or Statement of Attainment Taking part in competency based training and assessment Recognition for relevant skills and knowledge achieved before studying your VET subject (RPL) (Ask your teacher

for an application form if you think you are eligible.) Gain points towards Queensland Certificate of Education


EXPECTATIONS

The expectations of the program have been developed specifically for the implementation and conduct of Vocational Education and Training programs offered by the College. The College reserves the right to amend the expectations to suit the needs of the educational institution as required.

The College recognises the importance of students receiving a broad-based education, comprising both general and

vocational education and training; is registered with the Queensland Studies Authority to provide the vocational education components of the

Training Packages; has access to the facilities and resources required for the registered vocational education and training programs; has in place an assignment/assessment policy that applies to all subjects offered at the College has a process in place that enables students to apply for Recognition of Prior Learning (RPL) for the vocational

education competencies; willrecognise all AQF qualifications issued by any other RTOs and will seek verification of the certification from

the relevant RTO where there is any ambiguity. Once the qualification is verified, the teacher will give the student exemption for the units of competency or modules identified in the qualification and update the student’s records accordingly. The relevant VET Staff will be notified of this update; and

has a process for addressing any concerns a student may have and offers the student access to a range of people who can provide him/her with advice and guidance about the vocational education program at the College, for example teachers, Heads of Department, and the Leadership Team.

The Student makes a serious commitment to his/her studies at school; attends training provided by training providers outside normal school hours and meets the cost of transport and

materials as required; will present copies of Qualifications or Statements of Attainment issued by other RTOs to the relevant Teacher,

for verification of authenticity and Credit Transfer. participates in structured workplace learning where necessary as arranged by the college; and meets the expectations and demands of the College in terms of participation, cooperation, punctuality,

successful submission of work and high standards of behaviour and conduct.

VET ENROLMENT & ADMISSION

Access to VET subjects is open to all students and subjects will be offered if enrolment numbers are viable and human and physical resources are available. Upon commencement of the course the following details may be provided:-

A course outline indicating units of work, units of competency, assessment requirements and equipment required RPL process and grievance processes will be discussed Vocational outcomes and opportunities will be discussed Credit transfers will be outlined Details of school-based traineeships and apprenticeships outlined Work placement procedures explained, if relevant

A student file and profile for the two-year course of study will be established and maintained.VET ASSESSMENT


Assessment Procedures The school’s assessment policy is to be followed by Students studying subjects with a VET outcome. Extension procedures for

assignments and activities are outlined in the assessment policy and applications can be obtained from your teacher, the VET Manager or the APC.

Students should be given clear and timely information on assessment Information given to students on the assessment cover sheet will include:

- Course Name and Competency being assessed- Due date and length of assessment- Task conditions- Student feedback

Units of competency can be repeated, re-sat or revisited if unsuccessful at the first attempt Reasonable adjustment will be made to the assessment strategy to ensure equity for all students. The assessment approach

chosen attempts to cater for the language, literacy and numeracy needs of students. Studies completed prior to enrolling in your VET course can be recognised through the RPL process Students should negotiate with the teacher if it is believed that certain types of evidence should be collected to validate

competency After commencement of a course, it is possible for students entering late, to undertake all units of competency by completing

additional studies Competencies can sometimes be assessed in the workplace when on work placement or in positions of casual employment Opportunities for feedback and review of all aspects of assessment will be provided to students A clearly documented procedure for appeal against assessment processes and decisions is contained in the Student Handbook.

Competency-based AssessmentCompetencies studied at Marist College are part of accredited courses and National Training Packages. In order to be successful in gaining competency, students must demonstrate they have the necessary underpinning knowledge and can apply this in a practical way in a workplace setting to industry standard over a range of different contexts.

Assessment tasks are completed a number of times throughout the year to gain competency in particular units of competency or learning outcomes. Results for each assessment item will be marked on a subject profile sheet/competency tracking sheet or similar document. This assists students to become competent as their skills improve.

Assessment of competencies will be recorded as either: TC for Towards Competency or MSR for More Skills Required

Assessment ItemsIn each semester a number of assessment items may be used to assess the level of achievement and progress in a subject. These may take the form of:

Objective and short answer/response testsWritten responsesResponse to stimulus materialResearch and project workPractical work

Oral presentationsPresentation of informationProcedural applicationsDemonstrationsTeacher observation

The Senior StatementWhen all the requirements of the course have been successfully completed, students are entitled to have the relevant Qualification/s recorded on your Senior Statement and count towards the gaining of the QCE. If the course is incomplete, then only the units of competency or learning outcomes in which competency has been successfully obtained, will be recorded. A Statement of Attainment, which records successful units of competencies or learning outcomes, will be issued.


RECOGNITION OF PRIOR LEARNINGStages in the RPL Process

INFORMATIONBrochure – Posters - Student Record Book

SUPPORT

Briefing Sessions (Individual/Group)List of course training program learning outcomes

APPLICATION

Self Assessment opportunitiesApplication Forms

Guidance provided to applicants

ASSESSMENTReview of evidence presented based on:

Validity; authenticity; relevance; currency; variety; reliability.

NOTIFICATION & POST-ASSESSMENT GUIDANCEFeedback is: clear; prompt; constructive.

RECORD KEEPING

RPL GAINEDRecords show applicant’s success e.g. Record

BookApplicant is exempt from the achieved learning

outcomes/training programs/course

RPL NOT GAINEDAppeals provision

Applicant undertakes instruction in the learning outcomes/training programs/course


What is RPL?RPL means getting credit for what you know - no matterwhere or how you learnt it - if your knowledge and skills are of the same standard as required in your vocational course.

RPL will allow you to: progress through the course at a faster rate do only new work (and not repeat the work in which you are already competent) have your knowledge and skill level formally recognised

What Learning Might Count Towards RPL?

Knowledge and skills learnt in: other subjects work experience or industry placement a part-time job or unpaid work hobbies, activities, clubs, and sports interests inside or outside school activities you undertake as part of your family, holiday, home routines

In What Parts of the course does RPL Apply?RPL can only be granted for the vocational training competencies or learning outcomes in the course you are studying (these are the job-related knowledge and skill areas of the course).Each vocational training program has a number of learning outcomes or units of competency. You can apply for RPL in either an entire training program or in individual learning outcomes.

If You Decide to Take Advantage of RPL:1. Ask forspecific information about the learning outcomes or competencies of the training program2. Complete the RPL Application Form in detail (and attach all relevant evidence)3. You may be asked to attend an interview, or to do a practical task, or to provide more information

How Does RPL Assessment Work?An assessor (usually your class teacher) will look through your application. The assessor will look at the evidence you have provided in the application (and perhaps in an interview) to decide on the outcome of your application. If the teacher does not have sufficient evidence to grant RPL, you may be asked to do a practical test.

After the RPL assessment is finished you will be notified of the result in writing. If you disagree with the outcome, you may appeal. The evidence you gather for your application might include products and/or records of your work, a personal report, a referee's report etc.

Examples of evidence:

1. PRODUCTS OF YOUR WORK Samples of work you have completed Senior first aid certificates Work experience/industry placement records Magazine or newspaper articles about you Qualifications gained Coaching Certificates

Prizes, certificates or other forms of commendation


2. A PERSONAL REPORTThe Personal Report is written by you and is a concise description of activities and functions that you have carried out. It should be related to the training program for which you are seeking RPL.The Personal Report can never stand alone as sufficient evidence of competence.

3. REFEREE’S REPORT Letters from others to support your claim - e.g. managers, customers, colleagues, previous employer Reports from a manager who witnessed specific activities undertaken.A referee's report should include:

A company heading Period of employment The name of the supervisor or manager The date List of competencies developed or tasks

undertaken Signature and position of the person verifying the

claim

A checklist is available for students to assist them in the RPL process. See Appendix 1.

RPL FormsThe relevant forms to apply for RPL and to appeal an RPL decision can be found in the Appendix (2 and 3). The teacher, VET Manager and APC may assist in the completion of these documents if required.


HOMEWORK & ASSESSMENT @ MARIST COLLEGEHOMEWORKWe believe that homework enhances the development of students. It provides opportunities to extend, reinforce and enrich learning. Regular study improves the students’ organisational and self discipline skills and acquaints parents with what their child is learning at school. Effective homework routines can also prepare young people for future study and work expectations.

Roles and Responsibilities

Parents are encouraged to provide a favourable environment, assistance and supervision by: Asking your child what kind of homework they have every night Providing a place to work that is conducive to uninterrupted study Asking questions of the teachers if you have concerns regarding the type and amount of homework being

assigned Reviewing the work your child has completed each night Teaching independence by encouraging your child to complete work with as little assistance as possible.

Students should aim to make their homework time as effective as possible by: Being clear about when assignments are due – checking your assignment calendar Asking questions when instructions, assignments or deadlines are not clear Organising your time and resources in order to complete assignments and homework on time Giving homework your best effort before asking for assistance Utilising your college diary to organise your work and to plan ahead.

Teachers are expected to plan, implement and maintain homework programs that: Practise what is being taught in class or serves as an extension to class work Provide clear instructions as to when and what is expected of the student, including allowance for students with

varying abilities Evaluate and discuss assigned homework with the students as a means of reinforcing class work Recognise and reward students who consistently and correctly complete homework and seek to improve the

study habits of those who don’t complete assignments.

Homework Guidelines

The times suggested below can be used as a ‘rule of thumb’ for the various year levels. As a general guide the amount of time spent doing homework increases a student’s progress through to senior.

By Year 11 and 12, students should be undertaking approximately 3 hours of homework per night. This time allocation can be averaged out across the term. Homework can be categorised as:

Work set by the teachers Assignment preparation and presentation Revision of work studied during the day; this can be rewriting of notes, organisation of notes and reading on the

topic area being studied.

It is essential that students are able to manage time effectively. All students will benefit from the use of a study timetable, an organisational list and a deadline chart.


ASSESSMENT PROCEDURESRegular assessment is a necessary component of the curriculum; mapping student progress and assisting in ascertaining individual student’s needs and designing supportive strategies for progress.

How do I know what assessment will be occurring?

All items that will form the end of semester results for students will be communicated to parents, students and staff via the Assessment Calendar. The Calendar is issued in approximately Week 3 of each Term and updates are advised via the College Newsletter. Students and parents are advised to use this as a planning tool to assist with time management.

What do I need to know about Exams at Marist College?

What are Examinations? – an examination is any student work designated by the teacher that is sat ‘under test conditions’. Examinations are held either in class time or during a designated examination period. The end of semester block examination timetable is designed to replicate the conditions students will experience during the Queensland Core Skills Test held in Semester 2, Year 12 and is considered an important part of the preparation for this test. There are usually three block examination periods in Terms 2, 3 and 4.

Requirements of Exam Block – during block examinations students in the Senior School are able to study at home and attend College only for the designated examination times. Vocational Education students will be advised via the Examination Timetable of sessions that may be set aside for Competency Assessment. Students in Year 11 and 12 may have their home study time revoked if they have not completed all other assessment items. Parents will be advised of the course of action to be taken in these circumstances. The College is not responsible for the student when they are not on the College grounds therefore parents will need to be aware of their son’s or daughter’s movements. The College will provide limited supervision for those students whose parents are not able to have them study at home during block exams. Students attending College will have rooms allocated for the purpose of study. Students are not permitted on the College grounds during block examinations if they are not in full College uniform. Full details of the exam times are published for students at least one week before the commencement of block exams.Students are required to familiarise themselves with the start times for their exams and ensure they are present for them. Students are required at the College at least 15 minutes before their scheduled exam and are to wait at the exam room until instructed to enter.

What if I’m absent from an examination?If a student cannot attend an examination on the day advised, parents should contact the college prior to the examination and an alternative date can be arranged atthe discretion of the College Leadership Team. It is not expected that students will be absent for examinations as these dates are advised on the College Examination Timetable and Assessment Calendar. However, each case will be examined on its merit. Failure to be present for an exam means that the student will not receive credit for that assessment item and risk failure to complete course requirements. In the case of illness a medical certificate must be supplied. In other cases e.g. a student is involved in representative commitments, the Assistant Principal Curriculum will organise an alternative time for the piece of assessment to be completed. This alternative time will be during the examination block and as soon as is possible. Examination Blocks are published in the College Calendar at the beginning of the year and noted in the Assessment Calendar; therefore early departure on holidays is not considered an appropriate reason to miss an exam.


On an Exam Day - Examination Procedures

Students are to ensure they take into the examination room the equipment and stationery required for the examination. No other equipment or bags are allowed except those stated in the conditions of the examination, and previously advised by the teacher

Silence must be maintained once the students enter the examination room If a student has a question about the examination this must be indicated by standing silently in their place until

the attention is gained of the supervising teacher No student is to leave the examination room during the course of the examination unless accompanied by a

supervisor Students must not communicate with another student in any way – verbal or non-verbal. Students are not to leave the room until the end of the specified exam time.

What do I need to know about Assignments and Oral Presentations?

What is an Assignment? – an assignment is any student work designated by the teacher as a task that involves both home and school preparation time by the student. Assignments would therefore include written assignments, oral presentations (group and individual) practical work and design folios.

When are assignments due? – Attempts are made, through the Assessment Calendar, to coordinate assignment due dates so as not to overburden students. Assignments are generally not due within one week of the start of block examinations. Where possible, due dates will be a Monday or Tuesday to allow for necessary communication to be conducted with parents before the end of the week.

What if I lose my assignment? - Computer work. It is the responsibility of the student to ensure that all work completed on a computer is backed up to ensure against loss of data or the inability to produce the required assignment. We suggest that at least two modes are used to save work (e.g. USB and school hard drive). Printed drafts of the assignment should be kept by the student at all times.

Plagiarism –The College may require certification that the work presented is the work of the student presenting it. Students are encouraged to utilise a wide range of resources and the final submission must display the student’s level of understanding of the topic under research. Teachers will regularly check each student’s progress with assignments during class and can insist that rough drafts be handed in with the final copy. All assignment work should be written in the student’s own words unless direct quotes are acknowledged. If it is established that a student has copied the work of another student or author, the student will be graded according to the work that can be deemed to be their own. If there is a second instance of plagiarism in the subject area, the student will be interviewed by the APC and risks not completing the subject for the semester. Year 11 and 12 students are reminded that this course of action may make the student ineligible for an Overall Position (OP) under the requirements set out by the Queensland Studies Authority.

How do I applying for extension of time on an assessment item? – Extensions of time will only be granted under reasonable circumstances and must be negotiated by the subject teacher with the relevant Head of Department or the Assistant to the Principal Curriculum. The extension may be granted due to illness (medical certificate required) or particular family circumstances. This negotiation must be supported by notes from parents/guardians, medical certificates and a completed Application for Extension. This application must be completed prior to the due date, except in extenuating circumstances. Evidence of work so far prepared, including marked rough drafts, should be produced at the time of the application. Unless the student can provide evidence of preparatory work, they may not be eligible for an extension. This will avoid disadvantage to other students.At no time is it acceptable to take absence from school to complete assessment.


Exemption from an assessment item – The Principal or the Assistant Principal Curriculum (APC) may grant exemptions for assessment items where he/she decides a circumstance of justification exists (eg. prolonged absence).

When will I get my assignments back? – Staff will mark and return assessment items in a reasonable period of time. This time period could vary depending on the amount of marking and the time of the year the assessment item is due. Teachers will discuss with students their profiles and assessment folders at the end of each semester or at the appropriate time after an examination block.

What if my assignment is late? - Only work submitted up to and including the due date will be accepted for marking. Late work will be appraised and feedback given, but it will not be marked or included in the student’s folio. Only the result achieved from the work produced during the lesson on the due date will be recorded on the student’s profile.

Quick reference guides, regarding the procedures followed on assessment draft and due dates, have been designed to assist parents and students. See Appendix 6 and 7.

What do I do if I want to question my results? -A student may appeal against a final result in a subject (Authority, Authority Registered or VET) on the following grounds:

1. Error or omission in calculations or derivation of the grade2. Departure from the content or assessment requirements as stated in the published Work Program,

unless otherwise notified3. Discrimination by the teaching staff4. Medical (must be accompanied by a medical certificate) or compassionate reasons at the discretion

of the Principal.Student can make an appeal, in writing, to the Principal within ten days of the release of the final results. The appeal will be handled by a team (including the APC, Head of Department and an alternative subject teacher) and the outcome of the appeal recorded and communicated to the student. The process for seeking an appeal can be found in Appendix 4, and more information can be sort from the College Grievance Procedures for Parents and Students available at the college office or through the APC.

Format for Student Assignments

Consistent formatting of assignments assists students in developing good practice when presenting individual work. Ease of reading, space for feedback and general order are aspects of formatting that students are encouraged to consider when putting together written tasks. A general guide for formatting assignments is located in Appendix 5.

Marist College seeks to create a fair and equitable assessment environment with clear parameters. However, as a college with understanding of the complexities of young people’s lives will be flexible, as necessary, to individual situations.


APPENDIX 1RPL checklist for students

To ensure an effective RPL process, students should:

1. Obtain information about RPL.2. Obtain a copy of the Training and Assessment

Information for the vocational training program(s) of your subject.

3. Read the relevant learning outcomes or competencies for the training programs as listed in the Training and Assessment Information.

4. Assess your abilities/competencies, with guidance from your teacher in the learning outcomes or competencies in the training programs.

5. Decide if you think you possess the knowledge and skills of the learning outcome or competencies in the training programs and if so, you should apply for RPL.

6. Complete an RPL Application Form.7. Gather evidence that supports your application.8. Give the completed RPL Application Form and

evidence to your teacher.9. Receive notification from your teacher to show

either(i) that you have gained RPL (go to 10)(ii) that you need to supply more information

AND/OR attend an interview (go to 7)(iii)that you have not gained full/partial RPL and you receive feedback (go to 12)

10. (If you are successful) be exempt from those learning outcomes or competencies in the training programs.

11. Ensure your competency is signed off.12. (If you were partially successful) you may decide to

progress more quickly through the training program by completing only those aspects for which you do have prior learning. This completes the RPL process for your application.

13. (If you were unsuccessful) you may decide to request an RPL Appeals Form.

14. Gather further evidence that supports your application.

15. Submit your completed RPL Appeals Form and further evidence to the nominated person in the school’s grievance policy, who will arrange for a second suitably qualified person to assess the evidence.

16. Receive a notification about whether either(i) you have gained RPL (go to 10) or(ii) you have not gained full/partial RPL and receive feedback (go to 17).

17. Seek to progress more quickly through the training program by completing only those aspects for which you do not have prior learning.


APPENDIX 2

OFF

ICE

USE

ON

LY

More Skills Required

Towards Competency

AS

SE

SS

OR

’S

CO

MM

EN

TS A

ND

R

EC

OM

ME

ND

ATIO

NS

DET

AIL

S O

F R

ELEV

AN

T PR

EVIO

US

EXPE

RIE

NC

E in

clud

ing

form

al tr

aini

ng, w

ork

expe

rienc

e an

d lif

e ex

perie

nce

(inte

rest

s,

skill

s et

c.)

ATTA

CH

CO

PIES

OF

REL

EVA

NT

EVID

ENC

E

LEA

RN

ING

OU

TCO

MES

or

CO

MPE

TEN

CIE

S

DE

SC

RIP

TIO

N


Stud

ent

Nam

e:

____

____

___

____

____

___

CO

DE:

__

____

___

____

____

___

____

___

NU

MB

ER


APPENDIX 3

NA

ME

: _

____

____

____

____

____

__

D

ate

of o

rigin

al R

PL

appl

icat

ion

___

__/_

____

/___

__C

ompl

ete

the

follo

win

g to

indi

cate

the

deci

sion

s ag

ains

t whi

ch y

ou w

ish

to a

ppea

l.

CO

UR

SE

NA

ME

: __

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

OFF

ICE

USE

ON

LY

More Skills Required

App

licat

ant’s

S

igna

ture

:

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Dat

e:

____

_/__

___/

____

_R

PL

NO

TIFI

CAT

ION

Rec

ogni

tion

of P

rior L

earn

ing:

is

gran

ted

for t

he le

arni

ng o

utco

mes

/com

pete

ncie

s ( i

nser

t det

ails

)

is

not

gra

nted

for

th

e le

arni

ng o

utco

mes

/com

pete

ncie

s (i

nser

t det

ails

)B

ecau

se:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____Towards

Competency

AS

SE

SS

OR

’S

CO

MM

EN

TS A

ND

R

EC

OM

ME

ND

ATIO

NS

SUM

MA

RY O

F TH

E R

EASO

NS

FOR

YO

UR

A

PPEA

L (L

IST

THE

AD

DIT

ION

AL

INFO

RM

ATIO

N Y

OU

WIL

L PR

ESEN

T A

S PA

RT

OF

YOU

R A

PPEA

L).

LEA

RN

ING

OU

TCO

MES

or C

OM

PETE

NC

IES

DE

SC

RIP

TIO

NN

UM

BE

R


APPENDIX 4Process for Appeals

Step 1 The student may make an informal approach to the teacher where the issue will be discussed. Documented notes will be kept. Negotiations may result in accepted outcome.

Step 2 Should this not resolve the appeal the student (with the support of parents/guardians) may initiate a formal appeal to the APC/Principal. Written details of the complaint are to be provided within 10 days of receiving a result. The APC/Principal will make a written reply to the issues raised.

Step 3 After exchanging these documents, the parties to the dispute need to meet to consider whether an accepted outcome has been or can be reached.

Step 4 Should a positive outcome not be reached an independent body (two members and a chair) will review the appeal. This body appointed by the Principal may consist of a subject expert, teacher, and member of the Leadership Team, College Board or an industry representative. All documentation will be provided to the appeal body that may choose to hear from the parties/witnesses orally.

Step 5 After reviewing and evaluating all the evidence the independent body will:(i) confirm the decision(ii) substitute another assessment(iii) nominate a different assessor to conduct and replace the assessment(iv) allow for and apply an alternative assessment method

Step 6 Outcomes of the appeals process will be documented and signed by the Chair and a copy provided to the parties and placed on the student’s file.

APPENDIX 5Unless otherwise specified by the class teacher, student’s written assignments should follow the format outlined below.

Title Page Explanatory title for the assignment Assignment, subject, unit and teacher Student details including name and year level Due date

Content Typed with font Times New Roman size 12 3 cm margins One and a half line spacing Footer on each page with page number and

student name

Reference List All resources referenced correctly using the

Harvard Referencing System (see College Diary)

Other Do not submit assignments in plastic sleeves Ensure that a criteria sheet is attached with

the “Declaration of Authenticity” signed. All assignments must contain the following

statement of authenticity


APPENDIX 6

CHECKPOINT ONE: DRAFT DUE DATE

Teachers set the date when a whole lesson is available.

Students complete/check draft during the lesson. Student absent

↓

Teacher records all student attendancel With reason Without reason

↓ ↓ ↓Student submits draft New draft date

negotiated Parents contacted

↓

Teacher records submission of draft on

roll

Student submits draft on immediate

return

↓

Teachers mark & return in a timely fashion



APPENDIX 7

FINAL CHECKPOINT: ON THE DUE DATE

Due Dates are set, where possible, when a lesson occurs

Student PresentStudent Absent

Assignment completed

and submitted.

Student present in class but

without assignment

Parents contacted.Assignment is to be

submitted by 4pm. Can be submitted by parents

etc, fax or email.

Extended absence is to be supported

by a medical certificate or an Application for

Extension

↓ ↓Student

completes task in that lesson

Assignment submitted on return

to school

↓Teacher collects work at the end

of the lesson

Not submittedDraft marked or nil result

Submitted by 4pm

↓Student has

option to improve the work at school from 3-

4 pmOR submit work previously left at home by 4pm.

↓ASSESSMENT MARKED ACCORDINGLY


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