Please note: All subjects will be offered depending on enrolment numbers. Due to timetable and staffing constraints, new subjects to our timetable may not be taught by the assigned teacher for the 4 weeks of Senior Phase (previous calendar year). Where subjects are not offered within our timetable, a schoolfunded Distance Education offering can be discussed.
Cert
Cert
TAFE
At Cooloola Christian College, our mission is Growing God’s Kingdom through Excellence in Education. We are committed to achieving the highest learning outcomes for every student, encouraging them to develop their unique gifts and use them in service to others. We believe in nurturing the whole child: physically, creatively, socially, spiritually, and academically. Through strong connections with local businesses, industry partners, training providers, and universities, students at CCC have access to a wide range of subjects, courses, and extracurricular opportunities. In the Senior Phase of learning, these opportunities are offered through four distinct pathways, with students selecting courses across the options that best support their goals:
• QCAA General Subjects
• UniSC HeadStart program
2 3 4
• QCAA Applied Subjects
• Certificate courses
• School-based Traineeships
• Vocational Education & Training (VET)
Certificate III in Christian Ministry & Theology
The Queensland Certificate of Individual Achievement (QCIA) recognises the learning achievements of eligible students who complete an individual learning program. It is awarded at the end of the senior phase of learning. Eligible students may also choose to continue working towards a QCE after completing secondary schooling.
The Year 10 Pathways Planning process is an exciting and important step for both students and parents as together you begin to shape the journey into senior schooling and beyond. This process is designed to help students explore their interests, identify their strengths, and make informed decisions about their future study and career options.
During Term 4, Year 9 students begin to explore their interests and identify their personal strengths. This early stage of career discovery helps them consider future pathways in a fun, engaging, and ageappropriate way
In Year 10, students begin building a personalised career profile using the Career Tools platform.
During Term 2, they learn how to create a resume and prepare for a job interview, developing key skills for the world of work.
Students also have the opportunity to participate in work experience during the June/July school holidays, which they are responsible for organising, with support and guidance provided by the school.
In Term 3, Year 10 students take key steps toward their senior phase of learning. They explore study options through a peer-to-peer subject sharing program, receive targeted guidance in Maths, English, and Science streams, and attend the Senior Phase Information Night alongside their parents.
This process continues with SET Plan interviews; held in partnership with families, and concludes with students making informed subject selections for Years 11 and 12.
In Week 5 of Term 4, Year 10 students will transition into the senior phase by beginning their Year 11 subjects. This early start allows them to gain valuable, foundational knowledge and build confidence in preparation for the year ahead. During this time, students will also finalise their study pathway and make any necessary subject changes.
Senior Education Profile (SEP)
Students have the opportunity to earn a Queensland Certificate of Education (QCE) upon completing their senior schooling. If initial requirements aren’t met, students can pursue the certificate after secondary education. The QCAA awards the QCE in July or December once eligibility is achieved. Learning accounts are closed after nine years, but students can request the QCAA to reopen and retain all credits.
The Australian Tertiary Admission Rank (ATAR) is calculated by QTAC based on a student’s best five General subjects, or a combination of four General subjects plus one Applied subject or a Certificate III or higher VET qualification.
The QCAA offers four types of senior subject syllabuses: General, Applied, Senior External Examinations, and Short Courses. General and Applied subjects contribute to the QCE, and may contribute to an ATAR, though only one Applied subject result can be included. Extension subjects deepen study in a related General subject and are taken alongside or after Units 3 and 4. Most students complete these courses in Years 11 and 12, building on the P–10 Australian Curriculum.
General subjects are designed for students pursuing pathways to tertiary studies, vocational education, and work. These include Extension subjects and are structured as four-unit developmental courses. Units 1 and 2 provide foundational learning, covering all syllabus objectives and introducing subject matter. They should be studied together, with assessments offering feedback and contributing to the QCE. Units 3 and 4 consolidate learning, with summative assessments that contribute to both the QCE and ATAR calculations. Students should complete Units 1 and 2 before beginning Units 3 and 4.
Applied subjects are suited to students pursuing pathways into vocational education, training, or work after senior secondary schooling. These four-unit developmental courses include core topics and elective areas, with a syllabus structure comprising a course overview and assessment. Units 1 and 2 introduce key knowledge, skills, and understanding, while course content and assessment grow in complexity across all four units. Units 3 and 4 consolidate learning, with assessment results contributing to the QCE and, in some cases, to ATAR calculations (as a single input).
Students in Queensland receive a Senior Education Profile (SEP) upon completing their senior studies. This profile may include:
• a Statement of Results (issued in December following the completion of a QCAA-developed course).
• the Queensland Certificate of Education (QCE)
• the Queensland Certificate of Individual Achievement (QCIA).
For more information about the SEP, visit: www.qcaa.qld.edu.au/ senior/certificates-qualifications/sep
Cooloola Christian College provides safe, caring and quality learning opportunities, through a Christ-centred and biblicallybased curriculum and co-curricular activities. We strive to develop students‘ God-given talents and character so that our Graduates are enabled to:
• respond to the Gospel of Jesus Christ;
• be critical and creative thinkers and collaborative learners;
• be compassionate servants contributing positively to their community;
• act ethically in decision making, demonstrating good character;
• be informed and responsible global citizens;
• live healthy and fulfilling lives.
English focuses on the study of both literary texts and nonliterary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts.
Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it.
Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences.
Perspectives and texts
Syllabus Objectives
Texts and culture
Textual connections
CATEGORY ENGLISH
COURSE
GENERAL ENGLISH
General English in Year 10
Assessment Information
Close study of literary texts
1. Use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations.
2. Establish and maintain roles of the writer/speaker/designer and relationships with audiences.
3. Communicate mathematical knowledge.
4. Make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions.
5. Use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts.
6. Select and synthesise subject matter to support perspectives.
7. Organise and sequence subject matter to achieve particular purposes.
8. Use cohesive devices to emphasise ideas and connect parts of texts.
9. Make language choices for particular purpose and contexts.
10. Use grammar and language structures for particular purposes.
11. Use mode-appropriate features to achieve particular purposes.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Spoken persuasive response (25%)
2. Internal Assessment 2: Written response for a public audience (25%)
3. Internal Assessment 3: Examination - extended response (25%)
4. External Assessment: Examination - extended response (25%)
A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility; skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts.
Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and nonliterary texts.
Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.
Language that works Texts and human experiences Language that influences Representations and popular culture texts
1. Use patterns and conventions of genres to suit particular purposes and audiences.
2. Use appropriate roles and relationships with audiences.
3. Construct and explain representations of identities, places, events and/or concepts.
4. Make use of and explain opinions and/or ideas in texts, according to purpose.
Syllabus Objectives
Assessment Information
Future Pathways
5. Explain how language features and text structures shape meaning and invite particular responses.
6. Select and use subject matter to support perspectives.
7. Sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts.
8. Make language choices according to register informed by purpose, audience and context.
9. Use mode-appropriate language features to achieve particular purposes across modes.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.
1. Internal Assessment 1: Spoken response
2. Internal Assessment 2: Common internal assessment
3. Internal Assessment 3: Multi-modal response
4. Internal Assessment: Written response
A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum.
General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus.
Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and nonlinear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics. `
Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world.
Money, measurement, algebra and linear equations
Syllabus Objectives
Applications of linear equations and trigonometry, matrices and univariate data analysis
Bivariate data, time series analysis, sequences and Earth geometry
1. Recall mathematical knowledge.
2. Use mathematical knowledge.
3. Communicate mathematical knowledge.
4. Evaluate the reasonableness of solutions.
5. Justify procedures and decisions.
6. Solve mathematical problems.
Investing and networking
Assessment Information
Future Pathways
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Problem-solving and modelling task (20%)
2. Internal Assessment 2: Examination - short response (15%)
3. Internal Assessment 3: Examination - short response (15%)
4. External Assessment: Examination - combination response (50%)
A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.
Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics.
Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers.
Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems.
Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems.
Unit 1
Surds, algebra, functions and probability
Syllabus Objectives
Unit 2
Calculus and further functions
Unit 3
Further calculus and introduction to statistics
Recall mathematical knowledge.
1. Use mathematical knowledge.
2. Communicate mathematical knowledge.
3. Evaluate the reasonableness of solutions.
4. Justify procedures and decisions.
5. Solve mathematical problems.
Unit 4
Further calculus, trigonometry and statistics
Assessment Information
Future Pathways
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Problem-solving and modelling task (20%)
2. Internal Assessment 2: Examination - short response (15%)
3. Internal Assessment 3: Examination - short response (15%)
4. External Assessment: Examination - combination response (50%)
A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business.
Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy.
Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes.
Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.
Number, data and money
Data and travel Measurement, scales and chance Graphs, data and loans
1. Recall mathematical knowledge.
2. Use mathematical knowledge.
3. Communicate mathematical knowledge.
Syllabus Objectives
4. Evaluate the reasonableness of solutions.
5. Justify procedures and decisions.
6. Solve mathematical problems.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.
Assessment Information
Future Pathways
1. Internal Assessment 1: Problem-solving and modelling task
2. Internal Assessment 2: Common internal assessment
3. Internal Assessment 3: Problem-solving and modelling task
4. Internal Assessment 4: Examination - short response
A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups
Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus. Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation for the true nature of mathematics, its beauty and its power.
Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus and statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours. Student learning experiences range from practising essential mathematical routines to developing procedural fluency through to investigating scenarios, modelling the real world, solving problems and explaining reasoning.
*Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods.
Combinatorics, proof, vectors and matrices
Complex numbers, further proof, trigonometry, functions and transformations
Further complex numbers, proof, vectors and matrices
1. Recall mathematical knowledge.
2. Use mathematical knowledge.
3. Communicate mathematical knowledge.
Syllabus Objectives
4. Evaluate the reasonableness of solutions.
5. Justify procedures and decisions.
6. Solve mathematical problems.
Further calculus and statistical inference
Assessment Information
Future Pathways
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Problem-solving and modelling task (20%)
2. Internal Assessment 2: Examination - short response (15%)
3. Internal Assessment 3: Examination - short response (15%)
4. External Assessment: Examination - combination response (50%)
A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.
All subjects will be offered depending on enrolment numbers. Due to timetable and staffing constraints, new subjects to our timetable may not be taught by the assigned teacher for the 4 weeks of Senior Phase (previous calendar year). Where subjects are not offered within our timetable, a school-funded Distance Education offering can be discussed.
Biology provides opportunities for students to engage with living systems.
Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life.
Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life, respect for all living things and the environment, understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop, and a sense of how biological knowledge influences society.
Students plan and carry out fieldwork, laboratory and other research investigations, interpret evidence, use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge, and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres
Cells and multicellular organisms Maintaining the internal environment Biodiversity and the interconnectedness of life Heredity and continuity of life
Syllabus Objectives
Assessment Information
1. Describe ideas and findings.
2. Apply understanding.
3. Analyse data.
4. Interpret evidence.
5. Evaluate conclusions, claims and processes.
6. Investigate phenomena.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Data test (10%)
2. Internal Assessment 2: Student experiment (20%)
3. Internal Assessment 3: Research investigation (20%)
4. External Assessment: Examination - combination response (50%)
A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, bio-security, quarantine, conservation and sustainability.
Chemistry is the study of materials and their properties and structure.
Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds.
Students develop their appreciation of chemistry and its usefulness, an understanding of chemical theories, models and chemical systems, and expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature.
Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.
Unit 1
Chemical fundamentalsstructure, properties and reactions
Syllabus Objectives
Unit 2
Molecular interactions and reactions
Unit 3
Equilibrium, acids and redox reactions
1. Describe ideas and findings.
2. Apply understanding.
3. Analyse data.
4. Interpret evidence.
5. Evaluate conclusions, claims and processes.
6. Investigate phenomena.
Unit 4
Structure, synthesis and design
Assessment Information
Future Pathways
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Project - folio (25%)
2. Internal Assessment 2: Investigation - report (25%)
3. Internal Assessment 3: Project - folio (25%)
4. External assessment: Examination - combined response (25%)
A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.
Physics provides opportunities for students to engage with classical and modern understandings of the universe.
Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes, and the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena.
Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action, and that matter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics, investigate phenomena and solve problems, collect and analyse data, and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and skepticism and intellectual rigour to evaluate claims, and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.
Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.
Assessment Information
1. Describe ideas and findings.
2. Apply understanding.
3. Analyse data.
4. Interpret evidence.
5. Evaluate conclusions, claims and processes.
6. Investigate phenomena.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Data test (10%)
2. Internal Assessment 2: Student experiment (20%)
3. Internal Assessment 3: Research investigation (20%)
4. External Assessment: Examination - combination response (50%)
A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology. Examples include nuclear physics, mining engineering, and medical physics such as sonography and radiology.
Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts.
Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions.
Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies.
Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.
Unit 2
Motor learning, functional anatomy, biomechanics and physical activity
Syllabus Objectives
Sport psychology and equity in physical activity
Unit 3
Tactical awareness and ethics in physical activity
Assessment Information
Future Pathways
Unit 4
Energy, fitness and training in physical activity
1. Recognise and explain concepts and principles about movement.
2. Demonstrate specialised movement sequences and movement strategies.
3. Apply concepts to specialised movement sequences and movement strategies.
4. Analyse and synthesise data to devise strategies about movement.
5. Evaluate strategies about and in movement.
6. Justify strategies about and in movement.
7. Make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Project - folio (25%)
2. Internal Assessment 2: Investigation - report (25%)
3. Internal Assessment 3: Project - folio (25%)
4. External assessment: Examination - combined response (25%)
A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, bio-mechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching
Legal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities.
Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues.
Students develop skills of inquiry, critical thinking, problem-solving and reasoning to make informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that convey legal meaning. They question, explore and discuss tensions between changing social values, justice and equitable outcomes.
1
2
4
Beyond reasonable doubt Balance of probabilities Law. governance and change Human rights in legal contexts
1. Comprehend legal concepts, principles and processes.
2. Select legal information from sources.
3. Analyse legal issues.
Syllabus Objectives
Assessment Information
4. Evaluate legal situations.
5. Create responses that communicate meaning to suit the intended purpose.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Examination - combination response (25%)
2. Internal Assessment 2: Investigation - inquiry report (25%)
3. Internal Assessment 3: Investigation - analytical essay (25%)
4. External Assessment: Examination - combination response (25%)
A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.
Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces.
Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures. Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations.
Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.
Unit 1
2 Unit 3 Unit 4
Ideas in the Modern World Movements in the Modern World National experiences in the Modern World International experiences in the Modern World
1. Devise historical questions and conduct research.
2. Comprehend terms, concepts and issues.
3. Analyse evidence from historical sources.
Syllabus Objectives
4. Evaluate evidence from historical sources.
5. Synthesise evidence from historical sources.
6. Communicate to suit purpose.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Examination - extended response (25%)
Assessment Information
Future Pathways
2. Internal Assessment 2: Investigation (25%)
3. Internal Assessment 3: Investigation (25%)
4. External Assessment: Examination - short response (25%)
A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.
Business Studies provides opportunities for students to develop practical business knowledge and skills for use, participation and work in a range of business contexts. Exciting and challenging career opportunities exist in a range of business contexts. A course of study in Business Studies focuses on business essentials and communication skills delivered through business contexts. Students explore business concepts and develop business practices to produce solutions to business situations.
Business practices provide the foundation of an organisation to enable it to operate and connect with its customers, stakeholders and community. The business practices explored in this course of study could include working in administration, working in finance, working with customers, working in marketing, working in events, and entrepreneurship.
Students develop effective decision-making skills and learn how to plan, implement and evaluate business practices, solutions and outcomes, resulting in improved literacy, numeracy and 21st century skills. They examine business information and apply their knowledge and skills related to business situations. The knowledge and skills developed in Business Studies enables students to participate effectively in the business world and as citizens dealing with issues emanating from business activities.
B
Syllabus Objectives
- Marketing plan for a new product or service
Extended response - Entrepreneurship
Project - The pitch
1. Explain business concepts, processes and practices.
2. Examine business information.
3. Apply business knowledge.
4. Communicate responses.
5. Evaluate projects.
Assessment Information 100% Internal Assessment. Assessment from the final 2 units are used to determine exit result.
A course of study in Business Studies can establish a basis for further education and employment in office administration, data entry, retail, sales, reception, small business, finance administration, public relations, property management, events administration and marketing.
Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problemsolving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.
Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.
Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.
Stakeholder-centred design Commercial design influences Human-centred design Sustainable design influences
Syllabus Objectives
Assessment Information
Future Pathways
1. Describe design problems and design criteria.
2. Represent ideas, design concepts and design information using visual representation skills.
3. Analyse needs, wants and opportunities using data.
4. Devise ideas in response to design problems.
5. Evaluate ideas to make refinements.
6. Propose design concepts in response to design problems.
7. Make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Design challenge (20%)
2. Internal Assessment 2: Project (30%)
3. Internal Assessment 3: Project (25%)
4. External assessment: Examination - extended response (25%)
A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.
The hospitality industry has become increasingly important economically in Australian society and is one of the largest employers in the country. It specialises in delivering products and services to customers, and it consists of different sectors, including food and beverage, accommodation, clubs and gaming.
Hospitality offers a range of exciting and challenging long-term career opportunities across a range of businesses. The industry is dynamic and uses skills that are transferable across sectors and geographic borders. Hospitality Practices enables students to develop knowledge, understanding and skills of the hospitality industry and to consider a diverse range of post-school options.
The Hospitality Practices syllabus emphasises the food and beverage sector, which includes food and beverage production and service. Through this focus, students develop an understanding of hospitality and the structure, scope and operation of related activities in the food and beverage sector.
*Hospitality Practices is taught as a Year A and Year B rotation. Students commence study on an A or B year and covers 4 units in total over the course of Senior Phase.
Bar & Barista Basics
Year A
Casual Dining
Culinary Trends
Year B
Syllabus Objectives
Assessment Information
Additional Information
HOSPITALITY PRACTICES
Applied Subject
ATAR eligible when combined with 4 General Subjects - 4 QCE
1. Practical demonstration - Develop & deliver a Mocktail
2. Practical - Deliver an event using Barista skills
1. Practical demonstration - Re-purpose ingredients to demonstrate sustainability
2. Practical - Deliver an event
1. Practical demonstration - Demonstrate culinary trends
2. Practical - Deliver ‘Market Day’ event
In-house Dining 1. Practical demonstration - Deliver an item for a twilight restaurant
2. Practical - Deliver ‘Twilight Restaurant’
1. Demonstrate practices, skills and procedures.
2. Interpret briefs.
3. Select practices, skills and procedures.
4. Sequence processes.
5. Evaluate skills and procedures, and products.
6. Adapt production plans, techniques and procedures.
100% Internal Assessment. Assessment from the final 2 units are used to determine exit result.
Students must attend and complete Barista and RSA courses, each costing approximately $210. Each student will participate in these courses once during the Senior Phase. These costs are not covered by general tuition fees and levies; instead, parents will be billed via TASS Parent Lounge closer to the time of participation.
A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation
All subjects will be offered depending on enrolment numbers. Due to timetable and staffing constraints, new subjects to our timetable may not be taught by the assigned teacher for the 4 weeks of Senior Phase (previous calendar year). Where subjects are not offered within our timetable, a school-funded Distance Education offering can be discussed.
Industrial Technology Skills focuses on the practices and processes required to manufacture products in a variety of industries.
Students understand industry practices; interpret specifications, including technical information and drawings; demonstrate and apply safe, practical production processes with hand/power tools and machinery; communicate using oral, written and graphical modes; organise, calculate and plan production processes; and evaluate the products they create using predefined specifications.
Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.
*Industrial Technology Skills is taught as a Year A and Year B rotation. Students commence study on an A or B year and covers 4 units in total over the course of Senior Phase.
Year A
Year B
Syllabus Objectives
Furniture Making
Welding & Fabrication
Building & Construction
Interior Furnishings
Assessment Information
Subject Levy
Applied Subject
ATAR eligible when combined with 4 General Subjects - 4 QCE
1. Practical Demonstration – Adirondack Chair
2. Project – Epoxy resin coffee table/lazy susan
1. Practical demonstration - Nut Cracker
2. Project - Engineers Vice
1. Practical demonstration - Framing & cladding
2. Project - Framing & cladding
1. Practical demonstration - Jewellery box
2. Project - Railway Depot Check
1. Demonstrate practices, skills and procedures.
2. Interpret drawings and technical information.
3. Select practices, skills and procedures.
4. Sequence processes.
5. Evaluate skills and procedures, and products.
6. Adapt plans, skills and procedures.
100% Internal Assessment. Assessment from the final 2 units are used to determine exit result.
There is an additional subject levy of $130. This levy covers the resources required for the take home projects as listed in Year A & B course descriptions.
A course of study in Industrial Technology Skills can establish a basis for further education and employment in a range of manufacturing, engineering and construction industries. Employment may be found in a broad range of trade-based industries such as carpentry and building, cabinet and furniture making, machinist, fabricator, fitting and turning.
Information & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today.
Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in realworld contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions.
Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts.
*Information & Communication Technology is taught as a Year A and Year B rotation. Students commence study on an A or B year and covers 4 units in total over the course of Senior Phase.
& COMMUNICATION TECHNOLOGIES (ICT)
Syllabus Objectives
Assessment Information
Subject Levy
Future Pathways
1. Demonstrate practices, skills and procedures.
2. Interpret client briefs and technical information.
3. Select practices and processes.
4. Sequence processes.
5. Evaluate processes and products.
6. Adapt processes and products.
100% Internal Assessment. Assessment from the final 2 units are used to determine exit result.
There is an additional subject levy of $120. This levy covers the resources required for the take home projects as listed in Year A & B course descriptions.
A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.
All subjects will be offered depending on enrolment numbers. Due to timetable and staffing constraints, new subjects to our timetable may not be taught by the assigned teacher for the 4 weeks of Senior Phase (previous calendar year). Where subjects are not offered within our timetable, a school-funded Distance Education offering can be discussed.
Drama interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It allows students to look to the past with curiosity, and explore inherited traditions of artistry to inform their own artistic practice and shape their world as global citizens.
Drama is created and performed in diverse spaces, including formal and informal theatre spaces, to achieve a wide range of purposes. Drama engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. The range of purposes, contexts and audiences provides students with opportunities to experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live.
In Drama, students engage in aesthetic learning experiences that develop the 21st century skills of critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information & communication technologies (ICT) skills. They learn how to reflect on their artistic, intellectual, emotional and kinesthetic understanding as creative and critical thinkers and curious artists. Additionally, students will develop personal confidence, skills of inquiry and social skills as they work collaboratively with others.
Share Reflect Challenge Transform
Syllabus Objectives
Assessment Information
1. Demonstrate skills of drama.
2. Apply literacy skills.
3. Interpret purpose, context and text.
4. Manipulate dramatic language.
5. Analyse dramatic languages.
6. Evaluate dramatic language.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Performance (20%)
2. Internal Assessment 2: Dramatic concept (20%)
3. Internal Assessment 3: Practice-led project (35%)
4. External Assessment: Examination - extended response (25%)
Diverse pathways may include fields such as psychology, social work, counselling, law, journalism and human relations. Tertiary studies, vocational education or work experience in the area of drama can lead to and benefit careers in diverse fields such as arts administration and management, communication, creative industries, education and public relations.
All subjects will be offered depending on enrolment numbers. Due to timetable and staffing constraints, new subjects to our timetable may not be taught by the assigned teacher for the 4 weeks of Senior Phase (previous calendar year). Where subjects are not offered within our timetable, a school-funded Distance Education offering can be discussed.
Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices.
Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression.
Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes.
In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas.
1. Implement ideas and representations.
2. Apply literacy skills.
Syllabus Objectives
Assessment Information
Additional Information
Future Pathways
3. Analyse and interpret visual language, expression and meaning in artworks and practices.
4. Evaluate influences.
5. Justify viewpoints.
6. Experiment in response to stimulus.
7. Create visual responses using knowledge and understanding of art media.
8. Realise responses to communicate meaning.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Investigation - inquiry phase 1 (20%)
2. Internal Assessment 2: Project - inquiry phase 2 (25%)
3. Internal Assessment 3: Project - inquiry phase 3 (30%)
4. External Assessment: Examination - extended response (25%)
There is an additional subject levy of $110. This levy covers the resources required for 3 significant take home projects undertaken during the year.
A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.
Music is a unique aural art form that uses sound and silence as a means of personal expression. It is a powerful medium because it affects a wide range of human activities, including personal, social, cultural and entertainment pursuits.
Please note: Music and Music in Practice are delivered on a rotating Year A and Year B cycle, taught concurrently in the same classroom by the same teacher. Students begin in either Year A or B and complete a total of four units across the Senior Phase
Syllabus Objectives
Assessment Information
Future Pathways
1. Demonstrate technical skills.
2. Use music elements and concepts.
3. Analyse music.
4. Apply compositional devices.
5. Apply literacy skills.
6. Interpret music elements and concepts.
7. Evaluate music.
8. Realise music ideas.
9. Resolve music ideas.
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments.
1. Internal Assessment 1: Performance (20%)
2. Internal Assessment 2: Composition (20%)
3. Internal Assessment 3: Project (35%)
4. External Examination (25%)
Music studies offer diverse pathways post-school, including tertiary studies, vocational education, or immediate entry into the workforce. It equips students for careers in arts administration, communication, education, creative industries, public relations, and science and technology. Potential careers span arts management, education, creative entrepreneurship, public relations, and roles in science and technology like music therapy and sound design.
Project - Music of today
Year A
Year B
Syllabus Objectives
Music of today
Performance - Music of today The cutting edge
Project - The cutting edge
Composition - The cutting edge
Building your brand 1. Project - Building your brand 2. Composition - Building your brand
‘Live’ on stage!
1. Use music practices.
2. Plan music works.
3. Communicate ideas.
4. Evaluate music works.
1. Project - ‘Live’ on stage 2. Performance - ‘Live’ on stage
Assessment Information
100% Internal Assessment. Assessment from the final 2 units are used to determine exit result
Vocational Education and Training (VET) offers invaluable benefits to students seeking diverse pathways to success. At CCC, students access VET through strategic partnerships with Registered Training Organisations (RTOs), schoolbased traineeships, and apprenticeships. Available from Year 10 through 12, these pathways lead to nationally recognised qualifications, equipping students with industryspecific skills crucial for their future endeavors.
VET at CCC caters to a variety of aspirations, whether students aim for higher education or immediate entry into the workforce. By integrating practical learning with theoretical knowledge, VET nurtures a hands-on approach that enhances employability and career readiness. This structured learning environment not only fosters technical proficiency but also cultivates critical soft skills such as teamwork, problem-solving, and adaptability—qualities highly valued in today’s competitive job market.
Students undertaking a VET course will be required to have a Unique Student Identifier (USI). Details on how to create a USI number will be provided by the college to the student.
Failure to obtain a USI number will prevent students from enrolling in their chosen course and receiving any Certificates or Statements that contribute towards their overall QCE points for the VET qualification.
School-based apprenticeships and traineeships (SATs) provide a unique opportunity for students in Years 10, 11, and 12 to gain practical work experience while pursuing a nationally recognised qualification. By working for an employer and undergoing training, students can simultaneously complete their secondary schooling and earn their Queensland Certificate of Education (QCE) and/ or Australian Tertiary Admission Rank (ATAR).
SATs offer a dynamic pathway that equips young people with valuable skills and experience, preparing them for various future endeavors. Whether aiming for a full-time job, a trade career, university, TAFE, or other training, students benefit from the hands-on learning and professional exposure that SATs provide. This integrated approach ensures that students are well-prepared to navigate the complexities of the workforce and higher education, setting them on a promising path to success.
School-based apprenticeships and traineeships (SATs) offer several advantages for students.
• They provide flexibility, benefiting young people who prefer hands-on learning over traditional methods.
• They give students a head start in their careers, allowing them to develop workplace skills, knowledge, and confidence, which provides a
competitive edge when applying for jobs. SATs can also lead to full-time employment after graduation
• Students can earn while they learn, gaining valuable workplace experience and adapting to professional environments.
• SATs result in nationally recognised qualifications, such as Certificates II or III, which count towards the Queensland Certificate of Education (QCE), and
• Employers who take on SATs contribute to the community by empowering young people and giving them a realistic preview of working in their chosen industry.
Eligibility requirements specific to school-based apprenticeships and trainees.
The student must be either:
1. enrolled at, and attending, a registered government school or accredited nongovernment school; or
2. registered with the Home Education Unit (Dept of Education Qld) as a home-schooled student; or
3. undertaking Year 11 or 12 studies at TAFE which is registered as a school (not all TAFE institutions are registered as a school).
• The student must be enrolled in Year 10, 11 or 12 and progressing towards the attainment of a Queensland Certificate of Education or equivalent and/or vocational qualification.
• The college principal, or authorised representative, must support and give approval for the SAT.
• The SAT must impact on the student’s timetable, meaning some of the training and/or work must take place during school hours. The student, parent/ guardian, employer, school and training organisation will negotiate a schedule showing the work and training aspects of the SAT.
• The employer, student and parent (if applicable and appropriate) must commit to the minimum paid work requirements.
• The consent of the parent or guardian (if applicable and appropriate) is required where the student is under the age of 18.
Whilst the school-based traineeships may be completed when the student is still an enrolled school student, it is unlikely a school-based apprenticeship could be completed. In signing at SAT, the parties agree to convert the training contract to full-time or part-time if the SAT has not been completed when the student leaves school.
For more information about SATs, please contact the colleges’ VET/ILC Coordinator.
The Certificate II in Automotive Vocational Preparation, offered through Tactile Learning, is an excellent entry-level qualification for those passionate about cars and motorbikes and seeking a foothold in the automotive industry.
Whether you’re interested in becoming a mechanic, an automotive technician, or pursuing further studies in this dynamic field, the AUR20720 Certificate II in Automotive Vocational Preparation offers a pathway to achieving your goals.
This qualification not only equips students with the technical skills required for entry-level positions but also instills a strong work ethic and problem-solving abilities essential for long-term success. Embrace your passion for the automotive world and take the first step towards a rewarding and exciting career with this foundational course.
Core Units (5)
Electives (7)
Cost
Mode of Delivery
Registered Training Organisation (RTO)
• AURAFA103 Communicate effectively in an automotive workplace
• AURAFA104 Resolve routine problems in an automotive workplace
• AURSASA102 Follow safe working practices in an automotive workplace
• AURAEA002 Follow environmental and sustainability best practice in an automotive workplace
• AURTTK102 Use and maintain tools and equipment in an automotive workplace
• AURETR103 Identify automotive electrical systems and components
• AURLTA101 Identify automotive mechanical systems and components
• AURTTA127 Carry out basic vehicle servicing operations
• AURETR146 Remove and refit vehicle batteries
• AURTTE007 Dismantle and assemble single cylinder four-stroke patrol engines
• AURETR115 Inspect, test and service batteries
• AURTTB007 Remove and replace brake assemblies
The cost of the course is $3,660 (*subject to third party provider fees and Career Ready Funding available).
8 days of practical hands-on training provided onsite & scheduled as 2 consecutive days per term.
This Certificate opens a range of employment opportunities within the automotive industry, from tyre fitting, diagnostics and auto electrics through to parts interpreting, detailing and driving. Apprenticeships and Certificate III are available in all areas.
The Certificate II in Outdoor Recreation is a nationally recognised qualification designed to be completed in 12 months, typically during Year 11 or 12. This program offers students the chance to engage in a variety of outdoor recreation activities, fostering skills essential for personal enjoyment and potential careers in the outdoor industry. Throughout the course, students will gain hands-on experience and develop foundational competencies in activities such as hiking, camping, kayaking, and more, all while learning about safety, leadership, and environmental stewardship.
Successful completion of the VET course provides 4 credit points towards the Queensland Certificate of Education (QCE). Students who partially complete the course will receive a Statement of Attainment, acknowledging the skills and knowledge they have acquired. This qualification not only enhances students’ outdoor recreation skills but also opens doors to further education and employment opportunities in fields such as outdoor education, adventure tourism, and environmental conservation. By blending practical experience with theoretical learning, the Certificate II in Outdoor Recreation prepares students for exciting and fulfilling futures in the great outdoors.
VET & DISTANCE
Minimum Standard Achieved (SA) in Year 10 HPE or SA in Year 9/10 Outdoor Education
11 units including 4 core (as listed) and 7 electives (may include those units listed below)
• HLTWHS001 Participate in workplace health and safety
• SISOFLD001 Assist in conducting recreation sessions
• SISOFLD002 Minimise environmental impact
• SISXIND002 Maintain sport, fitness and recreation industry knowledge
• ASISOABS001 Abseil single pitches using fundamental skills
• SISOBWG001 Bush walk in tracked environments
• SISOFLD006 Navigate in tracked environments
• SISOCLM001 Top rope climb single pitches and artificial surfaces
• SISOCNE001 Paddle a craft using fundamental skills
Cost
Assessment
Registered Training Organisation (RTO)
• HLTAID011 Provide first aid
• SISCAQU002 Perform basic water rescues
• SISXEMR003 Respond to emergency situations
• SISXFAC006 Maintain activity equipment
• SISOCYT004 Ride off road bicycles on easy trails
The cost of the course is $840 (The cost of the course is inclusive of administrative costs, resourcing of practical activities, up to 11 climbing, hiking, canoeing and mountain biking day excursions) Please note there is a maximum of 15 spaces available in this course.
Assessment includes 4 projects. Each project has a single written task and several practical demonstrations.
Future Pathways
Studying Health and Physical Education can open the door to a range of exciting careers in fitness, sport, and recreation. Possible pathways include becoming a Personal Trainer, Outdoor Education Instructor, Adventure Guide, or working in the Tourism Industry. It can also lead to careers in coaching, sports medicine, or teaching as a Health and Physical Education (HPE) teacher.
The Certificate III in Ministry and Theology provides a comprehensive foundation for further study and a wide range of work and service opportunities. This exciting program equips students with essential knowledge and skills, making it a launch pad for various careers, including ministry, youth work, missions, education, social enterprise, and more.
By combining theoretical learning with practical application, this course prepares you for real-world challenges and opportunities. Whether you aspire to serve in your local community, engage in global missions, or pursue further education in theology and related fields, the Certificate III in Ministry and Theology offers a valuable stepping stone towards achieving your goals and making a meaningful impact.
Core Units (2)
Electives (6)
Cost
Assessment
VET & DISTANCE ED COURSE CERTIFICATE III CHRISTIAN MINISTRY & THEOLOGY ATAR VET CERTIFICATE
ATAR eligible when combined with 4 General Subjects - up to 8 QCE
• NAT11236001 Develop foundational knowledge of the Bible (75 hours)
• NAT11237003 Develop and apply knowledge of key Christian beliefs (75 hours)
• NAT11236002 Research Christian Scripture and Theology (60 hours)
• NAT11236003 Study and present a biblical topic (60 hours)
• NAT11236004 Apply elementary strategies for biblical interpretation (60 hours)
• NAT11236006 Support ministry activities (60 hours)
• NAT11236008 Explain own beliefs to others (50 hours)
• NAT11236010 Use basic communication skills in a ministry context (50 hours)
Additional Unit – Students will gain this unit upon the successful completion of this qualification: NAT11236009 Communicate theology in everyday language (50 hours).
The cost of the course is $2,500* (*subject to third party provider fees).
Fee is inclusive of:
• All online workbook access
• Access to Student handbooks
• 3 Weekend Retreats
• Assessments
• Certification
• Peer Group Supervision fee of $375
• Module tests
• Practical assessment
• Written assessment
• Small group tasks
• Presentations & peer evaluation
• Weekly peer group sessions
• Weekly online modules
• Weekly bible reading and journaling
• Practical assessment
• Oral assessments
• Hour to be completed with a mentor
Registered Training Organisation (RTO)
Future Pathways
This certificate opens the door to a variety of meaningful careers in youth work, chaplaincy, pastoral ministry, missions, education, and social enterprise. It provides a strong foundation for those passionate about making a difference in the lives of others through service, support, and leadership in both community and faith-based settings.
The Certificate IV in Justice Studies is a nationally recognised qualification that gives students the opportunity to take their first steps towards a career in the justice industry. It offers a valuable head start in the job market and can be used as a pathway to further study, including a Bachelor of Criminology and Justice.
The course also connects closely with the Diploma of Crime and Justice at TAFE Queensland and has strong links with Queensland Courts and the Queensland Police Service.
VET & DISTANCE ED COURSE
CERT IV JUSTICE STUDIES
ATAR
VET CERTIFICATE
ATAR eligible when combined with 4 General Subjects - up to 8 QCE
Units
Cost
Registered Training Organisation (RTO)
Future Pathways
10 core units (no electives)
• BSBLEG421 Apply understanding of the Australian legal system
• NAT10971002 Prepare court documentation for court proceedings
• NAT10971001 Provide information and referral advice on justice-related issues
• NAT10971003 Analyse social justice issues
• PSPREG033 Apply regulatory powers
• BSBXCM401 Apply communication strategies in the workplace
• PSPLEG002 Encourage compliance with legislation in the public sector
• PSPETH002 Uphold and support the values and principles of public service
• PSPREG035 Produce formal record of interview
• PSPREG010 Prepare a brief of evidence
The cost of the course is $750 with no additional costs. This fee is paid directly to PICA upon enrolment in the course.
This course not only builds strong legal knowledge and skills but also opens the door to a wide range of rewarding careers across various justice and legal sectors. Possible roles include Police Officer (State or Federal), Court Services Officer, Corrective Services Officer, Legal or Police Administrative Support, Youth Justice Worker, Ranger, RSPCA Officer, or positions within the Department of Justice, Australian Border Force, local councils, and community legal centres. It’s also a valuable stepping stone for further study and career growth in the justice field.
The Diploma of Business (BSB50120) offered by AXIAL Training is a robust program to equip students with essential skills in supervisory roles, decision-making, and problem-solving across diverse business domains.
Throughout the curriculum, students engage in developing and executing effective business strategies, project plans, and marketing campaigns. Emphasis is placed on mastering team leadership, efficient meeting management, and project oversight, ensuring readiness for real-world business complexities. Moreover, the program nurtures entrepreneurial acumen by imparting insights into identifying and seizing new business prospects.
AXIAL Training’s approach to business education integrates theoretical foundations with hands-on applications, providing graduates with a comprehensive skill set. Armed with competence and confidence, graduates emerge prepared to make substantial contributions within their organizations, driving business triumphs. Whether pursuing entrepreneurial endeavors, advancing current careers, or exploring fresh opportunities, this diploma equips individuals with the expertise to thrive in today’s dynamic business landscape.
Core Units (5)
Electives (7)
Cost
Assessment
Delivery Mode
Registered Training Organisation (RTO)
Future Pathways
• BSBCRT511 Develop critical thinking in other
• BSBFIN501 Manage budgets and financial plans
• BSBOPS501 Manage business resources
• BSBSUS511 Develop workplace policies and procedures for sustainability
• BSBXCM501 Lead communication in the workplace
• BSBPMG430 Undertake project work
• BSBADM503 Manage Meetings
• BSBTWK502 Manage team effectiveness
• BSBMKG541 Identify and evaluate marketing opportunities
• BSBOPS505 Manage organisational customer service
• BSBMKG555 Write persuasive copy
• BSBSTR402 Implement continuous improvement
The cost of the course is $2,950* with fees paid directly to AXIAL (*subject to third party provider fees and payment plans are available with AXIAL).
Online through AXIAL Lime Room Portal.
Delivery Method: 7 school terms Year 11 Terms 1 – 4 and Year 12 Terms 1 – 3
Blended delivery with a combination of online learning and AXIAL Lecturer onsite once a week. Successful completion of this course can see the student receive a 2026 University Equivalency Entry Rank in the range of 84 to 87 [excluding UQ].
Graduates of the Diploma of Business can pursue diverse career pathways, including roles such as Administrator, Administration Clerk, Customer Service Officer, Clerical Officer, and Accounts Clerk.
As our students embark on planning for life beyond school, we take pride in offering a diverse range of pathways.
One such pathway is Distance Education (DE). Students have the opportunity to study senior school-based subjects through our DE partner schools: Australian Christian College and Riverside Christian College. This option is available when subjects are not offered at CCC or if scheduling conflicts arise across available subject lines.
CCC covers the course fees for a student’s first DE course and is subject to conditions agreed upon by both the student and their parents. These conditions include:
1. The DE subject selection must align with the student’s documented Senior Education and Training (SET) Plan.
2. An annual non-refundable administration fee of $250 is invoiced at the beginning of Term 4 each year.
The student’s DE enrolment may be terminated by CCC at the conclusion of a syllabus unit if:
1. Academic results do not meet the satisfactory standard outlined by the Queensland Curriculum and Assessment Authority (QCAA) Syllabus or the Queensland Certificate of Education (QCE) and Queensland Certificate of Individual Achievement (QCIA) Handbook.
2. The use of Independent Learning Centre (ILC) study lessons is found to be unsatisfactory, disruptive, irresponsible, or in conflict with CCC’s CLEAR Values.
3. Regular attendance (full school days) is not maintained.
In cases where a student chooses to terminate their DE enrolment prematurely, families are required to repay a portion of the course fee to Cooloola Christian College. This policy ensures that students are committed to their DE studies and adhere to the academic and behavioral standards set by CCC.
Both the student and parents must sign a fee agreement as part of this process.
Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying cognitions.
In Unit 1, students examine individual development in the form of the role of the brain, cognitive development, human consciousness and sleep. In Unit 2, students investigate the concept of intelligence, the process of diagnosis and how to classify psychological disorder and determine an effective treatment, and lastly, the contribution of emotion and motivation on the individual behaviour. In Unit 3, students examine individual thinking and how it is determined by the brain, including perception, memory, and learning. In Unit 4, students consider the influence of others by examining theories of social psychology, interpersonal processes, attitudes and cross-cultural psychology.
Psychology aims to develop students’:
• interest in psychology and their appreciation for how this knowledge can be used to understand contemporary issues.
• appreciation of the complex interactions, involving multiple parallel processes that continually influence human behaviour.
• understanding that psychological knowledge has developed over time and is used in a variety of contexts, and is informed by social, cultural and ethical considerations. CATEGORY
Individual Development
• The role of the brain
• Cognitive development
• Consciousness, attention & sleep
Syllabus Objectives
Individual Behaviour
• Intelligence
• Diagnosis
• Psychological disorders & treatments
• Emotion & motivation
Assessment Information
DE providers
Future Pathways
Individual Thinking
• Brain function
• Sensation & perception
• Memory
• Learning
By the conclusion of the course of study, students will:
1. describe ideas and findings
2. apply understanding
3. analyse data
4. interpret evidence
5. evaluate conclusions, claims and processes
6. investigate phenomena
1. Internal Assessment 1: Data test (10%)
2. Internal Assessment 2: Student experiment (20%)
The influence of others
• Social pscyhology
• interpersonal processes
• attitudes
• Cross-cultural psychology
3. Internal Assessment 3: Research Investigation (20%)
4. External Assessment: Examination (combined response) (50%)
A course of study in Psychology can establish a basis for further education and employment in the fields of psychology, sales, human resourcing, training, social work, health, law, business, marketing and education.
Cooloola Christian College partners with TAFE Queensland to offer students access to nationally recognised, industry-specific training that equips them with essential skills for their future careers. If you’re in Year 10, 11 or 12, you may be eligible to complete a TAFE Queensland qualification while still at school. Students can choose from a wide range of Certificate I, II, or III courses across diverse fields such as construction, community services, beauty, and healthcare.
Benefits of TAFE at School:
1. Flexible study options that fit around your senior school timetable.
2. Earn valuable Queensland Certificate of Education (QCE) points.
3. May contribute to your Australian Tertiary Admission Rank (ATAR).
4. Gain hands-on, practical skills in an adult learning environment.
5. Graduate with job-ready experience and confidence. CATEGORY
ACM20121 Cert II in Animal Care
AUR20720 Cert II in Community Services
UEE22020 Cert II in Electrotechnology
MEM20422 Cert II in Engineering Pathways
HLT23221 Cert II in Health Support Services
11054NAT Cert II in Plumbing Services
SHB20121 Cert II in Retail Cosmetics
MEA20518 Cert II in Aircraft Line Maintenance
AHC21216 Cert II in Rural Operations
CUA31020 Cert III in Screen and Media
Cost Courses vary in price please refer to TAFE Qld’s website: www.tafeqld.edu.au for more information.
Funding Options
Future Pathways
Any secondary student who enrols in a Certificate I or II VET course may be eligible for VETiS funding, which provides fee-free training subsidised by the state and federal government to make VET courses more accessible and affordable. Please note that this funding applies only to a student’s first VETiS-funded course.
Certificates can lead to further study, including diplomas and tertiary education, helping students prepare for a wide range of careers.
Potential job outcomes include mechanic, rural operations manager, salon assistant or hairdresser, community care worker, media assistant, fitter and turner, hospital assistant, nurse, and various trade roles such as plumber and electrician.
UniSC’s Headstart program offers an exciting opportunity for highachieving Year 12 students to experience university life, gain credit towards a degree, and be challenged by university-level study while still at school.
Through Headstart, you can:
• Explore degrees that interest you
• Enhance your academic and study skills
• Complete up to two first-year UniSC subjects (one per semester)
• Earn credit towards a UniSC degree
• Adjustment factors: receive a bonus adjustment to your ATAR for every Headstart subject successfully completed (one rank per course).
• Gain QCE points: completed university subjects can contribute towards your QCE. One semester counts for two credits.
Study Areas
Cost
Key Dates
• Business & Commerce
• Communication, Design & Creative Industries
• Education
• Environmental Studies
• Health Sciences
• Law & Criminology
• Languages & Linguistics
• Psychology & Social Sciences
• Science, Information Technology (IT) & Engineering
• Sport & Exercise Science
There is no tuition fee for the first Headstart subject completed. Additional subjects have a reduced fee $400. Please refer to Headstart Guide for current fee.
For study in Semester 1, 2026 (February - June 2026) Applications: opens 1 August 2025 and closes 31 October 2025
For more information, please visit www.usc.edu.au/study/courses-and-programs/headstart
Planning for the senior phase of learning is an important step that can shape your future and open doors to a wide range of opportunities. It’s essential to understand the different pathways and options available so you can choose the one that best aligns with your goals and equips you with the knowledge and skills you need to succeed.
Use the space below to keep a record of any questions you have or tasks you need to complete along the way.
Yes, subject changes are possible, but there are important factors to consider, such as how QCAA syllabuses are structured, the potential impact on your QCE or ATAR, and the specific time frames within which changes must be made.
Each subject has a defined sequence and assessment program, with learning and assessment building progressively across the units. Unlike the flexibility of earlier schooling, senior subjects must be completed in a specific order and often cannot be partially undertaken.
Once a student has commenced a senior subject, changing out of it partway through can have serious implications:
• Loss of QCE credits if units are not completed.
• Impact on ATAR eligibility, especially if Units 3 and 4 are not completed in full.
• Limited subject availability or timetabling clashes with new choices.
• Difficulty in catching up on missed content in a new subject.
For these reasons, it’s essential that you choose your subjects carefully and seek advice early if you’re thinking about making a change. Any changes to senior subjects must be made within the first four weeks of a unit to minimise disruption to your learning and progress towards certification.
TODD VOGLER Deputy Principal Secondary BLAINE PACKER Senior Phase Coordinator & Secondary Teacher
DYAN ALLISON
VET & Independent Learning Centre (ILC)
Coordinator
