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Hillcrest Christian College – Virtual Learning Community Pathways

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Hillcrest Christian College – Virtual Learning Community Pathways

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Forward Hillcrest Christian College Virtual Learning Community Pathways align with the Australian Curriculum in P-10, underpinned with Gospel values and a Christian worldview. Hillcrest’s VLC students transition to the Queensland Certificate of Education for their final years of school from Term 4, Year 10. To assist students in navigating their options, we provide a developed program of personalised pathway support for each child from Year 9, facilitating a unique plan for their chosen learning experiences and goals. This support continues with each student through to the completion of their studies at the end of Year 12 and post-school plans. Not only do we provide a range of senior curriculum subject options, but we have also secured partnerships with Bond University, Griffith University, QUT, Southern Cross University, where we can offer first year University subjects as options in the senior years of study. We also have extensive partnerships with Vocational Education and Training providers. These partnerships equip our students with the unique ability to be able to complete their formal years of education at Hillcrest Christian College’s Virtual Learning Community while still obtaining an additional micro-credential, certificate or diploma. I would ask you to take the time to talk about the senior journey with the VLC Pathways team while considering the options. My advice is to attempt to choose, where possible, a balanced selection of subjects while also considering individual interests and goals. Please contact the VLC Pathways team, including me, if you have any questions regarding your son or daughter’s subject selections.

Mrs Danni Foster-Brown HEAD OF VIRTUAL LEARNING COMMUNITY Hillcrest Christian College

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Forward _____________________________________________ 1 Pathways in Years 10 to 12______________________________ 3 Queensland Certificate of Education (QCE) ________________ 5 ATAR Eligibility.................................................................................................... 5 Senior Subject categories ................................................................................... 6 Vocational Education and Training (VET)............................................................ 7

Applied and Applied (Essential) syllabuses ________________ 8 General syllabuses ____________________________________ 9 VLC Curriculum QCAA syllabuses .................................................................... 10 Senior External Examination Curriculum ........................................................... 11 English Pathways at HCC VLC..................................................................... 12-16 Humanities Pathways at HCC VLC .............................................................. 17-26 Languages Pathways at HCC VLC .............................................................. 27-29 Mathematics Pathways at HCC VLC ............................................................ 30-36 Science Pathways at HCC VLC ................................................................... 37-43 Technologies Pathways at HCC VLC ........................................................... 44-47 Arts Pathways at HCC VLC………………………………………………………..48-50

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Pathways in Years 10 to 12 Navigating the ATAR, QCE, External Assessment, university entrance, TAFE admission, and entry into apprenticeships and the workforce can be complex. At Hillcrest Christian College’s Virtual Learning Community, we have a Pathways team to facilitate the transition from the Australian Curriculum to QCE and into post-school Pathways. Where do I start? In starting to look at potential pathways to the completion of Year 12, students should: • Attend and engage in the Hillcrest Pathways evening, where possible • Develop their Personal Pathways Plan (PPP) document • Select a suite of subjects that: o the student enjoys o the student believes that they can perform well in o are prerequisites for further studies • Attend a Personal Pathways Plan (PPP) meeting with a member of the Hillcrest Christian College VLC Pathways team How are the subjects delivered? The following table indicates the typical pattern of study for each subject: Term

Year 10

Year 11

Year 12

Term 1

Australian Curriculum

Unit 1

Unit 3

Term 2

Australian Curriculum

Unit 2

Unit 4

Term 3

Australian Curriculum

Unit 2

Unit 4

Term 4

Unit 1

Unit 3

Week 4 to 6 External Assessment Week 7 Graduation

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Subject Pathways in Years 10 to 12 What does my school pathway look like? In total, students study five (5) options. Depending on the individual pathway, options include QCE subjects, School Based Traineeship, School Based Apprenticeship or a Vocational Education and Training qualification (up to Certificate III), or University subject in place of a QCE subject option. Year 11-12 Curriculum Subject English Mathematics Pathway option 1 Pathway option 2 Pathway option 3

Online lessons per week 4 4 4 4 4

Senior Education Profile Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a: •

Senior Statement

•

Queensland Certificate of Education (QCE)

•

Queensland Certificate of Individual Achievement (QCIA).

For more information about the SEP see www.qcaa.qld.edu.au/senior/certificates-qualifications/sep.

Senior Statement

The Senior Statement is a transcript showing all QCE-contributing results that may contribute to the award of a QCE via the student portal at www.myQCE.qcaa.qld.edu.au/ If a student has a Senior Statement, then they have satisfied the completion requirements for Year 12 in Queensland.

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Queensland Certificate of Education (QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling in the Hillcrest Christian College Virtual Learning Community. Students can continue to work toward the certificate post-secondary schooling in consultation with QCAA. The QCE is visible in the MyQCE student portal at www.myQCE.qcaa.qld.edu.au/ How is the Queensland Certificate of Education calculated? Students must complete:

Australian Tertiary Admission Rank (ATAR) eligibility The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s: • best five scaled General subject, Unit 3 and Unit 4 results or • best results in a combination of four General subject Unit 3 and Unit 4 results, plus an Applied subject result or, a Certificate III or higher VET qualification. The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations. ATAR is one available option for accessing post-school university pathways. Our Pathways team is ready to discuss these options with you.

English requirement Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. Satisfactory completion will require students to attain a result that is equivalent to a C Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language. While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.

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Senior Subjects - Categories

There are different categories of senior subject syllabuses — Applied, General, General (Senior External Examination*). Results in Applied and General subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR. For more information about specific subjects, students and parents/carers are encouraged to access the relevant senior syllabuses at www.qcaa.qld.edu.au/senior/senior-subjects

Applied and Applied (Essential) syllabuses Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

General syllabuses General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work.

General (Senior External Examination) syllabuses* Senior External Examinations require special registration and are for: Students in the final year of senior schooling (Year 12) who are unable to access subjects at their school. Students independently arrange tutoring in the selected SEE subject offering. For information about registering for SEE registration contact the VLC Head of Senior Studies.

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Vocational Education and Training (VET) At Hillcrest Christian College Virtual Learning Community students can also access our VET options which are available in partnership with our preferred providers. Options include opportunities for students to undertake school-based apprenticeships or traineeships. Vocational education and training (VET) enables students to gain qualifications for university pathways, employment, and for work. We encourage you to speak to our VLC Pathways team for information specific to your student’s pathway in VET. Completion of Diploma options or Certificate III may provide direct entry to some University courses. Alternatively, VET can lead to further education and training combined with four (4) General Subjects to meet the requirements for obtaining an ATAR if the qualification is at Certificate III level or greater. Upon completion, VET study options also contribute credits towards a QCE. The amount of credit applied is subject to QCE credit rules and is generally commensurate with the level of VET qualification. School based Traineeships (SBT) and School based Apprenticeships (SBA) are a means for students to gain qualifications whilst completing their secondary studies. We encourage students and parents to discuss these opportunities with the VLC Pathways team before applying, to ensure they fully understand the commitment. Opportunities in VET courses, SBTs and SBAs include, but are not limited to: Certificate II Hospitality / Cookery / Tourism Certificate II Automotive / Construction / Electrotechnology / Engineering / Plumbing Certificate II Animal Care Certificate II Salon assistance / Retail Cosmetics Certificate II Sport Coaching Certificate III Business Certificate III Fitness Certificate III Health Service Assistance Certificate III Christian Ministry and Theology Certificate III Early Childhood Education and Care Certificate III in Aviation (Remote Pilot) Certificate IV Justice Studies Certificate IV Fitness Diploma of Business Diploma of Sport (Coaching and Sport Development) Diploma of Socal Media and Marketing

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Applied and Applied (Essential) syllabuses Course overview Applied and Applied (Essential) syllabuses are four-unit courses. Units 1 and 2 allow students to begin to develop the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners. Units 3 and 4 consolidate learning. Results from assessment in Applied subjects contribute to a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.

Assessment Applied syllabuses contain assessment specifications and conditions for the two assessment instruments that must be implemented with each unit. These specifications and conditions ensure comparability, equity and validity in assessment. Teachers make A–E judgments on student responses for each assessment instrument using the relevant instrument-specific standards. In the final two units studied, the QCAA uses a student’s results for these assessments to determine an exit result.

Essential English and Essential Mathematics — common internal assessment For the two Applied (Essential) syllabuses, students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each of these subjects and the other summative assessment is a common internal assessment (CIA) developed by the QCAA. The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is: • developed by the QCAA • common to all schools • delivered to schools by the QCAA • administered flexibly in Unit 3 • administered under supervised conditions • marked by the school according to a common marking scheme developed by the QCAA. The CIA is not privileged over the other summative internal assessment.

Summative internal assessment — instrument-specific standards The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4. The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument. Hillcrest Christian College – Virtual Learning Community Pathways

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General syllabuses Course overview General syllabuses are four-unit courses. Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with subject matter. Assessment in Units 1 and 2 provides students with feedback on their progress and contributes to the award of a QCE. Students should complete Units 1 and 2 before starting Units 3 and 4. Units 3 and 4 consolidate learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.

Assessment Units 1 and 2 assessments Units 1 and 2 assessments provide feedback to students on their progress. Schools report satisfactory completion of Units 1 and 2 to the QCAA and report levels of achievement to students and parents/carers.

Units 3 and 4 assessments Students complete four summative assessments — three internal and one external — that count towards the overall subject result in each General subject. Schools develop three internal assessments, endorsed by the QCAA, for each senior subject, to reflect the requirements described in Units 3 and 4 of each General syllabus. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

Instrument-specific marking guides Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments. The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

External assessment External assessment is summative and is: •

common to all schools

•

administered under the same conditions at the same time and on the same day

•

developed and marked by the QCAA according to a commonly applied marking scheme.

The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.

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Hillcrest Christian College VLC Curriculum QCAA senior syllabuses English

Languages

Sciences

Applied

General

Essential English (Yr 12 only)

French (Yr 11 only)

Biology (Yr 12 only) Psychology Physics

General English

Humanities

Mathematics

Technologies

General

Applied

Business

Essential Mathematics

Information Communication and Technology

Legal Studies Philosophy and Reason Modern History (Yr 12 only)

General General Mathematics Mathematical Methods

The Arts Applied Visual Arts in Practice

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QCAA Senior External Examination (SEE) syllabuses General (Senior External Examination) • Arabic* • Chinese • Indonesian • Korean • Latin* • Modern Greek • Polish* • Punjabi* • Russian* • Tamil* • Vietnamese

*Indicates assessment materials provided by interstate jurisdictions Senior External Examinations on offer are subject to change Please inquire with VLC Head of Senior Studies to confirm availability and to receive further information about the subject as well as how to register with QCAA to sit the examination

Assessment These syllabuses are currently being revised. The Senior subject guide will be updated after the syllabuses are released. Please monitor QCAA memos to be notified when the syllabuses are released. All assessment in these syllabuses will be based on the learning across both Units 3 and 4 and will be conducted through external examination. Examinations require assumed knowledge from Units 1 and 2. Study of these Units 1-4 requires an independent tutor. Each language examination consists of a written and an oral component, completed on different days. Students must sit both components. All oral examinations will be recorded.

Language examinations * Arabic, Latin, Modern Greek, Polish, Punjabi, Russian and Tamil are ‘borrowed’ syllabuses, i.e. the syllabuses for Senior External Examinations are based on syllabuses from interstate jurisdictions. In such cases, the oral and written examinations will be set by a panel appointed by the relevant interstate Authority and marked by assessors appointed by that Authority. For all other languages syllabuses (Chinese, Indonesian, Korean and Vietnamese), External examinations are developed and marked by assessors appointed by the QCAA.

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English Pathways at HCC Virtual Learning Community Prerequisites and curriculum progression Subject Essential English (Applied) Yr 12 English

Recommended Prerequisite N/A B in Year 10 English

Assumed knowledge N/A Australian Standard English

Pathways Map Year 9

Year 10

Year 11

Year 12

* Concludes end of Term 3, Year 9

*Start Term 4 Year 9, concludes end of Term 3, Year 10

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12

Essential English Applied

General English General

Subjects offered English 9 Australian Curriculum

English 10 Australian Curriculum

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Essential English

Applied senior subject

Applied

The subject Essential English develops and Pathways refines students’ understanding of language, literature and literacy to enable them to interact A course of study in Essential English promotes open-mindedness, imagination, critical confidently and effectively with others in everyday, community and social contexts. The awareness and intellectual flexibility — skills that prepare students for local and global subject encourages students to recognise language and texts as relevant in their lives now citizenship, and for lifelong learning across a wide range of contexts. and in the future and enables them to understand, accept or challenge the values and attitudes in these texts.

Objectives

By the conclusion of the course of study, Students have opportunities to engage with students will: language and texts through a range of teaching and learning experiences to foster: • use patterns and conventions of genres to suit particular purposes and audiences • skills to communicate confidently and effectively in Standard Australian English in • use appropriate roles and relationships with a variety of contemporary contexts and audiences social situations, including everyday, social, • construct and explain representations of community, further education and workidentities, places, events and/or concepts related contexts • make use of and explain opinions and/or • skills to choose generic structures, language, ideas in texts, according to purpose language features and technologies to best convey meaning • explain how language features and text structures shape meaning and invite • skills to read for meaning and purpose, and particular responses to use, critique and appreciate a range of contemporary literary and non-literary texts • select and use subject matter to support perspectives • effective use of language to produce texts for a variety of purposes and audiences • sequence subject matter and use modeappropriate cohesive devices to construct • creative and imaginative thinking to explore coherent texts their own world and the worlds of others • make language choices according to register • active and critical interaction with a range of informed by purpose, audience and context texts, and an awareness of how language positions both them and others • use mode-appropriate language features to achieve particular purposes across modes. • empathy for others and appreciation of different perspectives through a study of a range of texts from diverse cultures, including Australian texts by Aboriginal writers and/or Torres Strait Islander writers • enjoyment of contemporary literary and nonliterary texts, including digital texts.

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Structure Unit 1

Unit 2

Unit 3

Unit 4

Language that works • Responding to texts • Creating texts

Texts and human experiences • Responding to texts • Creating texts

Language that influences • Creating and shaping perspectives on community, local and global issues in texts • Responding to texts that seek to influence audiences

Representations and popular culture texts • Responding to popular culture texts • Creating representations of Australian identifies, places, events and concepts

Assessment 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. Summative assessments Unit 3

Unit 4

Summative internal assessment 1 (IA1): • Spoken response

Summative internal assessment 3 (IA3): • Multimodal response

Summative internal assessment 2 (IA2): • Common internal assessment (CIA)

Summative internal assessment (IA4): • Written response

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English

General senior subject The subject English focuses on the study of both literary texts and non-literary 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 have opportunities to engage with language and texts through a range of teaching and learning experiences to foster:

General

Pathways A course of study in English promotes openmindedness, 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.

Objectives By the conclusion of the course of study, students will:

• skills to communicate effectively in Standard Australian English for the purposes of responding to and creating literary and non-literary texts

• use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations

• skills to 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

• establish and maintain roles of the writer/speaker/designer and relationships with audiences

• enjoyment and appreciation of literary and non-literary texts, the aesthetic use of language, and style • creative thinking and imagination, by exploring how literary and non-literary texts shape perceptions of the world and enable us to enter the worlds of others • critical exploration of ways in which literary and non-literary texts may reflect or challenge social and cultural ways of thinking and influence audiences • empathy for others and appreciation of different perspectives through studying a range of literary and non-literary texts from diverse cultures and periods, including Australian texts by Aboriginal writers and/or Torres Strait Islander writers.

• create and analyse perspectives and representations of concepts, identities, times and places • make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions • use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts • select and synthesise subject matter to support perspectives • organise and sequence subject matter to achieve particular purposes • use cohesive devices to emphasise ideas and connect parts of texts • make language choices for particular purposes and contexts • use grammar and language structures for particular purposes • use mode-appropriate features to achieve particular purposes.

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Structure Unit 1

Unit 2

Unit 3

Unit 4

Perspectives and texts • Texts in contexts • Language and textual analysis • Responding to and creating texts

Texts and culture • Texts in contexts • Language and textual analysis • Responding to and creating texts

Textual connections • Conversations about issues in texts • Conversations about concepts in texts.

Close study of literary texts • Creative responses to literary texts • Critical responses to literary texts

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessments Unit 3

Unit 4

Summative internal assessment 1 (IA1): • Spoken persuasive response

25%

Summative internal assessment 3 (IA3): • Examination — extended response

25%

Summative internal assessment 2 (IA2): • Written response for a public audience

25%

Summative external assessment (EA): • Examination — extended response

25%

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Humanities and Social Sciences Pathways at HCC Virtual Learning Community Prerequisites and curriculum progression Subject Business Legal Studies Philosophy and Reason Modern History (Yr 12)

Recommended Prerequisite C+ in Year 10 English B in Year 10 English B in Year 10 English B in Year 10 English

Assumed knowledge C+ in Year 10 English B in Year 10 English B in Year 10 English B in Year 10 English

Year 9

Year 10

Year 11

Year 12

* concludes end of Term 3, Year 9

*Start Term 4 Year 9, concludes end of Term 3, Year 10

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12

Humanities and Social Sciences (HaSS): History; Economics and Business; Civics and Citizenship; Geography 9 Australian Curriculum

Humanities and Social Sciences (HaSS): History; Economics and Business; Civics and Citizenship; Geography 10 Australian Curriculum

Business General

Legal Studies General

Philosophy and Reason General

Modern History General

Pathways Map

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Business

General senior subject Business is multifaceted. It is a contemporary discipline with representation in every aspect of society including individuals, community and government. Business, as a dynamic and evolving discipline, is responsive to environmental changes such as emerging technologies, globalisation, sustainability, resources, economy and society. The study of business is relevant to all individuals in a rapidly changing, technologyfocused and innovation-driven world. Through studying Business, students are challenged academically and exposed to authentic practices. The knowledge and skills developed in Business will allow students to contribute meaningfully to society, the workforce and the marketplace and prepare them as potential employees, employers, leaders, managers and entrepreneurs of the future. Students investigate the business life cycle from the seed to post-maturity stage and develop skills in examining business data and information. Students learn business concepts, theories and strategies relevant to leadership, management and entrepreneurship. A range of business environments and situations is explored. Through this exploration, students investigate the influence of and implications for strategic development in the functional areas of finance, human resources, marketing and operations. Learning in Business integrates an inquiry approach with authentic case studies. Students become critical observers of business practices by applying an inquiry process in undertaking investigations of business situations. They use a variety of technological, communication and analytical tools to comprehend, analyse and interpret business data and information. Students evaluate strategies using business criteria that are flexible, adaptable and underpinned

General

by communication, leadership, creativity and sophistication of thought. This multifaceted course creates a learning environment that fosters ambition and success, while being mindful of social and ethical values and responsibilities. Opportunity is provided to develop interpersonal and leadership skills through a range of individual and collaborative activities in teaching and learning. Business develops students’ confidence and capacity to participate as members or leaders of the global workforce through the integration of 21st century skills. Business allows students to engage with the dynamic business world (in both national and global contexts), the changing workforce and emerging digital technologies. It addresses contemporary implications, giving students a competitive edge in the workplace as socially responsible and ethical members of the business community, and as informed citizens, employees, consumers and investors.

Pathways A course of study in Business can establish a basis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems.

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• explain business concepts and strategies

Objectives

• analyse and interpret business situations

By the conclusion of the course of study, students will:

• evaluate business strategies

• describe business situations and environments

• create responses that communicate meaning to suit audience, context and purpose.

Structure Unit 1

Unit 2

Unit 3

Unit 4

Business creation • Fundamentals of business • Creation of business ideas

Business growth • Establishment of a business • Entering markets

Business diversification • Competitive markets • Strategic development

Business evolution • Repositioning a business • Transformation of a business

Unit 4

Summative internal assessment 1 (IA1): • Examination — combination response

25%

Summative internal assessment 3 (IA3): • Feasibility report

25%

Summative internal assessment 2 (IA2): • Business report

25%

Summative external assessment (EA): • Examination — combination response

25%

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Legal Studies

General senior subject Legal Studies focuses on the interaction between society and the discipline of law. 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. An understanding of legal processes and concepts enables citizens to be better informed and able to constructively question and contribute to the improvement of laws and legal processes. This is important as the law is dynamic and evolving, based on values, customs and norms that are challenged by technology, society and global influences. Legal Studies explores the role and development of law in response to current issues. The subject starts with the foundations of law and explores the criminal justice process through to punishment and sentencing. Students then study the civil justice system, focusing on contract law and negligence. With increasing complexity, students critically examine issues of governance that are the foundation of the Australian and Queensland legal systems, before they explore contemporary issues of law reform and change. The study finishes with considering Australian and international human rights issues. Throughout the course, students analyse issues and evaluate how the rule of law, justice and equity can be achieved in contemporary contexts. The primary skills of inquiry, critical thinking, problem-solving and reasoning empower Legal Studies students to make informed and ethical decisions and recommendations. Learning is based on an inquiry approach that develops reflection skills and metacognitive awareness. Through inquiry, students identify and describe legal issues, explore information and data, analyse, evaluate to propose recommendations, and create responses that convey legal meaning. They improve their research skills by using information and communication technology

General

(ICT) and databases to access research, commentary, case law and legislation. Students analyse legal information to determine the nature and scope of the legal issue and examine different or opposing views, which are evaluated against legal criteria. These are critical skills that allow students to think strategically in the 21st century. Knowledge of the law enables students to have confidence in approaching and accessing the legal system and provides them with an appreciation of the influences that shape the system. Legal knowledge empowers students to make constructive judgments on, and knowledgeable commentaries about, the law and its processes. Students examine and justify viewpoints involved in legal issues, while also developing respect for diversity. Legal Studies satisfies interest and curiosity as students question, explore and discuss tensions between changing social values, justice and equitable outcomes. Legal Studies enables students to appreciate how the legal system is relevant to them and their communities. The subject enhances students’ abilities to contribute in an informed and considered way to legal challenges and change, both in Australia and globally.

Pathways 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.

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Objectives

• select legal information from sources

By the conclusion of the course of study, students will:

• analyse legal issues

• comprehend legal concepts, principles and processes

• create responses that communicate meaning to suit the intended purpose.

• evaluate legal situations

Structure Unit 1

Unit 2

Unit 3

Unit 4

Beyond reasonable doubt • Legal foundations • Criminal investigation process • Criminal trial process • Punishment and sentencing

Balance of probabilities • Civil law foundations • Contractual obligations • Negligence and the duty of care

Law, governance and change • Governance in Australia • Law reform within a dynamic society

Human rights in legal contexts • Human rights • Australia’s legal response to international law and human rights • Human rights in Australian contexts

Unit 4

Summative internal assessment 1 (IA1): • Examination — combination response

25%

Summative internal assessment 3 (IA3): • Investigation — analytical essay

25%

Summative internal assessment 2 (IA2): • Investigation — inquiry report

25%

Summative external assessment (EA): • Examination — combination response

25%

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Philosophy & Reason General senior subject

Philosophy & Reason combines the discipline of philosophy with the associated methodology of critical reasoning and logic. The study of philosophy allows students to recognise the relevance of various philosophies to different political, ethical, religious and scientific positions. It also allows them to realise that decisions in these areas are the result of the acceptance of certain ideas and specific modes of reasoning. In addition, critical reasoning and logic provide knowledge, skills and understanding so students are able to engage with, examine and analyse classical and contemporary ideas and issues. The study of philosophy enables students to make rational arguments, espouse viewpoints and engage in informed discourse. In Philosophy & Reason, students learn to understand and use reasoning to develop coherent world-views and to reflect upon the nature of their own decisions as well as their responses to the views of others. Through the study of Philosophy & Reason, students collaboratively investigate philosophical ideas that have shaped and continue to influence contemporary society. These ideas include what it means to be human, how we understand the role of reason in our individual and collective lives and how we think about and care for each other and the world around us. Students analyse arguments from a variety of sources and contexts as they develop an understanding of what constitutes effective reasoning. They formalise arguments and choose appropriate techniques of reasoning to attempt to solve problems. The collaborative nature of philosophical inquiry is an essential component for students to understand and develop norms of effective thinking and to value and seek a range of ideas beyond their own.

General

A course of study in Philosophy & Reason specifically focuses on the development of transferable thinking skills such as analysis, evaluation and justification, and an appreciation of the values of inquiry such as clarity, accuracy, precision and coherence; students are thus well prepared for postschool participation in a wide range of fields. Students learn to value plurality in terms of perspectives and world-views as a necessary condition for human progress. Studying Philosophy & Reason provides students with the skills of collaboration and communication that are essential components of informed participation in the 21st century.

Pathways A course of study in Philosophy & Reason can establish a basis for further education and employment in a broad range of fields, including business, defence, education, ethics, health sciences, journalism, law, politics, professional writing, psychology and research.

Objectives By the conclusion of the course of study, students will: • define and use terminology • explain concepts, methods, principles and theories • interpret and analyse arguments, ideas and information • organise and synthesise ideas and information to construct arguments • evaluate claims and arguments inherent in theories and views • create responses that communicate meaning to suit purpose.

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Structure Unit 1

Unit 2

Unit 3

Unit 4

Fundamentals of reason • Fundamentals of reason

Reason in philosophy • Philosophy of religion • Philosophy of science • Philosophy of mind

Moral philosophy and schools of thought • Moral philosophy • Philosophical schools of thought

Social and political philosophy • Rights • Political philosophy

Unit 4

Summative internal assessment 1 (IA1): • Examination — extended response

25%

Summative internal assessment 3 (IA3): • Analytical essay

25%

Summative internal assessment 2 (IA2): • Analytical essay

25%

Summative external assessment (EA): • Examination — extended response

25%

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Modern History

General senior subject (Yr 12) Modern History is a discipline-based subject where students examine traces of humanity’s recent past so they may form their own views about the Modern World since 1750. Through Modern History, students’ curiosity and imagination is invigorated while their appreciation of civilisation is broadened and deepened. Students consider different perspectives and learn that interpretations and explanations of events and developments in the past are contestable and tentative. Modern History distinguishes itself from other subjects by enabling students to empathise with others and make meaningful connections between what existed previously, and the world being lived in today — all of which may help build a better tomorrow. Modern History has two main aims. First, Modern History seeks to have students gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World. Second, Modern History aims to have students engage in historical thinking and form a historical consciousness in relation to these same forces. Both aims complement and build on the learning covered in the Australian Curriculum: History 7–10. The first aim is achieved through the thematic organisation of Modern History around four of the forces that have helped to shape the Modern World — ideas, movements, national experiences and international experiences. In each unit, students explore the nature, origins, development, legacies and contemporary significance of the force being examined. The second aim is achieved through the rigorous application of historical concepts and historical skills across the syllabus. To fulfil both aims, engagement with a historical inquiry process is integral and results in students devising historical questions and

General

conducting research, analysing, evaluating and synthesising evidence from historical sources, and communicating the outcomes of their historical thinking. Modern History benefits students as it enables them to thrive in a dynamic, globalised and knowledge-based world. Through Modern History, students acquire an intellectual toolkit consisting of literacy, numeracy and 21st century skills. This ensures students of Modern History gain a range of transferable skills that will help them forge their own pathways to personal and professional success, as well as become empathetic and critically literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.

Pathways 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.

Objectives By the conclusion of the course of study, students will: • devise historical questions and conduct research • comprehend terms, concepts and issues • analyse evidence from historical sources • evaluate evidence from historical sources • synthesise evidence from historical sources • communicate to suit purpose.

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Structure Unit 1

Unit 2

Unit 3

Unit 4

Ideas in the Modern World Schools select two of the following topics to study in this unit: • Australian Frontier Wars, 1788–1930s (First Fleet arrives in Australia – Caledon Bay Crisis ends) • Age of Enlightenment, 1750s–1789 (Encyclopédie published – French Revolution begins) • Industrial Revolution, 1760s–1890s (Spinning Jenny invented – Kinetoscope developed) • American Revolution, 1763– 1783 (French and Indian War ends – Treaty of Paris signed) • French Revolution, 1789–1799 (Estates General meets – New Consulate established) • Age of Imperialism, 1848–1914 (Second Anglo-Sikh War begins – World War I begins) • Meiji Restoration, 1868–1912 (Meiji Government established – Emperor Meiji dies) • Boxer Rebellion and its aftermath, 1900– 1911 (Boxer militancy in Pingyuan begins – overthrow of the Qing Dynasty) • Russian Revolution, 1905–1920s (Bloody Sunday takes place – Russian Civil War ends) • Xinhai Revolution and its aftermath,

Movements in the Modern World Schools select two of the following topics to study in this unit: • Empowerment of First Nations Australians since 1938 (first Day of Mourning protest takes place) • Independence movement in India, 1857–1947 (Sepoy Rebellion begins – Indian Independence Act 1947 becomes law) • Workers’ movement since the 1860s (Great Shoemakers Strike in New England begins) • Women’s movement since 1893 (Women’s suffrage in New Zealand becomes law) • May Fourth Movement in China and its aftermath, 1919–1930s (Student protests at Beijing University begin – the New Life Movement begins) • Independence movement in Algeria, 1945–1962 (demonstrations in Setif begin – Algerian independence declared) • Independence movement in Vietnam, 1945–1975 (Vietnamese independence declared – Saigon falls to North Vietnamese forces) • Anti-apartheid movement in South Africa, 1948–1991 (apartheid laws start – apartheid laws end)

National experiences in the Modern World Schools select two of the following topics to study in this unit: • Australia since 1901 (Federation of Australia) • United Kingdom since 1901 (Edwardian Era begins) • France, 1799–1815 (Coup of 18 Brumaire begins – Hundred Days end) • New Zealand since 1841 (separate colony of New Zealand established) • Germany since 1914 (World War I begins) • United States of America, 1917–1945 (entry into World War I – World War II ends) • Soviet Union, 1920s–1945 (Russian Civil War ends – World War II ends) • Japan since 1931 (invasion of Manchuria begins) • China since 1931 (invasion of Manchuria begins) • Indonesia since 1942 (Japanese occupation begins) • India since 1947 (Indian Independence Act of 1947 becomes law) • Israel since 1917 (announcement of the Balfour Declaration) • South Korea since 1948 (Republic of Korea begins).

International experiences in the Modern World Topic 1 Schools select one of the following topics to study in this unit: 1. Australian engagement with Asia since 1945 (World War II in the Pacific ends) 2. Search for collective peace and security since 1815 (Concert of Europe begins) 3. Trade and commerce between nations since 1833 (Treaty of Amity and Commerce between Siam and the United States of America signed) 4. Mass migrations since 1848 (California Gold Rush begins) 5. Information Age since 1936 (On Computable Numbers published) 6. Genocides and ethnic cleansings since the 1930s (Holocaust begins) 7. Nuclear Age since 1945 (first atomic bomb detonated) 8. Cold War and its aftermath, 1945–2014 (Yalta Conference begins — RussoUkrainian War begins) 9. Struggle for peace in the Middle East since 1948 (Arab-Israeli War begins) 10. Cultural globalisation since 1956 (international broadcast of the 1956 Summer Olympics in Melbourne takes place) 11. Space exploration since the 1950s (publication of articles focused on space travel)

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Unit 1

Unit 2

Unit 3

1911–1916 (Wuchang Uprising begins – death of Yuan Shikai) • Iranian Revolution and its aftermath, 1977–1980s (antiShah demonstrations take place – Iran becomes an Islamic Republic) • Arab Spring since 2010 (Tunisian Revolution begins) • Alternative topic for Unit 1.

• African-American civil rights movement since 1954 (judgment in Brown v. Board of Education delivered) • Environmental movement since the 1960s (Silent Spring published) • LGBTQIA+ civil rights movement since 1969 (Stonewall Riots begin) • Pro-democracy movement in Myanmar (Burma) since 1988 (People Power Uprising begins) • Alternative topic for Unit 2.

Unit 4 12. Rights and recognition of First Peoples since 1982 (United Nations Working Group on Indigenous Populations established) 13. Terrorism, antiterrorism and counterterrorism since 1984 (Brighton Hotel bombing takes place). Topic 2 Topic 2 will be assessed in the external assessment. In 2026 and 2027, schools select one of the following topics: • Mass migrations since 1848 (California Gold Rush begins) Aspect of the topic: Migration from Asia to Australia, 1960s– 1990s • Cold War and its aftermath, 1945–2014 (Yalta Conference begins — RussoUkrainian War begins) Aspect of the topic: Reasons for the end of the Soviet Union, 1980s–1990s.

Unit 4

Summative internal assessment 1 (IA1): • Examination — extended response

25%

Summative internal assessment 3 (IA3): • Investigation

25%

Summative internal assessment 2 (IA2): • Investigation

25%

Summative external assessment (EA): • Examination — short response

25%

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Languages Pathways at HCC Virtual Learning Community Prerequisites and curriculum progression Subject French (Yr 11)

Prerequisite C+ in Year 10 French

Assumed knowledge C+ in Year 10 French

Pathways Map Year 9

Year 10

Year 11

Year 12

* concludes end of Term 3, Year 9

*Start Term 4 Year 9, concludes end of Term 3, Year 10

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12

French 9 Australian Curriculum

French 10 Australian Curriculum

French General

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French

General senior subject (Yr 11) The need to communicate is the foundation for all language development. People use language to achieve their personal communicative needs — to express, exchange, interpret and negotiate meaning, and to understand the world around them. The central goal for additional language acquisition is communication. Students do not simply learn a language — they participate in a range of interactions in which they exchange meaning and become active participants in understanding and constructing written, spoken and visual texts. Additional language acquisition provides students with opportunities to reflect on their understanding of a language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Communicating with people from French-speaking communities provides insight into the purpose and nature of language and promotes greater sensitivity to, and understanding of, linguistic structures, including the linguistic structures of English. As students develop the ability to explore cultural diversity and similarities between another language and their own, this engagement with other languages and cultures fosters intercultural understanding. Language acquisition occurs in social and cultural settings. It involves communicating across a range of contexts for a variety of purposes, in a manner appropriate to context. As students experience and evaluate a range of different text types, they reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions. This informs their capacity to create texts for a range of contexts, purposes and audiences. Central to the capacity to evaluate and create texts are the skills of critical and creative thinking, intellectual flexibility and problem-solving. Acquiring an additional

General

language provides the opportunity to develop these interrelated skills, and requires students to use language in a meaningful way through the exchange of information, ideas and perspectives relevant to their life experiences. For exchanges to be relevant and useful, additional language acquisition must position students at the centre of their own learning. When students communicate their own aspirations, values, opinions, ideas and relationships, the personalisation of each student’s learning creates a stronger connection with the language. Activities and tasks are developed to fit within the student’s life experience. The ability to communicate in an additional language such as French is an important 21st century skill. Students develop knowledge, understanding and skills that enable successful participation in a global society. Communication in an additional language expands students’ horizons and opportunities as national and global citizens. Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal, social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.

Pathways A course of study in French can establish a basis for further education and employment in many professions and industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education.

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Objectives

• analyse and evaluate information and ideas to draw conclusions

By the conclusion of the course of study, students will:

• apply knowledge of language elements of French to construct meaning

• comprehend French to understand information, ideas, opinions and experiences

• structure, sequence and synthesise information to justify opinions, ideas and perspectives

• identify tone, purpose, context and audience to infer meaning

• communicate using contextually appropriate French.

Structure Unit 1

Unit 2

Unit 3

Unit 4

Ma vie — My world • Family/carers • Peers • Education

L’exploration du monde — Exploring our world • Travel and exploration • Social customs • French influences around the world

Notre société; culture et identité — Our society; culture and identity • Lifestyles and leisure • The arts, entertainment and sports • Groups in society

Mon présent; mon avenir — My present; My future • The present • Future choices

Unit 4

Summative internal assessment 1 (IA1): • Examination — short response

20%

Summative internal assessment 3 (IA3): • Multimodal presentation and interview

30%

Summative internal assessment 2 (IA2): • Examination — extended response

25%

Summative external assessment (EA): • Examination — combination response

25%

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Mathematics Pathways at HCC Virtual Learning Community Prerequisites and curriculum progression

Subject General Mathematics Mathematics Methods Essential Mathematics (Applied)

Recommended Prerequisite C in Year 10 Mathematics B in Year 10 Mathematics N/A

Assumed knowledge C in Year 10 Mathematics B in Year 10 Mathematics N/A

Pathways Map Year 9

Year 10

Year 11

Year 12

* concludes end of Term 3, Year 9

*Start Term 4 Year 9, concludes end of Term 3, Year 10

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12

Mathematical Methods General

General Mathematics General

Essential Mathematics Applied

Subject offerings

Mathematics 9 Australian Curriculum

Mathematics 10 Australian Curriculum

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Essential Mathematics Applied senior subject

Mathematics is a unique and powerful intellectual discipline that is used to investigate patterns, order, generality and uncertainty. It is a way of thinking in which problems are explored and solved through observation, reflection and logical reasoning. It uses a concise system of communication, with written, symbolic, spoken and visual components. Mathematics is creative, requires initiative and promotes curiosity in an increasingly complex and data-driven world. It is the foundation of all quantitative disciplines. To prepare students with the knowledge, skills and confidence to participate effectively in the community and the economy requires the development of skills that reflect the demands of the 21st century. Students undertaking Mathematics will develop their critical and creative thinking, oral and written communication, information & communication technologies (ICT) capability, ability to collaborate, and sense of personal and social responsibility — ultimately becoming lifelong learners who demonstrate initiative when facing a challenge. The use of technology to make connections between mathematical theory, practice and application has a positive effect on the development of conceptual understanding and student disposition towards mathematics. Mathematics teaching and learning practices range from practising essential mathematical routines to develop procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning. When students achieve procedural fluency, they carry out procedures flexibly, accurately and efficiently. When factual knowledge and concepts come to mind readily, students are able to make more complex use of knowledge to successfully formulate, represent and solve mathematical problems. Problem-solving helps to develop an ability

Applied

to transfer mathematical skills and ideas between different contexts. This assists students to make connections between related concepts and adapt what they already know to new and unfamiliar situations. With appropriate effort and experience, through discussion, collaboration and reflection of ideas, students should develop confidence and experience success in their use of mathematics. The major domains of mathematics in Essential Mathematics are Number, Data, Location and time, Measurement and Finance. Teaching and learning builds on the proficiency strands of the P–10 Australian Curriculum. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They will learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes. Students will benefit from studies in Essential Mathematics because they will develop skills that go beyond the traditional ideas of numeracy. This is achieved through a greater emphasis on estimation, problemsolving and reasoning, which develops students into thinking citizens who interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. Students will see mathematics as applicable to their employability and lifestyles, and develop leadership skills through self-direction and productive engagement in their learning. They will show curiosity and imagination, and appreciate the benefits of technology. Students will gain an appreciation that there is rarely one way of doing things and that real-world mathematics requires adaptability and flexibility.

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Pathways 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.

Objectives By the conclusion of the course of study, students will: • recall mathematical knowledge • use mathematical knowledge • communicate mathematical knowledge • evaluate the reasonableness of solutions • justify procedures and decisions • solve mathematical problems.

Structure Unit 1

Unit 2

Unit 3

Unit 4

Number, data and graphs • Fundamental topic: Calculations • Number • Representing data • Managing money

Data and travel • Fundamental topic: Calculations • Data collection • Graphs • Time and motion

Measurement, scales and chance • Fundamental topic: Calculations • Measurement • Scales, plans and models • Probability and relative frequencies

Graphs, data and loans • Fundamental topic: Calculations • Bivariate graphs • Summarising and comparing data • Loans and compound interest

Unit 4

Summative internal assessment 1 (IA1): • Problem-solving and modelling task

Summative internal assessment 3 (IA3): • Problem-solving and modelling task

Summative internal assessment 2 (IA2): • Common internal assessment (CIA)

Summative internal assessment (IA4): • Examination — short response

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General Mathematics General senior subject

General

between different contexts. This assists students to make connections between related concepts and adapt what they already know to new and unfamiliar situations. With appropriate effort and experience, through discussion, collaboration and reflection of ideas, students should develop confidence and experience success in their use of mathematics. The major domains of mathematics in General Mathematics are Number and algebra, Measurement and geometry, Statistics and Networks and matrices, building on the content of the P–10 Australian Curriculum. Learning reinforces prior knowledge and further develops key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear 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. 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. It incorporates a practical approach that equips learners for their needs as future citizens. Students will learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They will experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They will develop the ability to understand, analyse and take action regarding social issues in their world. When students gain skill and self-assurance, when they understand the content and when they evaluate their success by using and transferring their knowledge, they develop a mathematical mindset.

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Pathways

Objectives

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.

By the conclusion of the course of study, students will: • recall mathematical knowledge • use mathematical knowledge • communicate mathematical knowledge • evaluate the reasonableness of solutions • justify procedures and decisions • solve mathematical problems.

Structure Unit 1

Unit 2

Unit 3

Unit 4

Money, measurement, algebra and linear equations • Consumer arithmetic • Shape and measurement • Similarity and scale • Algebra • Linear equations and their graphs

Applications of linear equations and trigonometry, matrices and univariate data analysis • Applications of linear equations and their graphs • Applications of trigonometry • Matrices • Univariate data analysis 1 • Univariate data analysis 2

Bivariate data and time series analysis, sequences and Earth geometry • Bivariate data analysis 1 • Bivariate data analysis 2 • Time series analysis • Growth and decay in sequences • Earth geometry and time zones

Investing and networking • Loans, investments and annuities 1 • Loans, investments and annuities 2 • Graphs and networks • Networks and decision mathematics 1 • Networks and decision mathematics 2

Unit 4

Summative internal assessment 1 (IA1): • Problem-solving and modelling task

20%

Summative internal assessment 2 (IA2): • Examination – short response

15%

Summative internal assessment 3 (IA3): • Examination – short response

Summative external assessment (EA): 50% • Examination — combination response

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15%

Mathematical Methods General senior subject

General

to transfer mathematical skills and ideas between different contexts. This assists students to make connections between related concepts and adapt what they already know to new and unfamiliar situations. With appropriate effort and experience, through discussion, collaboration and reflection of ideas, students should develop confidence and experience success in their use of mathematics. The major domains of mathematics in Mathematical Methods are Algebra, Functions, relations and their graphs, Calculus and Statistics. Topics 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. The ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another is a vital part of learning in Mathematical Methods. Students who undertake Mathematical Methods will 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 problemsolvers. Through solving problems and developing models, they will appreciate that mathematics and statistics are dynamic tools that are critically important in the 21st century.

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Pathways

Objectives

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.

Structure Unit 1

Unit 2

Unit 3

Unit 4

Surds, algebra, functions and probability • Surds and quadratic functions • Binomial expansion and cubic functions • Functions and relations • Trigonometric functions • Probability

Calculus and further functions • Exponential functions • Logarithms and logarithmic functions • Introduction to differential calculus • Applications of differential calculus • Further differentiation

Further calculus and introduction to statistics • Differentiation of exponential and logarithmic functions • Differentiation of trigonometric functions and differentiation rules • Further applications of differentiation • Introduction to integration • Discrete random variables

Further calculus, trigonometry and statistics • Further integration • Trigonometry • Continuous random variables and the normal distribution • Sampling and proportions • Interval estimates for proportions

Unit 4

Summative internal assessment 1 (IA1): • Problem-solving and modelling task

20%

Summative internal assessment 2 (IA2): • Examination – short response

15%

Summative internal assessment 3 (IA3): • Examination – short response

Summative external assessment (EA): 50% • Examination — combination response

Hillcrest Christian College – Virtual Learning Community Pathways Page 36

15%

Science Pathways at HCC Virtual Learning Community Prerequisites and Curriculum progression Subject Physics

Recommended Prerequisite B in Year 10 Science C+ in Year 10 English B in Year 10 Mathematics C+ in Year 10 Science C+ in Year 10 English C+ in Year 10 Science C+ in Year 10 English

Psychology Biology (Yr 12)

Assumed knowledge B in Year 10 Science C+ in Year 10 English B in Year 10 Mathematics C+ in Year 10 Science C+ in Year 10 English C+ in Year 10 Science C+ in Year 10 English

Pathways Map Year 9

Year 10

Year 11

Year 12

* Concludes end of Term 3, Year 9

*Start Term 4 Year 9, concludes end of Term 3, Year 10

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12

Physics General

Biology General

Psychology General

Subjects offered Science 9 Australian Curriculum

Science 10 Australian Curriculum

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Physics General senior subject

Physics provides opportunities for students to engage with the classical and modern understandings of the universe. In Unit 1, students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes. In Unit 2, students learn about the concepts and theories that predict and describe the linear motion of objects. Further, they will explore how scientists explain some phenomena using an understanding of waves. In Unit 3, students engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. Finally, in Unit 4, students study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena. Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them, and who have the critical skills to evaluate and make evidencebased decisions about current scientific issues. Physics aims to develop students’: • appreciation of the wonder of physics and the significant contribution physics has made to contemporary society • understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action • understanding of the ways in which matter and energy interact in physical systems across a range of scales

General

theories are developed in physics; and how physics knowledge is used in a wide range of contexts and informs personal, local and global issues • investigative skills, including the design and conduct of investigations to explore phenomena and solve problems, the collection and analysis of qualitative and quantitative data, and the interpretation of evidence • ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims • ability to communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.

Objectives By the conclusion of the course of study, students will: • describe ideas and findings • apply understanding • analyse data • interpret evidence • evaluate conclusions, claims and processes • investigate phenomena.

• understanding of the ways in which models and theories are refined, and new models and

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Structure Unit 1

Unit 2

Unit 3

Unit 4

Thermal, nuclear and electrical physics

Linear motion and waves

Gravity and electromagnetism

Revolutions in modern physics

• Heating processes

• Linear motion and force

• Gravity and motion

• Special relativity

• Electromagnetism

• Quantum theory

• Ionising radiation and nuclear reactions

• Waves

• The Standard Model

• Electrical circuits

Unit 4

Summative internal assessment 1 (IA1):

10%

• Data test

Summative internal assessment 3 (IA3): • Research investigation

Summative internal assessment 2 (IA2):

20%

• Student experiment Summative external assessment (EA): 50% • Examination — combination response

Hillcrest Christian College – Virtual Learning Community Pathways Page 39

20%

Biology

General senior subject (Yr 12) Biology provides opportunities for students to engage with living systems. In Unit 1, students develop their understanding of cells and multicellular organisms. In Unit 2, they engage with the concept of maintaining the internal environment. In Unit 3, students study biodiversity and the interconnectedness of life. This knowledge is linked in Unit 4 with the concepts of heredity and the continuity of life. Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. Biology aims to develop students’: • sense of wonder and curiosity about life • respect for all living things and the environment • understanding of how biological systems interact and are interrelated, the flow of matter and energy through and between these systems, and the processes by which they persist and change • understanding of major biological concepts, theories and models related to biological systems at all scales, from subcellular processes to ecosystem dynamics • appreciation of how biological knowledge has developed over time and continues to develop; how scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts

General

• ability to plan and carry out fieldwork, laboratory and other research investigations, including the collection and analysis of qualitative and quantitative data and the interpretation of evidence • ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge • ability to communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways 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, biosecurity, quarantine, conservation and sustainability.

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Structure Unit 1

Unit 2

Unit 3

Unit 4

Cells and multicellular organisms • Cells as the basis of life • Exchange of nutrients and wastes • Cellular energy, gas exchange and plant physiology

Maintaining the internal environment • Homeostasis — thermoregulation and osmoregulation • Infectious disease and epidemiology

Biodiversity and the interconnectedness of life • Describing biodiversity and populations • Functioning ecosystems and succession

Heredity and continuity of life • Genetics and heredity • Continuity of life on Earth

Unit 4

Summative internal assessment 1 (IA1): • Data test

10%

Summative internal assessment 2 (IA2): • Student experiment

20%

Summative internal assessment 3 (IA3): • Research investigation

Summative external assessment (EA): 50% • Examination — combination response

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20%

Psychology

General senior subject 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

General

• ability to conduct a variety of field research and laboratory investigations involving collection and analysis of qualitative and quantitative data and interpretation of evidence • ability to critically evaluate psychological concepts, interpretations, claims and conclusions with reference to evidence • ability to communicate psychological understandings, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways 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.

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Structure Unit 1

Unit 2

Unit 3

Unit 4

Individual development • The role of the brain • Cognitive development • Consciousness, attention and sleep

Individual behaviour • Intelligence • Diagnosis • Psychological disorders and treatments • Emotion and motivation

Individual thinking • Brain function • Sensation and perception • Memory • Learning

The influence of others • Social psychology • Interpersonal processes • Attitudes • Cross-cultural psychology

Unit 4

Summative internal assessment 1 (IA1): • Data test

10%

Summative internal assessment 2 (IA2): • Student experiment

20%

Summative internal assessment 3 (IA3): • Research investigation

Summative external assessment (EA): 50% • Examination — combination response

Hillcrest Christian College – Virtual Learning Community Pathways Page 43

20%

Technologies Pathways at HCC Virtual Learning Community Prerequisites and curriculum progression

Subject Information & Communication Technology (Applied)

Prerequisite C in Year 10 Design Technology

Assumed knowledge C in Year 10 Design Technology

Pathways Map

Subjects offered

Year 9

Year 10

Year 11

Year 12

* concludes end of Term 3, Year 9

*Start Term 4 Year 9, concludes end of Term 3, Year 10

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12

Design Technology 9 Australian Curriculum

Design Technology - Materials 10 Australian Curriculum

Information & Communication Technology Applied

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Information & Communication Technology Applied senior subject

Technologies are an integral part of society as humans seek to create solutions to improve their own and others’ quality of life. Technologies affect people and societies by transforming, restoring and sustaining the world in which we live. In an increasingly technological and complex world, is it important to develop the knowledge, understanding and skills associated with information technology to support a growing need for digital literacy and specialist information and communication technology skills in the workforce. Across business, industry, government, education and leisure sectors, rapidly changing industry practices and processes create corresponding vocational opportunities in Australia and around the world. Information & Communication Technology includes the study of industry practices and ICT processes through students’ application in and through a variety of industry-related learning contexts. Industry practices are used by enterprises to manage ICT product development processes to ensure highquality outcomes, with alignment to relevant local and universal standards and requirements. Students engage in applied learning to demonstrate knowledge, understanding and skills in units that meet local needs, available resources and teacher expertise. Through both individual and collaborative learning experiences, students learn to meet client expectations and product specifications.

Applied

client briefs and technical information, and select and demonstrate skills using hardware and software to develop ICT products. The majority of learning is done through prototyping 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.

Pathways A course of study in Information & 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.

Objectives By the conclusion of the course of study, students should: • demonstrate practices, skills and processes • interpret client briefs and technical information • select practices and processes • sequence processes • evaluate processes and products • adapt processes and products.

Applied learning supports students’ development of transferable 21st century, literacy and numeracy skills relevant to information and communication technology sectors and future employment opportunities. Students learn to interpret

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Structure Information & Communication Technology is a four-unit course of study. This syllabus contains six QCAA-developed units as options for schools to select from to develop their course of study. Unit option

Unit title

Unit option A

Robotics

Unit option B

App development

Unit option C

Audio and video production

Unit option D

Layout and publishing

Unit option E

Digital imaging and modelling

Unit option F

Web development

Assessment Students complete two assessment tasks for each unit. The assessment techniques used in Information & Communication Technology are: Technique

Description

Response requirements

Product proposal

Students produce a prototype for a product proposal in response to a client brief and technical information.

Multimodal (at least two modes delivered at the same time): up to 3 minutes, 6 A4 pages, or equivalent digital media

Project

Students produce a product prototype in response to a client brief and technical information.

Multimodal (at least two modes delivered at the same time): up to 5 minutes, 8 A4 pages, or equivalent digital media that includes a demonstration of the product prototype

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The Arts Pathways at HCC Virtual Learning Community Prerequisites and curriculum progression Subject Visual Arts in Practice (Applied)

Prerequisite C in Year 10 Visual Arts

Assumed knowledge C in Year 10 Visual Arts

Pathways Map Year 9

Year 10

Year 11

Year 12

* concludes end of Term 3, Year 9

*Start Term 4 Year 9, concludes end of Term 3, Year 10

*Start Term 4 Year 10, concludes end of Term 3, Year 11

*Start Term 4 Year 11, concludes Term 4, Year 12

Visual Arts 9 Australian Curriculum

Visual Arts 10 Australian Curriculum

Visual Arts in Practice Applied

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Visual Arts in Practice Applied senior subject

The arts are woven into the fabric of community. They have the capacity to engage and inspire students, enriching their lives, stimulating curiosity and imagination, and encouraging them to reach their creative and expressive potential. Arts subjects provide opportunities for students to learn problem-solving processes, design and create art, and use multiple literacies to communicate intention with diverse audiences. In Visual Arts in Practice, students respond to authentic, real-world stimulus (e.g. problems, events, stories, places, objects, the work of artists or artisans), seeing or making new links between art-making purposes and contexts. They explore visual language in combination with media, technologies and skills to make artworks. Throughout the course, students are exposed to two or more art-making modes, selecting from 2D, 3D, digital (static) and time-based and using these in isolation or combination, as well as innovating new ways of working. When responding, students use analytical processes to identify problems and develop plans or designs for artworks. They use reasoning and decision-making to justify their choices, reflecting and evaluating on the success of their own and others’ artmaking. When making, students demonstrate knowledge and understanding of visual features to communicate artistic

Applied

intention. They develop competency with and independent selection of media, technologies and skills as they make experimental and resolved artworks, synthesising ideas developed throughout the responding phase.

Pathways Learning in Visual Arts in Practice is connected to relevant industry practice and opportunities, promoting future employment and preparing students as agile, competent, innovative and safe workers who can work collaboratively to solve problems and complete project-based work in various contexts. A course of study in Visual Arts in Practice can establish a basis for further education and employment in a range of fields, including creative industries, education, advertising and marketing, communications, humanities, health, recreation, science and technology.

Objectives By the conclusion of the course of study, students should:

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• use visual arts practices • plan artworks • communicate ideas • evaluate artworks.

Structure Visual Arts in Practice is a four-unit course of study. This syllabus contains four QCAA-developed units as options for schools to combine in any order to develop their course of study. Unit option

Unit title

Unit option A

Looking inwards (self)

Unit option B

Looking outwards (others)

Unit option C

Clients

Unit option D

Transform & extend

Assessment Students complete two assessment tasks for each unit. The assessment techniques used in Visual Arts in Practice are: Technique

Description

Response requirements

Project

Students make experimental or prototype artworks, or design proposals or stylistic experiments. They evaluate artworks, art style and/or practices that explore the focus of the unit. Students plan resolved artworks.

Experimental folio Up to 8 experimental artworks: 2D, 3D, digital (static) and/or time-based OR Prototype artwork 2D, 3D, digital (static) and/or time-based media: up to 4 artwork/s OR Design proposal Multimodal (at least two modes delivered at the same time): up to 5 minutes, 8 A4 pages, or equivalent digital media, including up to 4 prototype artwork/s — 2D, 3D, digital (static) and/or time-based OR Folio of stylistic experiments Up to 8 experimental artworks: 2D, 3D, digital (static) and/or time-based AND Planning and evaluations One of the following:

Resolved artwork

Students make a resolved artwork that communicates purpose and context relating to the focus of the unit.

•

Multimodal (at least two modes delivered at the same time): up to 5 minutes, 8 A4 pages, or equivalent digital media

•

Written: up to 600 words

•

Spoken: up to 4 minutes, or signed equivalent

Resolved artwork •

2D, 3D, digital (static) and/or time-based media: up to 4 artwork/s

Hillcrest Christian College – Virtual Learning Community Pathways Page 49

Hillcrest Christian College – Virtual Learning Community Pathways Page 50