The Rockhampton Grammar School Secondary Curriculum Handbook aims to provide parents and students with information that relates to the courses offered by the School in Years 7 to 12 The Handbook serves as a reference document during the important process of subject selection.
SECONDARY SCHOOL CONTACT DETAILS
Name Title
Mrs Alison Wright
Ms Reniece Carter
Telephone
Email
Head of Secondary School (Students) (07) 4936 0721 awright@rgs.qld.edu.au
Head of Secondary School (Academics) (07) 4936 0609 rcarter@rgs.qld.edu.au
Mrs Michelle Rundle Head of Year 7 (07) 4936 0791 mrundle@rgs.qld.edu.au
Ms Aleisha Tuaine Head of Year 8 (07) 4936 0621 atuaine@rgs.qld.edu.au
Mr Nathan Doyle Head of Year 9 (07) 4936 0748 ndoyle@rgs.qld.edu.au
Mr Nicholas Blevin Head of Year 10 (07) 4936 0749 nblevin@rgs.qld.edu.au
Mrs Ainslie Silcock Head of Year 11 (07) 4936 0677 asilcock@rgs.qld.edu.au
Mrs Persephone Cook Head of Year 12 (07) 4936 0622 pcook@rgs.qld.edu.au
Ms Chase Osland Head of Vocational Education (07) 4936 0660 vet@rgs.qld.edu.au Careers Advisor careers@rgs.qld.edu.au
Section 2: The Secondary Curriculum – Year 8 and 9
Section 3: The Secondary Curriculum – Year 10
CORE SUBJECTS
English Mathematics
Science
History and Geography
Health and Physical Education
ELECTIVE SUBJECTS
Agriculture
Business Enterprise and Management
Design Technologies - Design
Design Technologies - Workshop
Digital Technology - DT
Drama
Health, Sport and Exercise Science
Food Technology and Textiles
Japanese
Marine Operations (Year 9 ONLY)
Music
Visual Arts
CORE SUBJECTS
English or Essential English
10A Mathematics or 10 Mathematics or Essential Mathematics
Science or Essential Science
History and Global Studies
Health and Physical Education
ELECTIVE SUBJECTS
Introduction to Digital Solutions
Introduction to Industry
Introduction to Senior Agriculture
Introduction to Senior Art
Introduction to Senior Business
Introduction to Senior Drama
Introduction to Senior Design
Introduction to Senior Geography
Introduction to Senior Health and Physical Education
Introduction to Senior Music
Introduction to Senior Psychology
Home Economics
Introduction to Senior Japanese
Marine Operations
Section 4: The Secondary Curriculum – Year 11 and 12 CORE SUBJECTS
Essential English
English
Literature
English as an Additional Language
Essential Mathematics
General Mathematics
Mathematical Methods
GENERAL ELECTIVE SUBJECTS
Accounting
Agricultural Science
Ancient History
Biology
Business
Chemistry
Design
Digital Solutions
Drama
Economics
English & Literature Extension (Year 12 ONLY)
Geography
Health Education
Japanese
Legal Studies
Modern History
Music
Music Extension (Year 12 ONLY)
Physical Education
Section 4: Certificate Qualifications
Section 5: Resources
Physics
Psychology
Specialist Mathematics
Visual Art
APPLIED ELECTIVE SUBJECTS
Aquatic Practices
Business Studies
Fashion
Industrial Technology Skills
Sport & Recreation
Visual Arts in Practice
CERTIFICATE I AND II QUALIFICATIONS - VETiS funding eligible
CPC10120 Certificate I in Construction (CQU STN)
MEA20518 Certificate II in Aircraft Line Maintenance (Aviation Australia)
10935NAT Certificate II in Autonomous Technologies (CQU STN)
ACM20121 Certificate II in Animal Care (CQU STN)
AUR20720 Certificate II in Automotive Vocational Preparation (CQU STN)
SIT20421 Certificate II in Cookery (CQU STN)
UEE22020 Certificate II in Electrotechnology (Career Start) (CQU STN)
MSL20122 Certificate II in Sampling and Measurement (CQU STN)
MEM20422 Certificate II in Engineering Pathways (Blue Dog Training, delivered at RGS)
HLT23221 Certificate II in Health Support Services (CQU STN)
SHB20216 Certificate II in Salon Assistant (CQU STN)
CERTIFICATE III QUALIFICATIONS - Fee for service
AHC30122 Certificate III in Agriculture (RGS)
CUA30120 Certificate III in Dance (Empowerdance)
CHC30121 Certificate III Early Childhood Education and Care (CQU STN)
SIS30321 Certificate III in Fitness (Binnacle Training, delivered at RGS)
Websites
Curriculum Structure
YEAR 7 AND 8
Year 7 and 8 students are split into heterogeneous core class groups, by both gender and ability. Students follow a five-day cycle based on eight 40-minute periods per day (40 periods per week).
Curriculum Overview
In Years 7 and 8, students study a combination of core and pre-elective subjects designed to provide a balanced and engaging education.
The core subjects both years study are Mathematics, English, Science, Humanities (Geography/History), and Health and Physical Education (HPE). These subjects form the foundation of learning and are studied by all students across Years 7 and 8.
Within the core programme, Humanities is divided into two areas of studies, split across semesters. Students will study History in one semester and Geography in the next.
In addition to the core subjects, students take part in pre-elective subjects. These pre-elective subjects allow students to explore a range of interests and learning areas.
Students also participate in Tutorial and Form classes, which provide academic support and help build a sense of community within the School. Additionally, Year 7s will take part in the Enrichment Programme once a week, which offers additional learning opportunities and helps students extend their skills and interests.
Pre-Electives
Each pre-elective subject in Years 7 and 8 runs for one semester. Students complete four pre-elective subjects in Year 7 and an additional four in Year 8, giving them a chance to explore a range of options to help inform their specialised subject selections for Year 9 onward.
The pre-elective subjects are:
• Year 7 - Digital Technology; Drama; Visual Arts; Agriculture
• Year 8 - Business, Economics and Civics; Music; Japanese; Design Technologies
Timetable
Each subject has a set number of lessons per week. Please find below a general breakdown of periods dedicated to each subject:
• Six periods per week – Mathematics, English and Science
• Five periods per week – Humanities
• All pre-elective subjects will be allocated five periods per week in Year 7, and six periods per week in Year 8
• Three periods per week – HPE
• Students will have one Tutorial period during the week, and two Form periods
• Two periods per week – Enrichment Programme (Year 7 only)
YEAR 9
Curriculum Structure
Year 9 students are split into heterogeneous core class groups, by both gender and ability. Students follow a five-day cycle based on eight 40-minute periods per day (40 periods per week).
Core Subjects
The core subjects are English, History, Geography, Mathematics, Science, Health and Physical Education, and Personal Development. English, Science and Mathematics are each allocated six (6) periods per week. History and Geography are allocated five (5) periods per week each for one semester only. Health and Physical Education is allocated three (3) periods per week and Personal Development two (2)periods per week.
Elective Subjects
In addition to the core subjects, the School offers an extensive variety of elective subjects. The elective options in Year 8 are: Agriculture, Business Enterprise and Management, Design Technologies (Design), Design Technologies (Workshop), Drama, Health, Sport and Exercise Science, Food Technology and Textiles, Japanese, Music and Visual Arts
In Year 9, students choose two subjects which are allocated 6 x 40-minute lessons per week.
Elective options in Year 9 are: Agriculture, Business Enterprise and Management, Design Technologies (Design), Digital Technologies, Design Technologies (Workshop), Drama, Health Sport and Exercise Science, Food Technology and Textiles, Japanese, Marine Operations, Music and Visual Arts.
Special Considerations
Some subjects have class size limits determined by the availability of equipment and the current recommended size of practical facilities under the Workplace Health and Safety Act 1995. These include Design, Workshop, and Food Technology and Textiles. Entry to these classes may have to be on the basis of ability and/or need.
YEARS 10 to 12
Year 10
In Year 10 students are required to select two electives subjects in their course of study. Students have the option of reassessing their electives at the end of Semester 1 and, if there is available space in the preferred elective, will be able to change electives for Semester 2.
Year 10 students all do a core group of subjects in English, Mathematics, Science, History and Global Studies, and Health and Physical Education. During the coursing process students indicate the level of English, Mathematics and Science they wish to do in Year 10.
In Mathematics the options are: 10A (Advanced) Mathematics, 10 Mathematics, Essential Mathematics (by invitation).
The English option is: English, Essential English (by invitation).
The Science option is: Science, Essential Science (by invitation)
In Year 10, all students will undertake the study of CHC14015 Certificate I in Active Volunteering as a part of their Form class activities.
Certificate I in Active Volunteering (CHC14015)
In partnership with the iVET Institute, an external registered training organisation (RTO: 40548), staff support students to study this nationally recognised qualification which teaches you how to be an effective volunteer while communicating with a diverse range of people. The course covers personal safety and wellbeing, interpersonal skills, problem solving and basic administration
Benefits of the Course:
This Certificate I course provides the following benefits to Year 10 students at RGS.
• 2 credits toward their QCE
• A solid foundation for any career path including community services, sport and recreation, environment and conservation, arts, emergency services, and human rights and justice
• Enhanced employment opportunities through real-world experience, a reference, and expanded professional networks
• Professional development including improved communication, teamwork, problem-solving, and initiative
• Personal development including a real sense of community connection, confidence, more positive outlook on life, and new friendships.
Course Content:
The Course consist of 3 core modules and 2 elective modules
• Participate in workplace health and safety Core
• Work with diverse people Core
• Be an effective volunteer Core
• Communicate in the workplace Elective
• Provide basic emergency life support Elective
• Students are also required to complete 20 hours of volunteer work (which is incorporated into the overall assessment)
Course Cost:
The course will cost approximately $250 per student (a Go Green rebate of an $18 discount may be applied but will be confirmed next year). This cost covers all course materials and resources as well as course administration and credit transfer of HLTAID010 training with an external provider.
Course Duration:
The course should be completed in the Year 10 academic year, with assessments submitted by the end of term three. Students who do not complete the course can receive a Statement of Attainment, or further opportunities to attain the qualification may be pursued at an additional cost.
Year 11 and 12
All students are required to select six subjects or courses at the beginning of Year 11. At The Rockhampton Grammar School, these six subjects or courses will consist of:
CORE SUBJECTS:
Essential English OR English OR Literature OR English as an Additional Language
Essential Mathematics OR General Mathematics OR Mathematical Methods
(Students who choose Mathematical Methods are also eligible to choose Specialist Mathematics as an elective).
ELECTIVE SUBJECTS:
All students are required to select four elective subjects or courses. Only one subject can be selected in each block.
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 subjects include Extension subjects.
Extension syllabuses course overview
Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study.
Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners.
The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.
Applied 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.
Additional Information
Leadership is a timetabled 40-minute session delivered once a week throughout the year, by the Head of Year and where necessary external organisations skilled in developing leadership and character of teenagers. The session is aimed at targeting and developing leadership skills within the senior cohort. We believe that developing leadership skills in students is crucial for their personal and professional growth. By nurturing their abilities to lead and inspire, students can acquire the skills necessary to succeed in any field of work they choose. Leadership at RGS involves a combination of qualities such as: communication, problem-solving, decision-making, critical thinking, and empathy. These attributes are covered throughout termly foci of wellbeing, relationships, study skills, and leadership. By teaching students to lead, we can help them develop their potential, learn to work collaboratively, and develop the confidence needed to take on life’s challenges. Leadership skills can also be valuable in building self-esteem and creating a sense of purpose, encouraging students to take ownership of their goals, and making a positive impact on their communities both internal to RGS and externally. In a rapidly changing world, the ability to lead and adapt is essential, making it even more important to equip students with the necessary leadership skills to navigate future challenges.
Leadership & Form: Leadership Workshops in Terms 2 and 4 for Year 11 & 12 students. Cost (approximately) $50 per workshop
Please be aware costs may be incurred over Year 11 & 12 for additional external programmes and activities, such as Formal Dancing (approximately) $20 per dance session.
Vocational education and training (VET)
Students can access VET programmes through the School if it:
• is a registered training organisation (RTO)
• has a third-party arrangement with an external provider who is an RTO
• offers opportunities for students to undertake school-based apprenticeships or traineeships
Grow in Character and Scholarship.
Senior Education Profile
KEY INFORMATION
Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:
• Statement of results
• 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
Queensland Certificate of Education (QCE)
Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.
Queensland Certificate of Individual Achievement (QCIA)
The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning programme. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.
Australian Tertiary Admission Rank (ATAR) eligibility
The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:
• best five General subject results or
• best results in a combination of four General subject 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.
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.
QCE - AN AMOUNT OF LEARNING AT A SET STANDARD
20 credits to be eligible for a QCE An amount +
‘C’ Level of Achievement, pass or equivalent At a set standard +
Minimum 12 credits from completed Core courses of study and 8 credits from any combination of courses of study In a set pattern
But . . . a maximum of 6 credits from Preparatory courses of study +
Must meet Literacy and numeracy Requirements
Length of Course
YEAR 8 - 9 CORE SUBJECTS
ENGLISH
This subject is studied as a one-year course of two semesters in Years 8 and 9. There are six 40-minute lessons per week.
Subject Description
The English Programme is based on the principles of the Australian Curriculum - English. Students engage with a range of written spoken and visual texts to learn how to “analyse, understand, communicate and build relationships with others and the world around them” (Rationale, Australian Curriculum English, version 9). English is central to students’ learning and development as individuals and as global citizens. English develops students’ knowledge of language, literature and literacy skills to assist in creating confident communicators, imaginative thinker and informed citizens.
Essential English
At the beginning of each year, a small group of identified students demonstrating gaps in their basic English knowledge will be invited to join a class which will work on a modified programme, known as Essential English. These students will be subsequently advised on an individual basis as to their suitability to study Senior English or Senior Essential English but are free to join either.
Content
In Years 8 and 9, English classes complete common units based on a range of thematic and stylistic elements. Below are examples of such units, although these are subject to constant updates.
Year 8
Novel Study
Persuasive Speech
Narrative Writing
Analytical Writing
Literacy Skills embedded into units
Major Curriculum Elements
Year 9
NAPLAN preparation
Narrative and Persuasive Writing
Novel Study
Persuasive Speech
Analytical Writing and Comparative Writing
Literacy Skills embedded into units
English includes many curriculum elements. These include: text structures, language features, vocabulary, spelling, punctuation, grammar, cohesive devices and language choices to develop reading, writing, viewing, speaking and listening.
Prerequisites
English is compulsory in Years 8 and 9. The programme does assume a minimum standard of grammatical and linguistic capability as well as a regular reading practice. Entry to Essential English is by invitation only.
Semester Assessment
Annually, students complete approximately one oral and three written tasks. Written tasks may include: narratives, analytical essays, responses to literature and/or poetry, and film analysis. Spoken tasks may include: panel discussions, formal persuasive speaking, analysis and multimodal presentations.
Criteria Assessed
The School has adapted its criteria to reflect the achievement standards of the Australian Curriculum.
Length of Course
MATHEMATICS
The course consists of two semesters in Years 8 and 9. There are six 40-minute lessons per week.
Subject Description
The Mathematics programme of The Rockhampton Grammar School is based on the general principles in The Australian Curriculum (ACARA) - Foundation to Year 10 Curriculum. The course is organised around the interaction of three content strands and four proficiency strands. The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiency strands are Understanding, Fluency, Problem Solving and Reasoning.
Pathways
All students study a common course until the end of Year 8. At this stage, students are recommended to study either 9 General Mathematics or 9 Advanced Mathematics. These courses are designed to prepare students for the study of General Mathematics or Advanced Mathematics in Year 10. These courses in Year 10 then lead into the study of Essential Mathematics or General Mathematics; or Mathematical Methods and Specialist Mathematics respectively in Years 11 and 12. The study of 9 and 10 Advanced Mathematics is a prerequisite to the study of Mathematical Methods and Specialist Mathematics in Years 11 and 12.
Essential Mathematics (Invitation only)
In all year levels from 7-9, a small group of identified students demonstrating gaps in their basic Mathematical knowledge will be invited to join a class which will work on a modified programme, known as Essential Mathematics. This course emphasises numerical methods rather than the more algebraic aspects of Mathematics and allows students to develop basic mathematical skills and confidence in Mathematics to assist in integrating back into mainstream classes. Students must demonstrate solid attitude and effort to be considered for invitation.
Major Curriculum Elements
The students will develop increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities will enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
Elements emphasised include calculation, analysis, synthesis, interpretation, calculation, interpolation, extrapolation, communication and justification and also modelling and problem solving. Learning Goals are defined under Marzano’s taxonomy of Information, Mental procedures and Psychomotor procedures. This is embedded within the four cognitive skill levels of Retrieval, Comprehension, Analysis and Knowledge Utilisation whereby structured problem solving occurs with all mathematical content. Students are also exposed to both multiple-choice and problem-solving national Mathematics competitions to enhance their ability in unfamiliar contexts.
Content
Real Numbers
Money and Financial Mathematics
Patterns and Algebra
Linear and Non-Linear Relationships (Year 8 and 9)
Prerequisites
Years 8 and 9
Using Units of Measurement
Geometric Reasoning
Chance
Data Representation and Interpretation
Pythagoras and Trigonometry (Year 9)
Mathematics is compulsory. It is recommended that students wishing to study 9 Advanced Mathematics should be achieving a B or better at the conclusion of Year 8.
Semester Assessment
Year 8 - Each semester consists of two term tests and Squizya and homework sheets.
Year 9 Essential, General and Advanced - The assessment consists of homework sheets, term exam, semester exam and a Problem Solving and Modelling Task.
Criteria Assessed - The major criteria assessed are understanding and fluency, and problem solving and reasoning.
Questions on all tests and exams are identified as simple familiar, complex familiar and complex unfamiliar. Where applicable, tests and exams consist of two papers: technology free and technology active.
SCIENCE
Length of Course
In Years 8 and 9, all students will study Science. These courses are presented as a one-year course of two semesters consisting of six 40-minute lessons each week. Students wishing to enrol in science subjects in Years 11 and 12 are advised to select Science in Year 9.
Subject Description
The Science programme is integrated courses covering the traditional areas of Physics, Chemistry, Biology, Earth and Space Science. Emphasis is placed on the development of scientific literacy; the scientific approach to solving problems and experimentation. Current issues in science and technology and their impact on our society and on individuals also form a part of the courses.
Content
Year 8 - Semester One
Chemical Sciences
• The particle model
• Elements, compounds and mixtures
• The periodic table
• Properties of metals and non-metals
• Physical and chemical change
Physical Sciences
• Kinetic and potential energy
• Energy transfer and transformation
• Energy efficiency
• Sound energy
Year 9 - Semester One
Chemical Sciences
• The structure of the atom
• Chemical reactions
• Acids, bases and pH
• Reaction types
Biological Sciences
• Body systems – nervous, endocrine, immune
• Diseases – pathogens and transmission
• Ecosystems and interactions between organisms
• Biodiversity
Major Curriculum Elements
Year 8 - Semester Two
Biological Sciences
• Microbes and microscopy
• Cell structure
• Multicellular organisms
• Body systems
Earth Sciences
• Igneous, sedimentary and metamorphic rocks
• Rock cycle
• Mining and exploration
Year 9 - Semester Two
Physical Sciences
• Heat and heat transfer
• Properties of light - reflection, refraction and mirrors
Students will be exposed to the topics listed in the subject content table. They will be assessed on their recall of knowledge, their Science Understanding and their Science Inquiry Skills, which includes questioning and predicting, planning and conducting experiments, processing and analysing data and information, and communication
Semester Assessment
Assessment is based on criteria and standards across a range of assessment items. The assessment items may include:
• Research Investigation
• Student Experiment
• End of unit exams
• Semester exams
Criteria Assessed
The major criteria assessed are retrieval and comprehension of information, analysis of evidence and data, and knowledge utilisation.
Pathways
Students who develop their science skills to a higher level in Years 9 and 10 Science, particularly the skills of problem solving, analysis and prediction, will be suitable candidates for senior science subjects. In Years 11 and 12, students can choose from the General Subjects: Agriculture, Chemistry, Physics, and Biology or the Applied Subject, Aquatic Practices. Students may also elect to study Marine Operations in Year 10.
Grow in Character and Scholarship.
HISTORY AND GEOGRAPHY
Length of Course
Each year students will do a semester of Geography and a semester of History consisting of five 40-minute lessons per week.
Subject Description
Whilst these two core disciplines of a liberal education are clearly complements in the provision of a deep understanding of the world, students in Years 8 and 9 study History and Geography separately in order to provide a greater grounding in discipline specific content and skill development.
The Australian Curriculum describes the disciplines of History and Geography as follows:
History is a disciplined process of inquiry into the past that develops student’s curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day.
Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world.
Content
In Years 8 and 9, the History and Geography courses will follow the general structure of the Australian Curriculum. The specific details are outlined in the following tables:
Year 8 History
Year 8 History provides an overview of the transition from the ancient to the modern World, covering the period c. 650 AD (CE) to 1750. To begin with, students investigate the emergence of a unique society from the ashes of the Roman Empire, which we know as Medieval Europe. Secondly, students explore an Asian civilisation, Japan under the Shoguns.
Outline
Theme: The Ancient to the Modern World
Unit 1: Medieval Europe and the Black Death
Some key questions investigated are:
• How were societies in medieval Europe organised?
• How and why did societies in medieval Europe change?
• What caused the Black Death and how did it spread?
• To what extent did the Black Death irrevocably alter medieval Europe?
Unit 2: Shogun Japan
Some key questions investigated are:
• What led to the rise of the Shoguns?
• How was Japanese society organised during the rule of the Shoguns?
• To what extent did Japan change under the rule of the Shoguns?
Year 8 Geography
Geography in Year 8 covers the full sweep of physical and human geography via studies of landscapes and the changing patterns of urbanisation and population distribution across the globe.
Outline
Unit 1: Landscapes & Landforms - Coastal Landforms
Some key questions investigated are:
• What are the different types of landscapes and associated landforms?
• What forces shape coastal landscapes?
• How are coastal landscapes managed?
• Are coastal landscapes hazardous places?
Unit 2: Changing Nations - Urbanisation
Some key questions investigated are:
• Why do people live in cities?
• Why have megacities emerged over the second half of the twentieth century?
• What is the spatial distribution of Australia’s population?
Year 9 History
The Year 9 curriculum explores the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War 1 1914-1918, the “war to end all wars”.
Outline
Theme: The making of the Modern World
Unit 1: Making a better world - Movement of peoples
Some key questions investigated are:
• Why might the mass migrations of people, both forced and unforced, in the eighteenth and nineteenth centuries be considered historically significant?
• What were the impacts of the colonisation and settlement of Australia and its inhabitants during the 19th century?
• What were the key events and ideas that influenced the growth and development of Australian identity in the long nineteenth century 1914?
Unit 2: The First World War
Some key questions investigated are:
• Who or what was to blame for the outbreak of the First World War?
• How and where was the First World War fought?
• Why might the First World War be considered to be of historical significance?
Semester Assessment
Examination: Short Response
Examination: Response to Stimulus Essay
Assignment: Research Essay
Criteria Assessed
Year 9 Geography
The Year 9 curriculum begins with an examination of the world’s biomes, food production and food security. The course continues with a study of interconnections across the globe with a focus on trade tourism and globalisation.
0utline
Unit 1: Biomes and Food Security
Some key questions investigated are:
• What are the world’s biomes?
• Why do some biomes produce more food than others?
• What are the environmental economic and technological impacts of food production?
• Why is food security important?
• What are the main threats to food security in Australia and globally?
Unit 2: Geographies of Interconnections - Trade & Globalisation
Some key questions investigated are:
• How do people connect to different people and places?
• How does trade connect people and places?
• What is the impact of production and consumption on places? How can this be sustainably managed?
Examination: Combination Response
Assignment: Research Report
The criteria used to assess student achievement in History are: Knowledge; Analysis & Evaluation and Research & Communication
The criteria used to assess student achievement in Geography are: Knowledge; Analysis, Evaluation & Decision Making and Research & Communication.
Major Curriculum Elements
During their studies of History and Geography, students will develop proficiency in the following major curriculum elements: interpreting the meaning of words, pictures, tables and graphs, using correct spelling, grammar and punctuation, summarising, recording data, graphing, structuring and organising text, explaining to others, expounding a viewpoint, empathising, comparing and contrasting, classifying, reaching a conclusion, generalising, hypothesizing, criticising, analysing, evaluating, justifying.
Pathways
Students who show an aptitude and interest in their studies of History and Geography will be suitable candidates to consider undertaking the QCAA Senior subjects of Modern History, Ancient History and Geography. Students with a particular interest in Geography have the opportunity to study Introduction to Senior Geography in Year 10. Beyond Year 12, the deep knowledge of the world, the capacity to research effectively and efficiently and write cogently and lucidly will allow for success in a wide variety of career paths, including, but not limited to, the law, business and medicine.
Grow in Character and Scholarship.
Length of Course
HEALTH AND PHYSICAL EDUCATION
Health and Physical Education classes are scheduled for three lessons (120 minutes) each week of the school year. The subject is compulsory in Years 8 and 9.
Subject Description
Active engagement in physical activity is the major emphasis in Physical Education. This emphasis acknowledges the valued role of physical activity as a medium for learning by doing. Movement experiences provide opportunities for students to develop not only concepts and skills for participation in physical activity, but also for self-awareness, aesthetic appreciation, problem solving, decision making and interpersonal communication. Health Education focuses on personal, peer, community and specific populations to give students skills to enhance their own health and those around them.
Pathways
Health and Physical Education in the junior school may assist student with the physical requirements of senior Physical Education and the theoretical building blocks for senior Health Education as well as provide a background to lifelong involvement in healthy well-being and physical activity.
Content
This programme concentrates on developing and refining swimming, athletics and gross and fine motor skills. We believe in developing the whole person and encourage participation and teamwork in all lessons, allowing for the social benefits that permeate physical activity to be fostered.
Semester One: Swimming/Aquatics, Aquathlon, Athletics, Motor Skills, Health.
Semester Two: Motor Skills, Swimming/Aquatics, Health.
Motor Skills: In the three years at junior level, the students will experience a range of activities that could be further extended upon in the extensive co-curricular programme on offer at the School.
Swimming: Initially stroke assessment is completed and from the results, students participate in activities suited to their ability. These activities will range from stroke correction and competition skills, to water polo, snorkelling and lifesaving.
Athletics: The teaching of ‘technical events’ is the focus of this unit. Events such as javelin, discus, triple jump, high jump and relay changes will form the core of this unit. Students are encouraged to attend further club training sessions and develop their skills.
Aquathlon: Preparation and planning is the basis for this brief unit. Students will examine various race techniques and learn how to plan a basic training programme. This unit serves as a transition from the swimming unit into preparation for the School cross country (usually held on the last day of first Term).
Health: In the three years at junior level, the students will experience a range of activities that explore the impact of socio-cultural factors on their personal health and that of their community.
Major Curriculum Elements
Analysing, extrapolating, comparing, manipulating/operating/using equipment, synthesising, judging/evaluating, empathising and explaining to others.
Semester Assessment
Assessment is an ongoing process in Physical Education. Students are given the opportunity to display competency in various tasks over the course of a specific unit. Health Education will be assessed each term in the forms of essays, reports, exams and multimodal assessment.
Criteria Assessed
Participation, application and skill level are appraised using specific criteria and common understanding of expected outcomes.
YEAR 8 - 9 ELECTIVE SUBJECTS
AGRICULTURE
YEAR 8
Length of Course
This subject may be studied as a one year elective course in Year 8 consisting of four 40-minute lessons per week.
Subject Description
Agriculture is the production of food and fibre using scientific methodology to inform production and best practice. This subject is based in the technology and science national curriculum and examines the science and practice of modern agriculture, horticulture and animal production. It is a study relevant to those students interested in primary production and the nurture and care of plants and animals.
The subject includes theoretical and practical aspects of study in the production of a designed solution or scientifically based practice as a focus to answer questions which are highly related to industry, with use of farm areas for horticulture, poultry, sheep and cattle husbandry. The School has a property to demonstrate commercial practices.
Students will also undertake learning in Workplace Health and Safety and will be required to complete OnGuard training modules as a part of their coursework. Please note there is also a managed risk when working in a practical environment, and this may include zoonotic potential. Q fever vaccination is recommended as well as good hygiene practices.
An excursion to alternative industries such as a crocodile farm and commercial production enterprises is usually included in the course, as well as exposure to anatomical dissections.
Pathways
Year 9 Agriculture which leads further to Senior Agricultural Science, Certificate III in Agriculture and Diploma level studies
Content
1 Safety at the farm – An introductory formative look at farm safety supported by online farm safety modules.
Conventional Vs Alternative Agriculture –
A look at production in alternative agricultural industries including crocodile, camelid, goat and aquaculture and the sustainability of these systems versus traditional western industries. An excursion to a crocodile and goat farm is routinely a part of this unit
Student Experiment
2 Hoof and Hook – A look at red meat production using data to inform management and production decisions Data Test
3 Science in Agriculture – A look at the industry and the scientific approach to improving production yields and industry sustainability. Students will undertake a student investigation to maximize production outcomes using plant and animal models such as a poultry growth trial
Research investigation
Weighting: 25% of year
Science unit
Marks based
In class and home time (7 weeks)
Length: 500 words using scaffold
Weighting: 25% of year
Science Unit
Marks based
Duration: 50 minutes
Supervised
Individual work
Unseen questions
Calculators allowed Closed-book
Weighting: 25% of year
Science unit
Marks based
In class and home time (7 weeks)
Length: 500 words using scaffold
4 Anatomy and Physiology – An exploration of agricultural comparative anatomy in agricultural plant and animal species and how they have been selected and refined to improve production.
Exam
Weighting: 25% of year
Science unit
Marks based
Duration: 40 minutes
Supervised
Individual work
Unseen questions
Calculators allowed
Closed-book
NB: Units may be adjusted or altered due to available resourcing.
Major Curriculum Elements
TECHNOLOGY
Food and Fibre context – Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable.
Technology and Societies - Examine and prioritise competing factors, including social, ethical, and sustainability considerations, in the development of technologies and designed solutions to meet community needs for preferred futures. Investigate ways in which products, services and environments evolve locally, regionally and globally through the creativity, innovation and enterprise of individuals and groups.
SCIENCE
Understanding Biology - Cells are the basic units of living things and have specialised structures and functions. Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce. Science and a human endeavour and inquiry skills.
CROSS CURRICULUM PRIORITIES
Literacy, numeracy and sustainability.
YEAR 9
Length of Course
This subject may be studied as a one year course in Year 9 consisting of six 40-minute lessons per week.
Subject Description
Agriculture is the production of food and fibre using scientific methodology to inform production and best practice. This subject is based in the technology and science national curriculum and examines the science and practice of modern agriculture, horticulture and animal production. It is a study relevant to those students interested in primary production and the nurture and care of plants and animals.
The subject includes theoretical and practical aspects of study in the production of a designed solution or scientifically based practice as a focus to answer questions which are highly related to industry, with use of farm areas for horticulture, poultry, sheep and cattle husbandry. The School has a property to demonstrate commercial practices.
Students will also undertake learning in Workplace Health and Safety and will be required to complete OnGuard training modules as a part of their coursework. Please note there is also a managed risk when working in a practical environment, and this may include zoonotic potential. Q fever vaccination is recommended as well as good hygiene practices.
Exposure to industry usually forms a part of this course and provides a familiarisation with courses conducted in senior high school at the School’s facilities via the Belmont Alliance or other industry-based facilities.
Pathways
Year 10 Agricultural Science which flows on to Senior Agricultural Science, Certificate III in Agriculture and Diploma level studies
1 Agricultural Work skills – Students undertake training in WHS, Power equipment and undertake routine maintenance procedures at the farm familiarising themselves with a work style environment and associated professional requirements.
2 Production Horticulture – Students grow their own produce (including a strawberry crop among other products) and explore horticultural principles.
3 Animal Welfare and husbandryStudents explore animal welfare and husbandry, with particular focus on the Sheep industry, growth and development, nutrition and undertake an inquiry-based unit based upon welfare issues such as mulesing
4 Agritech – Students explore low stress handling and animal behaviours to create a designed solution to a production context incorporating an understanding of animal ethics, welfare and production.
Exam
Student experiment
Research investigation
Data test
NB: Units may be adjusted or altered due to available resourcing.
Major Curriculum Elements
TECHNOLOGY
Weighting: 25% of year
Technology unit
Marks based
Duration: 50 minutes
Supervised
Individual work
Unseen questions
Calculators allowed Closed-book
Weighting: 25% of year
Technology unit
Marks based
Individual work In class and own time
Length: 700 words as a part of a scaffold
Weighting: 25% of year
Technology Unit
Marks based
Individual work In class and own time
Length: 700 words as a part of a scaffold
Weighting: 25% of year
Technology unit
Marks based
Duration: 50 minutes
Supervised
Individual work
Unseen questions
Calculators allowed Closed-book
Food and Fibre context - Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre.
Technology and Societies - Critically analyse factors, including social, ethical and sustainability considerations that impact on designed solutions for global preferred futures and the complex design and production processes involved.
SCIENCE
Science as a human endeavour, and science inquiry skills and biological sciences.
CROSS CURRICULUM PRIORITIES
Literacy, numeracy and sustainability
Criteria Assessed
Understanding of the context knowledge, use and influence of science. Skills including scientific inquiry and process and production skills.
BUSINESS ENTERPRISE AND MANAGEMENT
Length of Course
This subject may be studied as a one or two-year course consisting of two semesters of four 40-minute lessons each week in Year 8 and six 40-minute lessons each week in Year 9.
Subject Description
Business Enterprise and Management (BEAM) provides students with a greater understanding of the operation and importance of business and economics in our society. It introduces students to different aspects of the business world. Through the study of this subject, students gain an understanding of how business, economic and legal activities impact on and present a range of challenges to individuals and members of groups and organisations in their roles as active and informed citizens, consumers, workers or entrepreneurs. It also introduces Senior School business subjects to students by examining key concepts and principles relating to accounting, business management, economics and legal studies.
By examining the workings of existing enterprises, students will learn how businesses operate in the global market. Students will consider the interdependence of participants in the global economy, including the implications of decisions made by individuals, businesses and governments. Students learn the basics of business planning and the importance of marketing a product or service in order for the business to create a competitive advantage. School-based business ventures will be used to illustrate theory in a practical hands-on approach.
It is important that students have an understanding of the different types of business environments and fundamentals of economic management thus enabling them to make informed decisions in their role in society. It is equally important that students are aware of decisions they need to make about their personal finances such as saving, spending and investing.
In Year 8 students will investigate how laws are made and applied in Australia. An investigation of what influences shape the law will be completed in Year 9. Students will also consider the responsibilities of participants in the changing Australian and/or global workplace and why these are important. Students will develop enterprising behaviours and capabilities that can be transferable into life, work and business opportunities.
Topics studied provide students the opportunity to develop skills aimed at developing enterprise, initiative and ingenuity. Business Enterprise and Management also allows students to develop their personal business acumen, resolve conflict, solve problems, and develop team participation, leadership and interpersonal skills.
Pathways
Business Enterprise and Management relates to all senior business studies subjects – Accounting, Legal Studies, Business, Economics and vocational education business certificate subjects.
Content
The course will reflect the Australian Curriculum Economics and Business programme and the Australian Curriculum Civics and Citizenship programme Version 8.0 as stated by the Australian Curriculum, Assessment and Reporting Authority (ACARA).
Year 8 Semester One
1. Economics: Influences Now and in the Future
• Different types of work
• Influences on the ways people work
• Factors that might affect work in the future
2. Business: Consumers in the Modern Marketplace
• What is business?
• Forms of business ownership.
• Rights and responsibilities of consumers
• How a business can respond to opportunities in the marketplace
• Entrepreneurship competition
Year 9 Semester One
1. Business Management: Business Enterprise Opportunities; Developing and Marketing a Product
• Why start a business?
• The role of entrepreneurs in business
Year 8 Semester Two
3. Legal Studies: The Australian Legal and Parliament Systems
• Why do we have laws?
• Rules and Laws
• Influences on the law
• How are laws made?
4. The Work Environment Accounting: From Xero to Hero
• How to use Xero for basic bookkeeping
Year 9 Semester Two
3. Accounting and Personal Finance
• Reasons for saving
• Investing money
• ASX Sharemarket Game
• Risk
• Processes used by businesses to innovate a differentiate from competitors
• Trade Show
• Market research
2. Economics: Australia as an Economy
• Participants in the Australian economy
• Impact of global events on the Australian economy
• Economic decision making involving consumer, businesses, financial sector + government management of risk and reward from business perspective
Major Curriculum Elements
• Employer responsibilities to workers and the government e.g. superannuation, income tax
4. Legal Studies/Citizenship
• Role of the constitution and parliament in providing government and demonstrating the democratic process
• Key features and Jurisdictions of Australia’s court system
• The rights of the accused and victims
• Understanding Justice and the concepts within the rule of law
Recalling and remembering business-related terms; analysing and interpreting the meaning of data, tables, diagrams and graphs; explaining and discussing issues and current business events; decision making, justifying and constructing support for ideas, opinions and beliefs; calculations (with calculators and computer programs); identifying strategies; generating and testing ideas; invention and analysing errors and perspectives.
Prerequisites
No prerequisites. Students can study Year 9 Business Enterprise and Management without having completed Year 8 Business Enterprise and Management.
Semester Assessment
Techniques include short and extended written response examinations; assignments including written proposals, case studies and multimodal; design and preparation of documents; business planning journals; and participation in school-based business ventures and classroom activities.
Work completed in class and for homework is seen as a foundation to students’ performances of understanding and will be assessed for effort and engagement as well as informing subject content knowledge.
Criteria Assessed
Assessment is based on a combination of the criteria comprehending, applying, researching, analysing, evaluating, and communicating.
DESIGN TECHNOLOGIES - DESIGN
YEAR 8
Length of Course
Two semesters, four periods (40 minutes) per week.
Subject Description
This course should provide opportunities for students to explore the fundamental principles of design through:
• forming and developing visual perceptions
• solving problems in creative ways through imagination and visualisation
• disseminating ideas and information to a variety of audiences.
Design prepares students to be effective problem-solvers as they learn about and work with contemporary and emerging technologies (such as CAD software, laser cutters and 3D printers). They learn the ability to communicate and express information graphically with clarity and precision.
The practical application of design thinking in manifested by applying a design process.
The Design Process:
Explore human needs, wants and opportunities
• Define the design problem and write a design brief
• Form design criteria
• Develop design ideas and concepts
• Use sketching skills and prototyping skills
• Evaluate ideas and design concepts
• Communicate to stakeholders and audiences (may include ICT skills)
Prototyping is for the purpose of rapidly devising and testing design ideas. It includes producing virtual 3D models, 3D printing and the use of various materials and technologies to produce a model to visually communicate the design features to the intended audience. It could include laser printers, cutting, joining and manipulating materials such as paper, card, wood, glass, metal, clay, plastic and textile.
Students learn the value of creative thinking 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. Design equips students with highly transferrable, future-focused thinking skills relevant to a global context.
Pathways
Skills learned in Years 7 to 9 Design will be developed further in Senior Design. Students would find the ATAR subject of Design challenging without previous experience in the lower years.
Design Pathways
Architectural designer
Commercial artist
Design/project engineer
Electronic media/illustrator
Environmental designer
Fashions/textile designer
Fine artist/illustrator
Interior designer
Introduction to Senior Design
Geographical drafting technician
Graphic designer (publishing/advertising)
Industrial designer
Landscape designer
Mechanical/electrical designer
Technical illustrator
Technology teacher
Town planner
Semester One Semester Two
1. Use of foundation skills: learn the essentials for representing ideas and solutions via 2-D viewing procedures in CADD & manual concept sketching in graphic design context.
• 2-D representations
• Isometric & perspective projection – simple 2D representations only
2. Design process: Graphic Design context (explore human needs, decision making, design factors, creating design criteria, use drawing and prototyping skills, communicate ideas, evaluate design ideas and design concepts, making and justifying recommendations for improvements).
Major Curriculum Elements
1. Use of foundation skills: learn the basic 3D principles & procedures in CADD, concepts sketching and rendering in an industrial design context.
• 2-D & 3D representations
• CADD systems
• Pictorial sketching
2. Design process: Interior Design (explore human needs, decision making, design factors, creating design criteria, use drawing and prototyping skills, communicate ideas, evaluate design ideas and design concepts, making and justifying recommendations for improvements).
Exploring, analysis, synthesis, interpreting information, calculating, evaluating (reflecting), decision making, designing, considering design factors (sustainability, economic and cultural issues), human centred design, establishing a design brief and design criteria, evaluating, making recommendations, justifying and communicating.
Semester Assessment
Assessment in Year 8 is formative.
Semester One Semester Two
Foundation Skills (throughout the semester)
Design Assignment (graphic design)
Criteria Assessed
Design is assessed in two-dimension areas:
Knowledge & Understanding: the ability to
Foundation Skills (throughout the semester) Design Assignment (Industrial design)
• appropriately evaluate, select and apply knowledge and technologies to solve problems for identified needs and opportunities
• describe preferred futures (criteria)
Processes & Production Skills: the ability to
• generate ideas and justify decisions
• evaluate design ideas and design solutions
• engage in design thinking where students learn about and experience connections between technologies and the designed world, explore materials, tools and equipment and use drawing and prototyping to communicate their design solutions.
YEAR 9
Length of Course
Two semesters, six periods (40 minute) per week.
Subject Description
Design engages students in solving design problems and communicating their ideas and solutions as low-fi prototypes. Students explore design problems through the lens of a design process where they identify and explore needs and opportunities of the user, research, generate and develop ideas and produce and evaluate solutions. Students continue to develop their abilities in sketching and visualisation, prototype production and the use of existing and emerging technologies to communicate solutions to stakeholders and audiences.
The Design Process
• Explore human needs wants and opportunities
• Define the design problem and write a design brief
• Form design criteria
• Develop design ideas and concepts
• Use drawing skills and prototyping skills
• Evaluate ideas and design concepts
• Communicate to stakeholders and audiences
Prototyping is for the purpose of rapidly devising and testing design ideas. This could include laser printers, cutting, joining and manipulating materials such as paper, card, wood, glass, metal, clay, plastic and textile.
Students learn the value of creative thinking and develop problem-solving skills 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. Design equips students with highly transferrable, future-focused thinking skills relevant to a global context.
Pathways
Skills learned in Year 9 Design will be developed further in Year 10 Introduction to Design, and Years 11 and 12 Design. Students would find Years 11 and 12 Design challenging without previous experience in the Years 8 to 10.
Design Pathways
• Architectural designer
• Commercial artist
• Design/project engineer
• Electronic media/illustrator
• Industrial designer
• Mechanical/electrical designer
Content
• Environmental designer
• Fashions/textile designer
• Fine artist/illustrator
• Geographical drafting technician
• Graphic designer (publishing/advertising)
Semester One
Use of communication tools: concept drawing & sketching, applying the 3D modelling principles & procedures in CADD for communicating solutions to stakeholders in the graphic design context.
Design process: Industrial Design (explores human needs, decision making, design factors, formulate criteria, use drawing and prototyping skills, communicate ideas, evaluate design ideas and design concepts).
Major Curriculum Elements
• Interior designer
• Landscape designer
• Technical illustrator
• Design teacher
• Town planner
Semester Two
Use of communication tools: concept drawing & sketching, applying the 2D & 3D modelling principles & procedures in CADD for communicating solutions to problems in an industrial design context.
Design process: Interior Design (explores human needs, decision making, design factors, formulate criteria, use drawing and prototyping skills, communicate ideas, evaluate design ideas and design concepts).
Exploring, analysis, synthesis, interpreting information, calculating, evaluating (reflecting), decision making, problem solving, designing, considering design factors (sustainability, economic and social, moral and cultural issues), human centred design (HCD), establishing criteria, evaluating, making recommendations, justifying and communicating.
Prerequisites
Students may find Year 9 Design challenging without previous experience in the Year 8 Design. However, with determination and effort, it is possible.
Semester Assessment
Assessment in Year 9 is summative.
Semester One
Foundation Skills (throughout the semester)
Design Assignment (Industrial design)
Grow in Character and Scholarship.
Semester Two
Foundation Skills (throughout the semester)
Design Assignment (Interior design)
Criteria Assessed
Design is assessed in two-dimension areas:
Knowledge & Understanding: the ability to
• appropriately evaluate, select and apply knowledge and technologies to solve problems for identified needs and opportunities
• describe preferred futures (criteria)
Processes & Production Skills: the ability to
• generate ideas and justify decisions
• evaluate design ideas and design solutions
• engage in design thinking where students learn
• about and experience connections between technologies and the designed world explore materials, tools and equipment and use drawing and prototyping to communicate their design solutions.
DESIGN TECHNOLOGIES - WORKSHOP
Length of Course
The Year 8 Workshop Course is of two semesters’ duration, having four 40-minute lessons per week. The Year 9 Workshop Course is of two semesters’ duration, having six 40-minute lessons per week.
Subject Description – General Workshop gives students an insight to workshop procedures and provides the basis for industry processes. The course allows students the opportunity to produce a project using a combination of set drawings that incorporate their own design features and customised to suit the users’ needs and wants.
Students are instructed in workshop safety processes and are encouraged to explore the use of diverse materials and a variety of conventional machinery and CNC in the construction of their projects.
Pathways
This subject can be an introduction to a more disciplined design and construction process in the Year 10 subject - Introduction to Industry, and provide a pathway to a number of Year 11 Vocational Education certificate courses such as:
• Certificate II in Engineering Pathways
• Certificate I in Construction
• Industrial Technology Skills
Content (Year 8 and 9)
Basic design principles.
Semester One
Construction of a variety of artefacts incorporating:
• Metal and timber fabrication
• Use of hand-held tools and equipment
• Use of metal and wood lathes
• Use of CNC technology e.g. laser cutters
• The use of different materials and alternative methods of joining selected materials.
Semester Assessment
Semester Two
This is an amplification of Semester One.
The artefacts made are becoming more complex and requiring greater student input in their design and construction techniques utilising a variety of materials, finishes and technologies.
Assessment is based on the application of the design process through basic projects under the criteria of Knowledge and Understanding, and Processes and Production Skills.
Criteria Assessed
Knowledge and Understanding Process and Production Skills
DIGITAL TECHNOLOGY - DT
YEAR 8
Length of Course
This subject may be studied as a one-year course of two semesters consisting of four 40-minute lessons each week.
Subject Description
Don’t just use technology – create it! Understanding and creating code just scratches the surface of future IT needs. More so, the move towards developing computational and critical thinking skills, across a range of practical applications, is at the heart of becoming life-long learners in readiness for our future in an online and digital society.
Digital Technologies in Year 8 gives students the opportunity to explore a range of computer software packages with a focus on developing computer programs. The art of design, project management, considering stakeholders and developing critical thinking skills integrate into a project designed to provide student choice yet meet functional and non-functional criteria. Furthermore, students move towards text-based coding with the general-purpose programming language, Python, which supports multiple programming paradigms including object-orientated styles.
Our global connections play such a vital role in creating preferred futures and so understanding the importance of data, information and networks are also explored. Extending skills, knowledge and understanding developed during the year, students move towards blending virtual reality and real-life worlds in Minecraft. Additionally, students research technology trends, based on a topic of personal interest, providing them with the opportunity to investigate potential career opportunities relevant to their own goals, irrespective of industry.
Pathways
Digital Technologies (Year 9).
Content
Virtual Worlds
Semester One
• Responsible online collaboration
• Programming Bots and automating manual tasks
• Introduction to Python programming
• Controlling avatars and the Minecraft EDU environment
• Problem solving, computational thinking and decomposition
• Introduction to DDIE and project management
InstaTwitFace
• Text, number and image representation and manipulation
• Digital compression
• Binary conversion
• Basic computer system components
• Decomposition of problems
• Digital citizenship
Major Curriculum Elements
Semester Two
Game On
• Introduction to game design and development
• User experience and interactions
• Programming (procedural)
• Problem solving, computational thinking and decomposition
• Project management and problem-solving processes
• User feedback and analysis
Networks
• Wired and wireless networks
• How the internet works
• Data exchange and network components
Who’s in
Control?
• Artificial Intelligence (history and future)
• Robotics (history and future)
• Robot program, design and programming
• Robotics and Microbits programming
Construct models, decision making, problem solving, creative thinking and invention.
Assessment
Each semester a range of assessment techniques are used with primarily a ‘hands on’, practical focus:
• collection of work (mostly practical tasks)
• project (design, development and evaluation of digital solutions)
• supervised assessment
Criteria Assessed
Knowledge and understanding
Processes and production skills
YEAR 9
Length of Course
This subject may be studied as a one-year course of two semesters consisting of six 40-minute lessons each week.
Subject Description
Virtually all organisations use computers in some way. Gaining computer skills in many different types of software packages will prepare students for many different careers, not just those relating to the Information Technology industry. Creating preferred futures as we become developers of technology, not just users of it, provides focus for this practical course as a range of computational and critical thinking skills are developed. Students continue with text-based coding with the general-purpose programming language, Python, which supports multiple programming paradigms including object-orientated styles.
Digital Technologies in Year 9 gives students the opportunity to explore a range of computer software packages with a focus on developing computer programs, building and programming digital solutions (including robotics) and basic mobile applications (for Android and Apple devices).
Most work is of a practical nature but includes planning, evaluation and writing skills associated with developing practical, innovative digital solutions. The course is ideal for students interested in STEM, Information Technology pathways and those interested in digital technologies.
Pathways
Introduction to Digital Solutions (Year 10).
Content
Semester One
Introduction to Mobile Application Development
• User experience and interactions
• Programming mobile applicaations
• Visual elements and principles of communication
• Design of prototypes
• Project management
• Problem solving, computational thinking and decomposition
Hello World
• Designing and implementing algorithms
• Pseudocode and Flowchart development
• Introduction to Object Orientated Programming
• Programming with Python
Major Curriculum Elements
Semester Two
Network Travel
• Collecting, organising, manipulating and presenting data
• Computer system components
• Data compression techniques
• Introduction to webpage design and development (including HTML, CSS, Bootstrap)
• Project management
• Useability Principles
The Sky is the Limit
• Drone operations, safety and legalities
• Drone programming and applications
• Understanding drone flight paths and parameters
• Augmented Reality
• Simulations
• Project management and collaboration
• Problem solving, computational thinking and decomposition
Construct models, decision making, problem solving, creative thinking and invention.
Assessment
A range of assessment techniques are used with primarily a ‘hands on’, practical focus:
• collection of work (mostly practical tasks)
• project (design, development and evaluation of digital solutions)
• supervised assessment
Criteria Assessed
Knowledge and Understanding. Processes and Production Skills.
DRAMA
Subject Description
Drama is a unique art form that re-presents and re-enacts experiences, ideas, stories and emotions. Drama is one of the oldest forms of artistic expression and continues to be significant in all cultures and societies. Drama is created and performed in diverse spaces, including theatres, to achieve a wide range of purposes. It is usually shared live, but can also be created, mediated and shared through digital media and platforms. Engaging with drama in all its manifestations provides opportunities to experience, understand and communicate different perspectives on the world.
In the subject Drama, students have opportunities to learn about a range of forms and styles of the dramatic art form and gain understandings of human experience in different cultures, times and places. Drama connects students to be creative, technical and utilise other cognitive processes and provides opportunities for them to imagine and explore beliefs, feelings, behaviours and relationships across many situations and contexts.
Engaging in drama promotes imagination, critical and creative thinking, problem solving, cultural engagement and communication, and provides opportunities to share ideas with others through informal and formal performances. Students engage in learning experiences that integrate oral, kinaesthetic and visual communication to create aesthetic and artistic meaning.
A course of study in Drama can establish a basis for further education and employment in the fields of theatre and the broader arts and entertainment industry, and in education. The knowledge, understanding and skills built in Drama connect strongly with careers in which it is important to understand different social and cultural perspectives on a variety of subjects and issues, and to communicate meaning in imaginative, aesthetic and artistic ways.
Pathways
This year of Drama will better equip students for their course of study in senior subjects such as Drama and Dance.
Content
Semester One – Year 8
• “Lights” – Presenting & performing: Exploring elements of Drama and lighting design through scripted performance for live audience.
• “Camera” – Creating and performance: Develop and write a monologue for a Superhero/heroine or Villian.
Semester One – Year 9
• “Pantomania” – Producing a whole class Pantomime performance for live audience.
• “Avengers Assemble” – Creating monologues for performance based on a DC/Marvel superhero.
Major Curriculum Elements
Semester Two – Year 8
• “Action” – Creating and performing: Students use and interpret a script.
• “Libretto” – Exploring and responding: Students explore and investigate the diversity of drama through cross culture
Semester Two – Year 9
• “A Play for Every Stage” – Exploring Australian realism through performance and directing.
Drama is explored through the general areas of Making (Forming and Performing) and Responding. These are interrelated and complementary and are equally weighted.
Making in Drama involves improvising, devising, playing, acting, directing, comparing and contrasting, refining, interpreting, scripting, practising, rehearsing, presenting and performing. Students use movement and voice along with language and ideas to explore roles, characters, relationships and situations. They learn to shape and structure drama including use of contrast, juxtaposition, dramatic symbol, cause and effect, and linear and episodic plot forms.
Responding in Drama involves students being audience members and listening to, enjoying, reflecting on, analysing, interpreting, appreciating and evaluating their own and others’ drama works.
Semester Assessment
Year 9 - Scriptwriting, performance skills, acting in a group and as an individual, clowning, written analysis.
Criteria Assessed
Making (Forming and Performing) and Responding.
in Character and Scholarship.
HEALTH, SPORT AND EXERCISE SCIENCE
YEAR 8
Length of Course
This subject is studied as a one-year course in Year 8 consisting of four 40-minute lessons (both theory and practical) per week.
Subject Description
The course is designed for students in Year 8 of all levels of academic ability who wish to learn more about the science of sports, current issues in health and sport, and develop skills which may lead to a lifelong involvement in sport. This subject has a strong focus on physical activity and is designed so that students learn through movement. All aspects of the course are explored through participation in selected contexts in which students experience, examine, apply and analyse human performance.
Pathways
Students who are interested in sport and health and who may be considering undertaking Year 10 Introduction to Health and Physical Education and/or Senior Health Education and Senior Physical Education will find this subject interesting, beneficial and informative. Recreation, physical activity, sport and related health fields provide legitimate career pathways. This course provides students with a broad understanding of the multifaceted nature of these fields.
Aims
This course aims to provide students with:
• an opportunity to develop positive attitudes towards, and an understanding of, physical fitness
• knowledge concerning health related issues in society
• an opportunity to develop a wide range of motor skills specific to the course
• an opportunity to develop skills in laboratory testing and report writing
• an opportunity to experience sports that complement our co-curricular programme.
Objectives
On completion of this course, students who undertake the course should be able to:
• identify the benefits of regular exercise and choose fitness activities suitable to their needs
• identify and describe basic physical principles relating to sports performance
• demonstrate an understanding of the principles of motor learning as they relate to physical recreation/sport
• list and discuss a range of factors which affect skill development in both individual and team sports
• demonstrate basic skills involved in the sports selected
• discuss trends and issues relating to sport in our society
• discuss trends and issues relating to health in our society.
Investigate Sociological factors that lead to student participation in sport.
2. First Aid & Sports Injuries
Investigating latest advances in first aid and how sports injuries can be both prevented and managed.
Practical
Aerobics/TRL (Touch Rugby League) and Volleyball
Compiling results in a tabular form, operating/manipulating/using equipment, translating from one form to another, comparing, contrasting, interrelating ideas/themes/issues, extrapolating, analysing, justifying.
Water Smart Program: Water Smart is a water safety education program for the classroom that aims to provide quality teaching resources for teachers, swim teachers and community groups. The Water Smart program will allow the students to undertake the course with the hope to receive the Water Smart award.
Prerequisites
Health, Sport and Exercise Science is designed in such a way that it has no formal prerequisites. However, this course would be beneficial for any student considering undertaking Year 10 Introduction to Health and Physical Education and/or Senior Physical Education and Senior Health Education.
Semester Assessment
Practical and Theory.
Theory assessment consisting of practical examination, report style writing, essay style writing and multi-media presentation. Ongoing Practical Assessment.
Criteria Assessed
Acquire, Apply, Evaluate.
Student Obtainment
In addition to the knowledge gained and the analysis and evaluation skills practised, the students will finish the course with a Water Smart Award, which can lead to further courses in water safety.
YEAR 9
Length of Course
This subject is studied as a one-year course in Year 9 consisting of six periods per week. Three 40-minute lessons for theory and three 40-minute lessons for practical.
Subject Description
The course is designed for students in Year 9 of all levels of academic ability who wish to learn more about the science of sports, current issues in sport and health, and develop skills which may lead to a lifelong involvement in sport. This subject has a strong focus on physical activity and is designed so students learn through movement. All aspects of the course are explored through participation in selected contexts in which students experience, examine, apply and analyse human performance and psychology.
Pathways
Students who are interested in sport and/or health issues and who may be considering undertaking Year 10 Introduction to Health and Physical Education and Senior Health and/or Physical Education will find this subject interesting, beneficial and informative. Recreation, physical activity, sport and related health fields provide legitimate career pathways. This course provides students with a broad understanding of the multifaceted nature of these fields.
Aims
This course aims to provide students with:
• an opportunity to develop positive attitudes towards, and an understanding of, physical fitness
• knowledge concerning human anatomy and physiology
• an opportunity to develop a wide range of motor skills specific to the course
• an opportunity to develop skills in laboratory testing and report writing
• an opportunity to experience sports that complement our co-curricular programme.
• an understanding of health in the context of society.
Objectives
On completion of this course, students who undertake the course should be able to:
• identify the benefits of regular exercise and choose fitness activities suitable to their needs
• identify and describe basic physical principles relating to sports performance
• demonstrate an understanding of the principles of motor learning as they relate to physical recreation/sport
• list and discuss a range of factors which affect skill development in both individual and team sports
• demonstrate basic skills involved in the sports selected
• discuss trends and issues relating to sport in our society
• discuss trends and issues relating to health in our society.
Grow in Character and Scholarship.
Semester One
PE Theory
1. Energy Systems
How the body produces and uses energy in sport.
2. Sport Sociology
Study the positive impact sports have on individual people and society as a whole economically, financially and socially.
HSES Practical Tennis, Lawns Bowls, Trampolining.
Major Curriculum Elements
Semester Two
PE Theory
1. Sun Safety
Explore current attitudes towards sun protection, and sunseeking behaviour among young Australian adolescents
2. Sport Psychology
Analysing techniques to assist with mental preparation in Sport.
HSES Practical Touch and Dance.
Compiling results in a tabular form, operating/manipulating/using equipment, translating from one form to another, comparing, contrasting, interrelating ideas/themes/issues, extrapolating, analysing, justifying.
Prerequisites
Health, Sport and Exercise Science is designed in such a way that it has no formal prerequisites. However, this course would be beneficial for any student considering undertaking Year 10 Introduction to Health and Physical Education and/or Senior Physical Education and Senior Health Education.
Semester Assessment
Practical and Theory.
Theory assessment consisting of practical examination, report style writing, essay style writing and multi-media presentation. Ongoing Practical Assessment.
Criteria Assessed
Explaining, Analysing, Evaluating, Justifying.
Subject Description
FOOD TECHNOLOGY & TEXTILES
Food Technology and Textiles encourages personal independence and effective living within wider society and promotes preferred futures for self and others. Food Technology and Textiles is an interdisciplinary study drawing on the fields of nutrition, textiles and fashion, the built environment, human development, relationships and behaviour. In Food Technology and Textiles education, students take increasing responsibility for their own growth and development. They make decisions and take actions to promote healthy eating and develop a sensitive approach to interpersonal relationships. They contribute to environments that are supportive of human growth and development and develop a respect for the lifestyle choices of other people.
Pathways
Education or tertiary studies in Food Technology and Textiles lead to and benefit careers in diverse fields such as:
• Fashion/textile related trades – milliner, leather goods maker, interior decorator, industrial textiles fabricator, clothing and soft furnishing production worker, sewing machinist, fashion coordinator, clothing patternmaker
• Events coordinator.
Content
Three terms of study will be devoted to cooking and one term will be for exploring ethical and sustainable fashion.
Year 8
4 periods a week for 2 semesters – elective.
Semester 1
Safety in the Kitchen – In-class exam.
East Meets West Unit – Design challenge and practical cooking assessment.
Semester 2
Upcycle Sewing Project – Bucket hat with design journal.
Bake Off Unit – Research Assignment.
Major Curriculum Elements
Knowledge and understanding
Year 9
6 periods a week for 2 semesters – elective.
Semester 1
Bush Tucker Food – Bush tucker design challenge.
Ethical Fashion – Ethical fashion journal and practical sew.
Semester 2
Eating Well for the Future – Meal planning design challenge. Sustainable Table – Research Assignment.
• Health – Health is multidimensional and dynamic, and influenced by actions and environments.
• Personal development – Diverse social, cultural and environmental factors, values, beliefs and behaviours influence relationships and self-management, and shape personal development.
• Technology – Technology as a human endeavour; technology influences and impacts on people, their communities and environments in local and global contexts.
• Information, materials and systems (resources) – Resources originate from different sources, exist in various forms and are manipulated to meet specifications and standards to make products.
Criteria Assessed
• Knowledge and understanding.
• Skills.
JAPANESE
Length of Course
This subject is studied as a two-year course of four semesters across Year 8 and Year 9.
Subject Description
The Japanese course aims to extend on the foundational skills gained in prior studies of Japanese. The course includes the consolidation of hiragana and known kanji, and the introduction of katana and new kanji.
At the completion of the course students will be able to:
• Demonstrate competency is reading and writing hiragana and katakana and will have mastered between 50 and 100 kanji.
• Sustain conversations in Japanese to exchange ideas and experiences.
• Create texts in Japanese, utilising appropriate structures and features.
• Use a combination of kana and a range of familiar kanji in written communication.
• Apply features of the Japanese sound system to enhance fluency in spoken Japanese.
• Select and use sentence and grammatical structures to interact effectively in Japanese.
• Interpret and analyse information and ideas in Japanese texts.
• Demonstrate understanding of different perspectives in Japanese texts.
• Synthesise information and respond in either Japanese or English, adjusting language to convey meaning.
The course is taught through a communicative approach whereby students learn simple, contemporary Japanese for genuine real-life situations such as school life, engaging in cultural activities and celebrations, home stay, dining out and travel.
Students are presented with opportunities to participate in the Australian Language Certificate conducted by the Australian Council of Education and Research. Students also have the opportunity to take part in the Language Perfect World championships which is Australasia’s most popular and largest language vocabulary competition. Students are exposed to a range of culturally rich activities including cooking and tasting Japanese food, lessons with visiting Japanese students, online communication with students in Japan, the celebration of Japanese festivals, calligraphy, traditional Japanese crafts and games, Japanese movies, and the chance to tour Japan with the School (tours are conducted every two years).
Content
Semester 1
School Events and Hobbies
Semester 2
Milestones
Pop Culture Global
Pathways
As Japanese is a subject that builds on previous experience, it is highly recommended that students who are planning to study Japanese in Year 10 complete the Middle School Japanese course.
Major Curriculum Elements
Recognise Recall
Comprehend
Describe
Define
Identify Use
Prerequisites
Create Classify Compare Justify Consider Explain
Demonstrate Examine Discuss Summarise Make decisions Interpret Organise
To study Japanese in Year 9, students should have studied Japanese for a minimum of one semester in Year 8.
Semester Assessment
The four macro skills - listening, speaking, reading and writing - will be assessed each semester. Students will engage in spoken multimodal presentations and formal examinations to demonstrate their knowledge, understanding and skill.
Criteria Assessed
Communicating
Understanding
Length of course
MARINE OPERATIONS (YEAR 9 ONLY)
This subject is a one-year course studied over two semesters. It consists of six 40-minute lessons each week.
Subject Description
Marine Operations is a course suitable for students who have an interest in marine activities, awareness of safety considerations and ability to work independently and in small groups. This course is designed to give students the knowledge, skills and attitudes to interact in the marine environment and challenge students with activities that they are not likely to experience in everyday life. A significant part of the course is practical based.
Pathways
There are numerous employment opportunities to work in the marine environment. These include employment in marine biology and research, tourism, commercial shipping, defence, customs, boat construction and maintenance. Many people also undertake recreational activities in the marine environment including fishing, snorkelling, boating and diving. This course provides students with the opportunity to increase their knowledge and enjoyment of the marine environment, whether for a career or for recreation, in a safe and responsible manner.
Marine Operations is not a pre-requisite for Aquatic Practices in Year 11 and 12 and is suited to any student who finds marine activities interesting.
Content
Year 9 Semester One
Lifesaving and first aid
Dangerous Marine Animals
Freshwater ecosystem
Year 9 Semester Two
Aquaculture
Boat Building
Students are also encouraged to be involved in the School’s Reef Guardians Club which conducts weekend field trips during year to the Keppel Islands and Capricorn Coast.
Major Curriculum Elements
Marine Operations covers many of the core curriculum elements such as analysis, synthesis, interpreting tables, diagrams, maps, graphs, calculations, interpolating, extrapolating and justification.
Prerequisites
No prerequisites are required for this course.
Semester Assessment
Students are assessed using a variety of different tasks. These include:
• multimedia assignment (dangerous marine animals and shipwrecks)
• construction assignment (boat hull)
• snorkelling skills assessment
• aquaculture project
• field study at Yeppen Lagoon
Criteria Assessed
Planning, Execution, Evaluation
MUSIC
Length of Course
Music may be studied as a one or two-year course consisting of four 40-minute lessons per week in Year 8 and six 40-minute lessons per week in Year 9.
Subject Description
A wide variety of musical styles are studied in Music, from music of the baroque period to contemporary popular music including jazz and rock. The music elements are used to analyse, compose and perform music in many different genres including film, programmatic music and jazz. Students develop skills in music that allow them to create and perform their own compositions.
Pathways
Music studies are developmental in nature with Music in Years 8 and 9 serving as a foundation for students intending to study Music in the Senior School.
Content
Blues and Jazz
Rock and Popular Music
Major Curriculum Elements
Year 8 Year 9
Musical Theatre
Video Gaming Music
Australian Music
Students develop knowledge, skills and affective objectives in three dimensions:
• Musicology involves the acquisition, development and application of knowledge and understanding of a wide and varied repertoire and encompasses visual and aural analysis. Students will be able to demonstrate achievement in analysing through their knowledge of the music elements; application of knowledge and understanding of music elements; written and spoken communication skills; and aural skills.
• Composition involves the acquisition, development and application of music-writing skills to create music in a variety of styles and genres. Students demonstrate achievement in composition through scoring, technical skills and stylistic application.
• Performing enables students to display musical skills in a variety of styles and genres. Achievement in performance is demonstrated through music literacy, performance technique and musical interpretation.
Prerequisites
No previous experience is required for students electing Music in Year 8. It is recommended, however, that all music students have some facility on a musical instrument, and that all music students participate in at least one school co-curricular ensemble. Students are encouraged to supplement class music with private instrumental or vocal music tuition.
Semester Assessment
Year 8 – Semester One Year 9 – Semester One
Composition
Compose a piece of music in 12 bar blues form.
Performance
Play or sing a solo
Performance
Play or sing a solo or in a group.
Musicology
Multi-Modal Presentation examining the music elements within popular music.
Performance
Play or sing a solo or in a group
Composition
Create music for a video game
Musicology
Multimodal Presentation examining the music elements from different music eras.
Composition
Create music for a video game.
Performance
Play or sing a solo or in a group.
All assessment tasks are equally weighted within each semester for the respective year levels.
Grow in Character and Scholarship.
Criteria Assessed
To attain a high level of achievement in Music, it is not necessary for students to be at an advanced level of performance on an instrument. Students need to demonstrate a willingness to develop their musical literacy in reading, writing and performing to the best of their ability. Musicology – Students are assessed in their understanding of the music elements and their ability to deconstruct music from a wide variety of styles and genres.
Composition – Students are assessed on their ability to compose in a variety of styles according to the unit of study. Performance – Students are assessed in the areas of solo performance and/or ensemble performance.
Grow in Character and Scholarship.
Subject Description
VISUAL ARTS
The Art programme provides opportunities for the students to explore a variety of art processes and materials while learning about communicating ideas through personal expression. This involves making and responding to artworks, including a variety of styles and approaches. Students may gain a great deal of enjoyment and expertise by undertaking Art - it is a course suited to everyone who would like to extend their creativity.
Making activities introduce students to a wide variety of art skills and materials. They are allowed to learn from hands on experience by exploring and creating unique artworks of their own. They learn the basic underlying principles of design and how they apply to all artworks whether two or three dimensional. The variety challenges students to try new techniques and to find a medium that suits their skills and interest. The unit topics are drawn from many diverse art areas including:
• Ceramics
• Drawing
• Digital Media
• Painting
• Printmaking
• Sculpture
In Responding, students learn about artworks relating to a variety of media that they are using themselves, providing opportunities for students to develop skills in analysing, interpretation and evaluating artworks and styles. They learn how to look at, discuss and write about artworks using correct terminology. Students discover the historical context of artworks and learn to appreciate artworks that correlate with their making activities. Artists, art movements, art techniques and art criticism will be studied with an emphasis on giving students a contemporary perspective of art and an appreciation of art throughout history including the contribution of different cultures.
Pathways
Visual Arts will better equip students for the Senior Visual Arts sequence. Education or tertiary studies in Visual Art lead to and benefit careers in diverse fields such as:
• Fine Artist - painter, sculptor, printmaker, ceramicist, glass artist
• Advertising and Communication – art director, photographer, graphic artist, art editor, blogger/vlogger
• Arts administration and management – arts project manager, agent, events and festival manager
• Galleries and museums curator exhibition designer, director and public programs officer, conservator
• Film and Television – animator, storyboard artist, post-production specialist, art director, concept artist, costume designer, producer
• Public relations – publicist, creative director
• Science & Technology – computer games developer, digital content producer, multimedia designer, web designer
Prerequisites
Nil. Some creative ability is certainly advantageous in this subject, but previous experience is not necessary as the skills are all thoroughly taught over the duration of the course.
Content
Visual Arts is a sequence that builds one upon the other introducing and then reinforcing and developing skills through application. Within each topic is a multitude of styles and techniques to explore in relation to social, personal and cultural aspects. The units cover both two-dimensional and three-dimensional art projects. The following is a sample of the course content.
Year 8 - Semester One
Ceramics
Painting
Responding activities
Year 9 - Semester One
Drawing
Painting
Responding activities
Year 8 - Semester Two
Responding activities
Year 9 - Semester Two
Ceramics
Digital Media
Responding activities
Major Curriculum Elements
Through the making process students learn to understand and apply visual language and concepts through researching, developing and resolving individualised ideas. Through exploration and experimentation, they learn to analyse and synthesise this information, select and manipulate art materials, techniques and processes and create personal artworks.
Through the responding process students explore meaning and aesthetics in a social and cultural context by describing, analysing, interpreting and evaluating information and developing, and resolving individualised responses.
Semester Assessment Making and Responding.
Criteria Assessed
The following criteria are used to assess student achievement: knowledge, evaluation, communication, research, analysis, interpretation, problem solving, synthesising, appraising, application and justification.
Subject Description
YEAR 10 CORE SUBJECTS
ENGLISH
The English Programme is based on the principles of the Australian Curriculum - English. Students engage with a range of written and spoken texts to learn how to “analyse, understand, communicate with and build relationships with others and the world around them” (Rationale, Australian Curriculum English). English is central to the learning and development of students as individuals and as global citizens.
Pathways
At the completion of Year 10, students can choose either English or Literature, which are classified as a General subject by the Queensland Curriculum and Assessment Authority (counts to ATAR), or Essential English, which is classified as an Applied subject by QCAA (which counts toward the QCE).
At the end of Year 9, students who have gaps in their basic English knowledge may be invited to join a class, which will work on a modified programme, known as 10 Essential English. These students will be subsequently advised on an individual basis as to their suitability to study English or Essential English but are free to join either.
Content
In the Secondary School, English classes complete common units based on a range of thematic and stylistic elements. Below are examples of such units, although these are subject to constant updates.
English Essential English (invitation by the School only)
Comparative texts study
Novel study - response to literature exam
Persuasive Speech: TED Talk
Poetry study – short story
Major Curriculum Elements
Global issues – podcast
Novel study – response to literature essay
Short story
Short response visual literacy exam
English includes many curriculum elements. These include using correct spelling, punctuation and grammar; using vocabulary appropriate to a context; key literacy skills; structuring and organising extended written texts; expounding a viewpoint; use of comprehension strategies; comparing and contrasting; interrelating ideas, themes and issues; hypothesising; criticising; analysing; synthesising; creating; composing and devising; justifying; and gesturing.
Prerequisites
English is compulsory in Year 10. The programme does assume a minimum standard of grammatical and linguistic capability as well as a regular reading practice.
Semester Assessment
In each year, students complete approximately three written and one oral task. Written tasks may include narratives, analytical essays, responses to literature, feature articles and film analysis. Spoken tasks may include panel discussions, podcasts, formal persuasive speaking, and multimedia presentations.
Criteria Assessed
The School has adopted the language of the QCAA Senior English syllabus for Year 10 to allow students to become familiar with these standards for Year 11 and 12 English. Therefore, students are assessed on: Knowledge Application; Organisation and Development; and Textual Features.
Subject Description
10A MATHEMATICS (Advanced) OR 10 MATHEMATICS
The Mathematics programme of The Rockhampton Grammar School is based on the general principles in The Australian Curriculum (ACARA) - Foundation to Year 10 Curriculum.
The course is organised around the interaction of three content strands and four proficiency strands. The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiency strands are Understanding, Fluency, Problem Solving and Reasoning.
Pathways
In Year 9, students either complete the 9 Mathematics or 9 Advanced Mathematics course. To build on the content covered in Year 9, students are recommended to enrol in Mathematics if they studied 9 Mathematics. These courses are designed to prepare students for entry into Essential Mathematics or General Mathematics in Years 11 and 12. Students should consider enrolling in 10A Mathematics if they studied 9 Advanced Mathematics which prepares students for the study of Mathematical Methods and Specialist Mathematics in Years 11 and 12. The study of 10 Mathematics is a prerequisite for the study of General Mathematics in Years 11 and 12. The study of 10A Mathematics is a prerequisite to the study of Mathematical Methods and Specialist Mathematics in Years 11 and 12. A small group of identified students demonstrating gaps in their basic mathematical knowledge will be invited to join a class which will work on a modified programme, known as Essential Mathematics. Students must display solid attitude and effort to be considered for invitation.
Major Curriculum Elements
The students will develop increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities will enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.
Elements that are emphasised include calculation, analysis, synthesis, interpretation, calculation, interpolation, extrapolation, communication and justification and modelling and problem solving. Learning Goals are defined under Marzano’s taxonomy of Information, Mental procedures and Psychomotor procedures. This is embedded within the four cognitive skill levels of Retrieval, Comprehension, Analysis and Knowledge Utilisation whereby structured problem solving occurs with all mathematical content. Students are then exposed to multiple-choice or problem-solving national Mathematics competitions to enhance their ability in unfamiliar contexts.
Content
Essential Mathematics (invitation only):
Number, Time, Measurement and Scale, Money and Financial Mathematics, Linear Relationships, Chance, Data Representation and Interpretation, Pythagoras and Trigonometry
Mathematics:
Money and Financial Mathematics, Patterns and Algebra, Linear and Non-Linear relationships, Using Units of Measurement and Geometric Reasoning, Pythagoras and Trigonometry, Chance, Data Representation and Interpretation.
10A Mathematics:
Content covered in 10 Mathematics plus: Advanced Trigonometry, Real Numbers, Patterns and Algebra II, Linear and Non-Linear Relationships II.
Prerequisites
Mathematics is compulsory in Year 10. It is recommended that students wishing to study 10A Mathematics should be achieving a B or better at the conclusion of Year 9 Advanced Mathematics. Students who studied 9 Mathematics that wish to enrol in 10A Mathematics should be achieving an A at the conclusion of Year 9. They should also understand that some required content for the study of 10A Mathematics would not have been covered in 9 Mathematics. It is strongly recommended that these students discuss this pathway with the HoD of Mathematics prior to making subject selections.
Semester Assessment
In each semester the assessment consists of Homework sheets, a Problem Solving and Modelling Task and an examination at the end of the semester for all Year 10 Mathematics courses.
Criteria Assessed
The major criteria assessed are understanding and fluency, and problem solving and reasoning. Questions on all tests and exams are identified as simple familiar, complex familiar and complex unfamiliar. Where applicable, tests and exams consist of two papers: technology free and technology active.
SCIENCE
Subject Description
The 10 Science programme is an integrated course covering the traditional areas of Physics, Chemistry, Biology and Earth and Space Science. Emphasis is placed on the development of scientific literacy; the scientific approach to solving problems and experimentation. Current issues in science and technology and their impact on our society and on individuals also form a part of the course.
The Essential Science (Invitation by the School only) programme is a modified course that covers the foundational knowledge and allows students more time on individual topics. It is not recommended for any students considering Biology, Physics Psychology or Chemistry in Years 11 and 12.
Pathways
The 10 Science students who develop their science skills particularly in the areas of problem solving, analysis and prediction, will be suitable candidates for senior science subjects. In Years 11 and 12, students can choose from the General Subjects: Agriculture, Chemistry, Physics Psychology, and Biology or the Applied Subject, Aquatic Practices.
Students who are invited to study 10 Essential Science may choose to enrol in Aquatic Practices in Year 11 and 12.
Major Curriculum Elements
The students will be exposed to the topics listed below. They will be assessed on their Science Understanding and their Science Inquiry Skills, which includes predicting, planning and conducting, processing and analysing data and information and communicating.
Semester Assessment
Assessments will include a data test, research investigation, student experiment and examinations. Students who take Year 10 Essential Science or who write modified assessments during Year 10 are not recommended to do Biology, Physics Psychology, or Chemistry in Year 11.
Criteria Assessed
Students are assessed according to the Australian Curriculum Achievement. The major criteria assessed are the ability to describe and explain, apply understanding, analyse and interpret evidence, investigate phenomena, evaluate experimental processes and communication. Standards on three major criteria. Science understanding, Science as a Human Endeavor on Science Inquiry.
Content
Students will receive instruction in units of Physics, Chemistry, Biology and Earth and Space Science.
Biology
Genetics
Understand processes the allow the passing on of genetic characteristics such as meiosis and mitosis, DNA and genes. Predict patterns of Mendelian inheritance.
Evolution
Use the theory of evolution by natural selection to explain past and present diversity and analyse scientific evidence supporting the theory.
Physics
Investigate Newton’s laws of motion and quantitatively analyse the relationship between force, mass and acceleration of objects.
Pathways
Senior Physics
Chemistry
Explain how the structure and properties of atoms relate to organisation of the elements on the periodic table. Identify patterns in synthesis, decomposition and displacement reactions investigate the factors that affect reaction rates.
Earth and Space Science
Describe how the big bang theory models the origin and evolution of the universe and analyse scientific evidence supporting the theory. Use models d energy flow between Earths spheres to explain patterns of global climate change.
Each year the students will complete a semester of Global Studies and a semester of History as separate subjects in order to give them a greater grounding in these areas and enhance the necessary skill development. The courses will consist of 5 x 40-minute lessons per week.
Subject Description
Year 10 course involves the study of History and Global Studies as separate discipline areas within the Social Science framework.
Pathways
Senior Ancient History – General Subject
Senior Geography – General Subject
Senior Modern History – General Subject
Major Curriculum Elements
Recognising letters, words and other symbols, finding material in an indexed collection, interpreting the meaning of words, pictures, tables and graphs, using correct spelling, grammar and punctuation, summarising, compiling lists, recording data, graphing, structuring and organising text , explaining to others, expounding a viewpoint, empathising, comparing and contrasting, classifying, reaching a conclusion, generalising, hypothesizing, criticising, analysing, evaluating, justifying.
Semester Assessment
Students will be assessed according to a selection of the following techniques: Short Response tests; Essays – response to stimulus; Reports; Orals/multi modal presentations; Practical tests – response to stimulus
HISTORY
The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The 20th century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within Asia-Pacific region, and its global standing.
Outline
Overview – modern world and Australia
• World War II
• Building Modern Australia
GLOBAL STUDIES
Global Studies is a course aimed at giving the students at The Rockhampton Grammar School a chance to look at issues from a local, global and intercultural perspective. The course will provide students with an opportunity to understand and appreciate perspectives and world views and create a space for conversation to occur regarding the complex issues of human well-being and sustainability.
There will be a focus on broadening students’ knowledge, understanding and appreciation of the world around them. The first unit will attempt to answer a vital question: why do some countries suffer from poverty? Additionally, students will investigate various strategies that countries and other bodies, such as development agencies, have implemented to eliminate poverty and increase wealth and development.
The second unit will focus on the movement of people and refugees in the world, concentrating on the reasons that force or entice people to move and how this issue has polarised the world. This unit will finish by looking at the very complex and somewhat controversial issue of radicalisation and modern-day terrorism.
Outline
Global Studies
• Why countries suffer from poverty?
• Refugee crisis
• Radicalisation and Terrorism
CORE HEALTH AND PHYSICAL EDUCATION
Subject Description
Active engagement in physical activity is the major emphasis in Physical Education. This emphasis acknowledges the valued role of physical activity as a medium for learning by doing. Movement experiences provide opportunities for students to develop not only concepts and skills for participation in physical activity, but also for self-awareness, aesthetic appreciation, problem solving, decision making and interpersonal communication. Health Education focuses on personal, peer, community and specific populations to give students skills to enhance their own health and those around them.
Pathways
Core Health and Physical Education in Year 10 is mandatory for 3 periods/week. It provides a background to lifelong involvement in healthy well-being and physical activity.
Content
This programme concentrates on developing and refining swimming, athletics and gross and fine motor skills. We believe in developing the whole person and encourage participation and teamwork in all lessons, allowing for the social benefits that permeate physical activity to be fostered.
Semester One: Swimming, Aquathlon, Athletics, Motor Skills, Health
Semester Two: Motor Skills, Aquatics, Health
Swimming: Initially stroke assessment is completed and from the results, students participate in activities suited to their ability. These activities will range from stroke correction and competition skills to water polo, snorkelling and lifesaving.
Athletics: The teaching of ‘technical events’ is the focus of this unit. Events such as javelin, discus, triple jump, high jump and relay changes will form the core of this unit. Students are encouraged to attend further club training sessions and develop their skills.
Motor Skills: The students will experience a range of activities that could be further extended upon in the extensive co-curricular programme on offer at the School.
Health: The students will experience a range of activities that explore the impact of socio-cultural factors on their personal health and that of their community.
Semester Assessment
Assessment is an ongoing process in Physical Education. Students are given the opportunity to display competency in various tasks over the course of a specific unit. Health Education will be assessed each term in the forms of essays, reports, exams and multimodal assessment.
Criteria Assessed
Participation, application and skill level are appraised using specific criteria and common understanding of expected outcomes.
YEAR 10 ELECTIVE SUBJECTS
INTRODUCTION TO DIGITAL SOLUTIONS
Subject Description
People and societies are impacted by technologies that are used to transform, restore and sustain the world in which we live. Australia needs enterprising and innovative individuals with the ability to make sensitive decisions concerning the development, use and impact of technologies.
Introduction to Digital Solutions will provide students with the opportunity to learn about algorithms, code, and user interfaces through a range of contexts when generating digital solutions. Students become creators of technologies, not just users. With a practical emphasis underpinned by essential theory, this subject provides breadth, rather than depth, as a springboard for further studies, in any related field (but especially STEM) as well as for future vocational opportunities.
Pathways
Introduction to Digital Solutions is a general subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work.
A course of study in Digital Solutions can establish a basis for further education and employment in the fields of science, technologies, engineering and mathematics.
Context
Across the units Future Trends (Term 1), Creative Coding (Term 2), Big Data (Term 3) and Access Denied (Term 4), contexts may include, but are not necessarily limited to:
• Programming with Python
• Database management systems
• Web design and development
• Cryptography and Information systems
• Graphic design and development
• Personal productivity (including spreadsheets)
• Application development
Software
Software may include, but are not necessarily limited to:
• MS Office (such as MS Word, MS Excel, MS Access, MS Project)
• Adobe Creative Cloud Suite (such as Adobe Rush, Premiere Pro, XD, Photoshop, Dreamweaver)
• Specialist software (such as Python, SQL, Lego Mindstorms)
• Online software (such as Prezi, Digital Solutions Online, Web/Game/App Lab)
Prerequisites
Students should have been exposed to basic programming constructs and the four cornerstones of computational thinking (decomposition, pattern recognition, abstraction and writing algorithms) is preferred however not essential.
Students who have previously enjoyed programming using a graphical, drag n’ drop environment (such as Kodu, Scratch or App Inventor), and/or text-based, object orientated languages (such as VB or Python) in previous studies may appreciate the coding aspects throughout the course. Similarly, those that have pursued their own learning of programming languages, due to personal interest, will be well suited.
Semester Assessment
Assessment will include a Technical Proposal (Investigation – multimodal response); Digital Solution (Project and Folio of Work) and Supervised Assessment.
Criteria Assessed
Assessment is based on a combination of the following criteria:
• Knowledge and Understanding
• Process and Production Skills
INTRODUCTION TO INDUSTRY
What is this subject about?
Introduction to Industry challenges students to understand and appreciate technological innovation in industry and its impact on society. The students will gain knowledge and prepare for competency-based assessment.
This subject focuses on the underpinning industry practices and production processes required to manufacture products in a variety of industries. The subject provides a unique opportunity for students to experience the challenge and personal satisfaction of limited design and the undertaking of practical work while developing beneficial vocational and life skills.
What are the main topics studied?
Over one year, students have the opportunity to study:
• Product design
• Occupational Health and Safety
• Industrial materials
• CAD/CAM(CNC) processes
• Hand tools, power tools and industrial machines
• Processes for manufacturing products
• Welding and thermal cutting
How do students learn?
Students produce practical jobs that have been partially designed or modified by them
Students will produce products through the practical application of manufacturing technologies and materials. Products are created because they meet a need and confirm design decisions.
The majority of learning is done through 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.
By doing manufacturing tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including technical 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.
How are students assessed?
Over the course of study in Year 10, students are expected to complete a variety of projects accompanied by theory and practical exams over the four terms.
Assessment instruments include: practical observations of the manufacturing process and the use of tooling. a simple design folio that would outline and evaluate the design and the manufacturing process used.
For whom is this subject best suited?
Students should ask the following questions of themselves:
• Would they enjoy manufacturing products, which are designed and made by themselves?
• Are they interested in learning how to weld, cut and process metals?
• Would they like to use wood or metal lathes or a milling machine?
If they answered ‘YES’ to any of the questions above, then this course would appeal to them and should be considered as one of their elective subjects.
What costs are involved?
Year 10 students will be supplied with a set amount of materials for different projects
Why might this subject be a wise choice?
Introduction to Industry is a subject that explicitly combines general and vocational education components whilst incorporating the Australian Curriculum. This subject will provide a bridge towards a selection of Vocational Education Certificate Courses and/or the Applied Industrial Technology Skills in Year 11.
Students will also develop fundamental production skills safely and correctly. These skills may include the operation of hand/power tools and machinery, maintenance of tools and equipment, measuring techniques, safe work practices and general housekeeping.
INTRODUCTION TO SENIOR AGRICULTURE
What is the subject about?
Agriculture in Year 10 introduces the student to the General subject Agricultural Science and exposes them to the elements in the Certificate III in Agriculture so that the students can make an informed decision regarding pathways for Years 11 and 12, with opportunities to gain precursor knowledge to assist them in their preparation for senior studies in the area
Agriculture is the production of food and fibre using scientific methodology to inform production and best practice. This subject is primarily based in the technology and science national curriculum and examines the science and practice of modern agriculture, horticulture and animal production. It is a study relevant to those students interested in primary production and the nurture and care of plants and animals.
The subject includes theoretical and practical aspects of study in the production of a designed solution or scientifically based practice as a focus to answer questions which are highly related to industry, with use of farm areas for horticulture, poultry, sheep and cattle husbandry. The School has a property to demonstrate commercial practices.
Students will also undertake learning in WPHS and will be required to complete OnGuard training modules as a part of their coursework. Please note there is also a managed risk when working in a practical environment, and this may include zoonotic potential. Q fever vaccination is recommended as well as good hygiene practices.
Exposure to industry usually forms a part of this course and provides a familiarisation with senior Agricultural Science which follows on in this pathway.
Content
1 Cropping
Students explore plant science with students implementing a crop trial including tractor operations and factors affecting cropping operations Data test
2 Reproduction
Students explore principles of genetics, cellular biology, reproductive anatomy, management of stock for reproduction as well as assisted reproductive technologies and how an understanding of genetics and EBV’s can be used to improve production outcomes. Students will also be introduced to aspects of the senior syllabus curriculum as a foundation to further study.
3 Introduction to Sustainable Agriculture
Students explore principles of regenerative agriculture and soil science. Students will also be introduced to aspects of the senior syllabus curriculum as a foundation to further study as well as undertake a construction project preparing them for the expectations of VET in senior.
4 Livestock behaviour and handling
Students complete an investigation of the science and data surrounding low stress handling. Where possible students will complete a low stress handling workshop
Areas of Assessment and Curriculum links
Student experiment
Research investigation
Weighting: 25% of year
Science unit
Marks based
Duration: 90 minutes
Supervised
Individual work
Unseen questions
Calculators allowed
Closed book
Weighting: 25% of year
Science unit
Marks based
10 hours class time.
Length: written 1200-1500 words within scaffold
Weighting: 25% of year
Science unit
Marks based
Duration: 60 minutes
Supervised
Individual work
Unseen questions
Calculators allowed
Closed book
Weighting: 25% of year
Science unit
Marks based
10 hours class time.
Length: written 1200-1500 words within scaffold
Students will be assessed under preparatory criteria associated with the senior pathway
For whom is this subject best suited?
Agriculture is an applied science and technology-based subject, with links to vocational style education. To do well students will require at least Sound Achievement levels in Mathematics, Science and English. Previous study of Agriculture is beneficial; however, is not a prerequisite.
Agriculture is not only designed for students with a rural background but would suit any student with an interest in environmental, biological or veterinary science.
What costs are involved?
There is no set text for Agriculture, although class sets are sometimes used for different units. The only additional expense would be excursions, which are approximately $100 subject to opportunities. Students will require a 2-ring binder and calculator.
Why might this subject be a wise choice?
This subject provides students with a good mix of practical and theoretical experiences in Agriculture with a focus on scientific approaches to agriculture. It provides foundation opportunities to benefit those students wishing to undertake Senior Agricultural Science, as well as those who wish to investigate undertaking the Certificate III in Agriculture, or Diploma level studies in Years 11 and 12.
INTRODUCTION TO SENIOR ART
Subject Description and Content
Through Visual Arts, students make and respond using visual arts knowledge, understanding and skills to represent meaning associated with personal and global views, and intrinsic and extrinsic worlds. Visual Arts engages students in a journey of discovery, experimentation and problem-solving relevant to visual perception and visual language. Students undertake this journey by using visual techniques, technologies, practices and processes. Learning in the Visual Arts, students become increasingly confident and proficient in achieving their personal visual aesthetic and appreciate and value that of others.
Making activities introduce students to a wide variety of art skills and materials. They learn from hands on experience by exploring and creating unique artworks of their own. They learn the basic underlying principles of design and how they apply to all artworks whether two or three dimensional. The variety challenges students to try new techniques and to find a medium that suits their skills and interest.
In Responding they learn about artworks relating to a variety of media that they are using themselves, providing opportunities for the students to develop skills in analysing, interpretation and evaluating artworks and styles. They learn how to look at, discuss and write about artworks using correct terminology. Students discover the historical context of artworks and learn to appreciate artworks that correlate with their making activities.
Artists, art movements, art techniques and art criticism will be studied with an emphasis on giving students a contemporary perspective of art and an appreciation of art throughout history including the contribution of different cultures. Students have the opportunity to visit art exhibitions and take part in art competitions both local and in the wider community.
Pathways
Year 10 art will better equip students for the Senior Visual Arts sequence. The aesthetic and appraising skills developed in these classes can also apply across curriculum areas, enhancing experiences in graphic arts, technology and manual arts skills and home economics, for example. Art occupations include Fine Artist - painter, sculptor, printmaker, ceramicist, glass artist, Graphic Design, Industrial Design, Art Administration, Art Teaching Conservation, Gallery Management, Photography - journalism, magazine and newspaper work, Communication Design, Theatre, Film and Television – stage and set design, costume design, Jewellery making – gold and silver smithing, Landscape Architecture, Architecture, Interior Architecture, Furniture Design and Product Design.
Prerequisites
Nil. Some creative ability is certainly advantageous in this subject, but previous experience is not necessary as the skills are all thoroughly taught over the duration of the course.
The following is a sample of the course content.
Digital Media
Drawing
Mixed media
Major Curriculum Elements
Study of related artists –extended writing, art history, quizzes, reflection
Ceramics
Sculpture
Printmaking
Study of related artists –comparative essay, art history, quizzes, reflection
Through the making process, students learn to understand and apply visual language and concepts through researching, developing, reflecting and resolving individualised ideas. Through exploration and experimentation, they learn to analyse and synthesise this information, select and manipulate art materials, techniques and processes and create personal artworks.
Through the responding process, students explore meaning and aesthetics in a social and cultural context by describing, analysing, interpreting, evaluating information, developing, and resolving individualised responses.
Curriculum objectives
The following objectives are used to assess student achievement; implement ideas and representations, apply literacy skills, analyse and interpret visual language, expression and meaning in artworks and practices, evaluate art practices, traditions, cultures and theories, justify viewpoints, experiment in response to stimulus, create meaning through the knowledge and understanding of materials, techniques, technologies and art processes and realise responses to communicate meaning.
INTRODUCTION TO SENIOR BUSINESS
Subject Description
Introduction to Senior Business provides students with a greater understanding of the operation and importance of business in our society. It introduces students to different aspects of the business world. Through the study of this subject, students gain an understanding of how business, economic and legal activities impact on and present a range of challenges to individuals and members of groups and organisations in their roles as active and informed citizens, consumers, workers or entrepreneurs. It also introduces Senior School business subjects to students by examining key concepts and principles relating to accounting, business management, economics and legal studies.
By examining the workings of existing enterprises, students will learn how businesses operate in the global market. Introduction to Senior Business provides an introduction to record keeping and basic accounting to assist in the evaluation of business viability. Students learn the basics of business planning and the importance of marketing a product or service in order for the business to be a success
Globalisation demonstrates the importance of understanding what drives our economy and how the decisions that are made by consumers, businesses and government affect it. It is important that students have an understanding of the different types of business environments and the fundamentals of economic management thus enabling them to make informed decisions. It is equally important that students are aware of decisions they need to make about their personal finances such as saving, spending and investing.
Topics studied allow students an opportunity to learn skills aimed at developing enterprise, initiative and ingenuity. Introduction to Senior Business also allows students to develop their personal business acumen, resolve conflict, solve problems, and develop team participation, leadership and interpersonal skills.
Pathways
Introduction to Senior Business relates to all senior business subjects – Accounting, Legal Studies, Business, Economics and vocational education business certificate subjects such as Certificates in Business and Diplomas in Business.
Content SEMESTER ONE
• Human Rights (Legal Studies)
• Financial Management (Accounting)
Major Curriculum Elements
SEMESTER TWO
• Economic Management (Economics)
• Marketing Strategies (Business)
Recalling and remembering business-related terms; analysing and interpreting the meaning of data, tables, diagrams and graphs; explaining and discussing issues and current business events; decision making, justifying and constructing support for ideas, opinions and beliefs; calculations (with calculators and computer programs); identifying strategies; generating and testing ideas; invention and analysing errors and perspectives.
Prerequisites
No prerequisites.
Semester Assessment
Techniques include short and extended written response examinations, assignments, including written reports, case studies and preparation of documents
Criteria Assessed
Assessment is based on a combination of the following criteria –
• Knowledge and understanding
• Application
• Analysis and evaluation
• Research and communication
INTRODUCTION TO SENIOR DRAMA
What is this subject about?
Drama fosters creative and expressive communication. Drama interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaningmaking processes and involves them using a range of artistic skills as they make and respond to dramatic works.
Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes.
Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems and work independently and collaboratively. They develop aesthetic and kinaesthetic intelligence, personal and social skills.
Future Pathways
This subject will introduce students to the concepts and skills that will be further developed in the senior subject - Drama. A course of study in Drama can establish a basis for further education and employment in the field, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology. Studying Drama will provide essential skills for the following careers: Law, Journalism, Politics, Medicine, Education, Psychology, Design, Sales and Marketing, Business Management, Advertising, Hospitality and Tourism, Diplomacy, Government, the Arts. These skills are: creative thinking, empathy, negotiation, public speaking, problem solving, critical analysis, team building, effective group work and role play, personal interaction and self-confidence.
Objectives
of the course
In Drama, students will demonstrate an understanding of dramatic languages, apply literacy skills, apply and structure dramatic languages, analyse how dramatic languages are used to create dramatic action and meaning, interpret purpose, context and text to communicate dramatic meaning, manipulate dramatic languages to create dramatic action and meaning, evaluate and justify the use of dramatic languages to communicate dramatic meaning and synthesise and argue a position about dramatic action and meaning.
Structure
The History of Theatre
Throughout this unit students investigate the origins of theatre and how the past has influenced and shaped contemporary theatre. Styles include Greek, Medieval and Commedia.
Assessment: Making (Performing)
The Human Experience
Over the course of this unit, students will educate and empower audiences through the study of Documentary Drama.
Assessment: Making (Forming)
Triple Threat
Students will engage with the Conventions of Musical Theatre through practical workshops where they will explore the purpose of this style as an avenue to educate, empower and entertain. They will consolidate skills in singing, acting and dance to become triple threats.
Assessment: Making (Performing)
Creative Spirits
Students will explore the conventions of Indigenous theatre and analyse how they synthesise with the Elements of Drama to create dramatic action and meaning.
Assessment: Responding
What costs are involved?
Most resources, books and supporting materials are supplied. The subject incurs costs such as simple costume pieces. There may be some associated costs with visiting performance groups or possible excursions to the Pilbeam Theatre to view live performance works.
INTRODUCTION TO SENIOR DESIGN
Subject Description
People and societies are impacted by technologies that are used to transform, restore and sustain the world in which we live. Australia needs enterprising and innovative individuals with the ability to make sensitive decisions concerning the development, use and impact of technologies. Design prepares students to be effective problem-solvers as they learn about and work with contemporary and emerging technologies.
In responding to design problems, students will learn how to challenge their own thinking and research new knowledge.
Students learn the value of creative thinking 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. Design equips students with highly transferrable, future-focused thinking skills relevant to a global context.
The Design subject focuses on: Practical application of design thinking by applying a design process.
Design Process:
• Explore human needs wants and opportunities
• Define the design problem and write a design brief
• Form design criteria
• Develop design ideas and concepts
• Use drawing skills and prototyping skills
• Evaluate ideas and design concepts
• Communicate to stakeholders and audiences
• Consider human centred design for a person or group of people, sustainable design, economic, social and cultural issues and design styles through projects such as architectural redesign and developing collaboration skills
• Skills in critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills.
• Prototyping is for the purpose of rapidly devising and testing design ideas. It includes producing virtual 3D models, 3D printing and the use of various materials and technologies to produce a low-fidelity model to visually communicate the design features to the intended audience. It could include laser printers, cutting, joining and manipulating materials such as paper, card, wood, glass, metal, clay, plastic and textile. This would rarely involve producing a full-scale quality product.
• Use of ICTs such as CAD software, google SketchUp and Adobe Creative Suite
Pathways
Introduction to Design prepares for the Year 11 and 12 General subject Design.
The senior Design course is a general subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. 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
• Landscape architecture.
Prerequisites
No previous experience is required. It would be advantageous to have completed Year 9 Design.
Assessment
Design Projects and a Design Test.
Costs
There are no additional costs for this subject.
INTRODUCTION TO SENIOR GEOGRAPHY
Subject Description
Geography is a discipline that combines both the physical and social sciences and by doing so, provides students with the skills and conceptual frameworks required to comprehend the complex processes that shape the world around them. It is a rich and complex discipline which includes two vital dimensions of study: the spatial dimension, which focuses on where things are in the world and why they are there; and the ecological dimension, which considers how humans interact with various environmental phenomena
Introduction to Senior Geography explores these sophisticated and exciting issues to provide a strong foundation for the study of Geography in Year 11 and 12 and a deep understanding of the world.
There are many benefits associated with the study of Geography. Students will develop an understanding of the world as an integrated whole, rather than a segregated entity. Moreover, students will learn much about the many fascinating regions and environments via a powerful mix of geographical and interdisciplinary content and skills. They will also develop practical research skills, such as the observation, organisation, analysis and presentation of data and information, through fieldwork. Not only will students manipulate and transform data and information, but they will also be able to make logical decisions supported by sound reasoning and critical thinking. In our increasingly inter-connected world, the ability to make informed, critical judgements on issue-based problems is a highly desirable and skill to possess. At the completion of the course, students will have demonstrated that they can analyse and synthesise complex environmental, economic, social and political data and information to enable a geographical understanding of humans, environments and the dynamic relationships between them.
The course covers a range of major contemporary issues, including the rise of China, globalisation post-COVID and sustainability, thus making Introduction to Senior Geography, a highly relevant course for all students.
Pathways
Geography equips students with the capacity to analyse, interpret and communicate data and research in a multitude of formats, both visual and written. These skills are applicable across all subjects and in the world beyond, thus making Introduction to Senior Geography an excellent choice to study in Year 10. Students who show an aptitude and interest in Introduction to Senior Geography will be suitable candidates to undertake the QCAA Senior subject of Geography.
Beyond Year 12, the deep knowledge of the world, the capacity to research effectively and efficiently, and write cogently and lucidly will allow for success in a wide variety of career paths, including, but not limited to, Urban Planning, Law, Surveying, Business, the Emergency and Armed forces, International Relations and Agriculture.
Content
Semester One
• Geopolitics: Behind the news – nation-states, alliances and agreements, disputes.
• Global Networks: finance, transport and culture
Prerequisites
No previous experience is required
Costs
There may be some additional minor costs for excursions.
Semester Two
• Wild Weather: cyclones, tornados and floors
• Rivers: Processes, politics, plans
INTRODUCTION TO SENIOR HEALTH & PHYSICAL EDUCATION
Subject Description
This course is a new addition to the options for Year 10 students and is designed for the purpose of introducing relevant knowledge, understanding and skills taught through Health and Physical Education that enable students to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. The course content provides the foundations for learning and alignment to the QCAA Physical Education and Health syllabuses, to build increasingly complex and developmental courses of study in the senior years. Over the course of study, units use engagement in physical activity learning contexts to investigate the biophysical, sociocultural and psychological bases of physical activity, and explore their applications to performance.
Purposeful learning and teaching takes place through an integrated approach, deeply embedded in physical activity learning contexts. Students engage in physical activity learning contexts to develop critical thinking, creative thinking, ethical thinking, cross-cultural awareness, communication, personal and social skills, collaboration and teamwork, and information and communication technologies skills to enhance performance.
Physical Education fosters an appreciation of the values and knowledge within and across the disciplines, and builds on students’ capacities to be self-directed, work towards specific goals and develop a lifelong relationship with physical activity.
In addition to the Physical Education aspect of the course, the Health dimension provides students with a contextualised strengthsbased inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels. Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation. Students plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion.
Pathways
Students who are interested in sport and/or health issues and who may be considering undertaking senior General Health and/or General Physical Education will find this subject interesting, beneficial and informative. Recreation, physical activity, sport and related health fields provide legitimate career pathways. This course provides students with a broad understanding of the multifaceted nature of these fields.
Content
Semester One
Physical Education – Energy Systems
Health Education – Stress & Resilience
Prerequisites
No previous experience is required
Costs
Semester Two
Physical Education – Tactical awareness
Health Education – Road trauma
All students will require an RGS PE uniform and good quality sports shoes, and RGS togs and appropriate sun safe apparel.
INTRODUCTION TO SENIOR MUSIC
What is this subject about?
Music is an ATAR subject, and, as such, contributes towards a student’s ATAR. Introduction to Senior Music seeks to develop a broad integrated understanding and appreciation of varied types of music preparing the students to undertake the Senior Music General subject in Senior. Central to the course are the three interacting dimensions of musicology, composing and performing
What are the main topics studied?
The following units are studied during Year 10:
YEAR 10
Composition – compose for a chosen film clip
Performance – solo or ensemble
How do students learn?
Performance – solo or ensemble
Musicology Written Examination – extended response
Music offers students a well-rounded course of study in which students participate in a range of activities including aural skills, listening, and history - musicology research, composition and arranging of music, ensemble and solo performance.
How are students assessed?
Students are assessed through three interacting dimensions:
Performance: The areas of Performance – Vocal or Instrumental – solo or group
Composition: The ability to Compose or Arrange Music in a variety of styles applicable to the unit of study.
Musicology and Examination: The understanding and interaction with the six music elements through a variety of studied and unstudied repertoire. All assessment tasks are equally weighted within each semester for the respective year levels.
Major Curriculum Elements
Students develop knowledge, skills and affective objectives in three dimensions:
• Analysing involves the acquisition, development and application of knowledge and understanding of a wide and varied repertoire and encompasses visual and aural analysis. Students will be able to demonstrate achievement in analysing through their knowledge of the music elements; application of knowledge and understanding of musical elements; written and spoken communication skills; and aural skills.
• Composition involves the acquisition, development and application of music-writing skills to create music in a variety of styles and genres. Students demonstrate achievement in composition through scoring, technical skills and stylistic application.
• Performing enables students to display musical skills in a variety of styles and genres. Achievement in performance is demonstrated through music literacy, performance technique and musical interpretation.
Prerequisites
No previous experience is required for students electing Introduction to Senior Music in Year 10. It is recommended, however, that all music students have some facility on a musical instrument or are a vocalist, and that all music students participate in at least one school co-curricular ensemble. Students are encouraged to supplement class music with private instrumental or vocal music tuition.
For whom is this subject best suited?
Music studies are developmental in nature. It is therefore preferable that students wishing to take the subject in Years 10 have pursued music studies previously (i.e. Music in Years 8 and 9 or instrumental music tuition for over two years) or have undertaken theory of music lessons / examinations up to at least Grade 2 A.M.E.B or the equivalent qualifications.
To attain a high level of achievement in Music, it is not necessary to be at an advanced level of performance on an instrument or voice. However, it is necessary to work consistently throughout each term. As well as completing class work and homework tasks, students are expected to be taking individual private instrumental lessons and spend time working on their practical performance skills outside of the classroom.
Why might this subject be a wise choice?
Music aims to give the student a well-rounded understanding and appreciation of all types of music.
SEMESTER 1 MUSIC – “FILM MUSIC”
SEMESTER 2 MUSIC - “BACH & BEYOND”
INTRODUCTION TO SENIOR PSYCHOLOY
Subject description
The Year 10 subject will explore the Year 11 and 12 General subject: Psychology and aims to give students a broad understanding of the subject so they can make an informed decision for their subject selection
Pathways
Psychology is a general subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. A course of study in Psychology can establish a basis for further education and employment in the fields of health, law, business and education.
Year 10 Introduction to Senior Psychology is not a prerequisite to study Psychology in Year 11 and 12.
Subject description Psychology
In Psychology students explore four areas The course begins by exploring the scientific method as the process for how all contemporary research is produced in Psychology. An understanding of the original philosophical debates including free will versus determinism, and nature versus nurture will introduce the lens through which all perspectives within Psychology are examined. Students also investigate the structure and function of the memory and how this affects individual development and behaviour. They examine factors how short-term memory is influenced and how free recall tasks are influenced by cued and non-cued stimulus. Lastly, students explore the ways Psychology is used to describe and explain how others influence our development, behaviour and thinking.
Assessment
Examinations and assignments are designed to build the skills required for Psychology in Years 11 and 12. Students will complete a Data Test, Research Investigation, Student Experiment and a final exam.
Criteria Assessed
Three criteria are assessed in Year 10; Knowledge and understanding, Application, and Analysis and evaluation.
HOME ECONOMICS
Subject Description and Content
Food Technology and Textiles encourages personal independence and effective living within wider society and promotes preferred futures for self and others. Food Technology and Textiles is an interdisciplinary study drawing on the fields of nutrition, textiles and fashion, the built environment, human development, relationships and behaviour. In Food Technology and Textiles education, students take increasing responsibility for their own growth and development. They make decisions and take actions to promote healthy eating and develop a sensitive approach to interpersonal relationships. They contribute to environments that are supportive of human growth and sustainability and develop a respect for the lifestyle choices of other people.
Pathways
Year 10 Food Technology and Textiles will better equip students who wish to pursue Fashion in Year 11 or a Certificate course in Hospitality.
Education or tertiary studies in Home economics lead to and benefit careers in diverse fields such as:
• Fashion/textile related trades – milliner, leather goods maker, interior decorator, industrial textiles fabricator, clothing and soft furnishing production worker, sewing machinist, fashion coordinator, clothing patternmaker
• Events coordinator
Content
In Textiles students are inspired by the wearable items and garments originating from Indigenous cultures around the world Throughout history, these groups have bestowed profound meaning upon the garments they create, viewing them as a means of personal and cultural expression. Students design and craft wearable garments that pay homage to these diverse cultures. Food Technology content revolves around drawing connections between food and the scientific principles underlying the creation of distinctive dining experiences. Students discover the realm of food science and the chemical reactions that give rise to various tastes and textures. To culminate their studies, students are tasked with organizing a themed degustation dining experience where they utilize high-quality ingredients to develop a dish that is not only flavorsome but also artistically presented. This is tested before being meticulously prepared and served in a pop-up restaurant.
Major Curriculum Elements
Through the process of critical analysis and investigation of various factors related to design, technology, and production, students are assessed on their skills along with knowledge and understanding. These elements include social, ethical, and sustainability considerations that impact designed solutions for global preferred futures. Ethical and sustainable production and marketing of food and fibre are examined, along with the principles of food safety, preservation, preparation, presentation, and sensory perceptions in the creation of healthy food solutions. The characteristics and properties of materials, systems, components, tools, and equipment are explored in terms of their combination for designed solutions. The integration of technologies from various specializations to create innovative solutions is also considered. Additionally, the content focuses on developing design briefs, selecting appropriate materials and tools, and applying design thinking, creativity, innovation, and enterprise skills to modify and communicate design ideas. It emphasizes the need to work flexibly, test effectively, and use suitable technologies and processes to develop designed solutions. Evaluation of design ideas, processes, and solutions against comprehensive criteria for success, with a recognition of sustainability, is also highlighted.
Prerequisites
Nil. Some experience is advantageous in this subject but previous experience is not necessary as the skills are all thoroughly taught over the duration of the course.
Curriculum objectives
• Becoming independent – Developing independence by making decisions and taking action
• Connecting with others – Understanding how to interact and live with others and understanding how decisions impact on others
• Taking actions towards preferred futures – Understanding of, and sense of responsibility for, decisions and actions that promote preferred futures
• Creating designed solutions – Creating designed solutions using design processes and production skills
INTRODUCTION TO SENIOR JAPANESE
Length of Course
This subject is studied as a two-year course of four semesters across Year 10.
Subject Description
The Japanese course aims to extend on the foundational skills gained in prior studies of Japanese. The course includes consolidation of hiragana, introduction to katakana and the development of kanji.
At the completion of the course students will be able to:
• Demonstrate competency is reading and writing hiragana and katakana, and will have mastered between 50 and 100 kanji.
• Sustain conversations in Japanese to exchange ideas and experiences.
• Create texts in Japanese, utilising appropriate structures and features.
• Use a combination of kana and a range of familiar kanji in written communication.
• Apply features of the Japanese sound system to enhance fluency in spoken Japanese.
• Select and use sentence and grammatical structures to interact effectively in Japanese.
• Interpret and analyse information and ideas in Japanese texts.
• Demonstrate understanding of different perspectives in Japanese texts.
• Synthesise information and respond in either Japanese or English, adjusting language to convey meaning.
The course is taught through a communicative approach whereby students learn simple, contemporary Japanese for genuine reallife situations such as school life, engaging in cultural activities and celebrations, home stay, dining out and travel.
Students are presented with opportunities to participate in the Australian Language Certificate conducted by the Australian Council of Education and Research. Students also have the opportunity to take part in the Language Perfect World championships which is Australasia’s most popular and largest language vocabulary competition. Students are exposed to a range of culturally rich activities including cooking and tasting Japanese food, lessons with visiting Japanese students, online communication with students in Japan, the celebration of Japanese festivals, calligraphy, traditional Japanese crafts and games, Japanese movies, and the chance to tour Japan with the School (tours are conducted every two years).
Content
Semester 1
Shopping and Fast Food
Semester 2
School Trips and Working Part-time Lifestyle Difference in City and Country Environments My Life
Pathways
As Japanese is a subject that builds on previous experience, it is strongly recommended that students who are planning to study Japanese in Year 10 complete the Middle School Japanese course.
To study Japanese in Year 10, students should have completed at least one year of Japanese study and demonstrate a sound ability to read and write hiragana and katakana script, and some basic kanji.
Semester Assessment
The four macro skills – listening, speaking, reading and writing – will be assessed each semester. Students will engage in spoken multimodal presentations and formal examinations to demonstrate their knowledge, understanding and skills.
Criteria Assessed
Communicating
Understanding
Subject Description
MARINE OPERATIONS
Marine Operations is a course suitable for students who have an interest in marine activities, awareness of safety considerations and ability to work independently and in small groups. This course is designed to give students the knowledge, skills and attitudes to interact in the marine environment and challenge students with activities that they are not likely to experience in everyday life. There is a large amount of practical activity in the course.
Pathways
There are a wide range of employment opportunities to work in the marine environment. These include employment in marine biology and research, commercial fishing, tourism, shipping, defence, customs, boat construction and maintenance. Many people also undertake recreational activities in the marine environment including fishing, snorkelling, boating and diving. This course provides students with the opportunity to increase their knowledge and enjoyment of the marine environment whether for a career or for recreation in a safe and responsible manner.
Marine Operations is not a pre-requisite for Aquatic Practices in Year 11 and 12 and is suited to any student who finds marine activities interesting.
Content
• Aquatic safety
• Recreational fishing
• Estuary Rod construction
• Power boating (Boat Licence)
• Aquaculture
• Marine Biology
• Marine research skills
Major Curriculum Elements
Within Marine Operations we cover many of the core curriculum elements such as analysis, synthesis, interpreting tables, diagrams, maps, graphs, calculations, interpolating, extrapolating and justification.
Prerequisites
No prerequisites are required for this course
Semester Assessment
Students are assessed using a variety of different tasks. These include:
• Multimedia assignment (rec. fishing)
• Construction assignment (fishing rod)
• Field trip report (coral reef study)
Criteria Assessed
Knowledge and Understanding (K&U); Information Processing and Reasoning (IPR); Practical Skills (S). Planning, Execution, Evaluation.
Additional Costs
There will also be some costs applied to student’s sundry account for fishing rod construction project and field trips.
What is this subject about?
YEAR 11 CORE SUBJECTS
ESSENTIAL ENGLISH
(APPLIED SUBJECT)
The two-year Essential English course is specifically designed to provide opportunities for students to master essential communication skills pertaining to the workplace and life beyond the School environment. 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 will learn to 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 world of others.
What are the main topics studied and how do students learn?
Unit 1 Unit 2
Language that works
Students respond to a variety of texts used in and developed for a work context. They will create multimodal and written texts suitable for the workplace.
Texts and human experiences
Students respond to reflective and non-fiction texts that explore human experiences. They will create spoken and written texts.
For whom is this subject best suited?
Unit 3 Unit 4
Language that influences
Students create and shape perspectives on community, local and global issues in texts. They respond to texts that seek to influence audiences in order to develop an awareness of how language can position them.
Representations and popular culture texts
Students examine and respond to popular culture texts and the values and attitudes present. They create representations of Australian identities, places, events and concepts.
Essential English is an Applied subject and may not contribute towards the generation of an ATAR score. The study of Essential English would be recommended for students who:
• are considering entering Defence Forces (non-officer positions), a trade, direct employment or entry into TAFE following the completion of Year 12
• wish to master essential communication skills pertaining to the workplace and life beyond the School environment.
Parents and students are advised that many TAFE courses require a Sound Achievement in Senior English, be it English, Literature or Essential English, as a pre-requisite for entry into Diploma courses. A Sound Achievement in Essential English may be a more sensible goal for some students than to risk a Limited Achievement in English or Literature Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 3
Summative internal assessment 1 (IA1):
• Extended response — spoken/signed response
Summative internal assessment 2 (IA2):
• Common internal assessment (CIA)
Unit 4
Summative internal assessment 3 (IA3):
• Extended response — Multimodal response
Summative internal assessment (IA4):
• Extended response — Written response
What is this subject about?
ENGLISH (GENERAL SUBJECT)
The study of English at a senior level at The Rockhampton Grammar School aims to provide students with the necessary skills to create and interact with a range of texts in a variety of situations. A major aim of our course is to build on the foundations of language learning that students have previously experienced and to refine their skills in these areas. Most importantly, students will use language, both spoken and written, to express their ideas about issues of importance to them. 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.
What are the main topics studied?
Unit 1
Perspectives and Texts
Students examine and respond to a variety of non-literary and literary texts. They examine perspectives in these texts in order to create persuasive and analytical responses.
Unit 2 Unit 3 Unit 4
Texts and Culture
Students examine and respond to a range of literary and non-literary texts, including a focus on Australian texts. They identify and examine representations of culture in texts to explore the way in which some views might be privileged over others.
For whom is this subject best suited?
Textual Connections
Students examine and explore different perspectives of the same issues in texts and how these messages influence audiences and shape society. They create responses for public audiences and persuasive texts.
Close Study of Literary Texts
Students engage with literary texts from diverse times and places. They respond to literary texts creatively and critically in their responses
As English is a General subject, it contributes towards the generation of a students’ ATAR. Satisfactory completion of the subject is also a prerequisite for most university courses. Hence, this course is recommended for students who:
• have a reasonable level of English skills (i.e. received a Sound Achievement or better for English in Year 10) and wish to further develop their language skills
• wish to practice and develop skills of interpretation and analysis
• enjoy reading and responding to both fiction and non-fiction texts
• wish to study a university course where English is a prerequisite subject.
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 3
Summative internal assessment 2 (IA2):
• Extended response — written response for a public audience 25%
Literature focuses on the study of 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 literary texts.
Students engage with language and texts through a range of teaching and learning experiences to foster the skills to communicate effectively. They make choices about generic structures, language, textual features and technologies to participate actively in the dialogue and detail of literary analysis and the creation of imaginative and analytical texts in a range of modes, mediums and forms.
Students explore how literary texts shape perceptions of the world and enable us to enter the worlds of others. They explore ways in which literary texts may reflect or challenge social and cultural ways of thinking and influence audiences.
Pathways
A course of study in Literature 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.
Structure
Introduction to literary studies
• Ways literary texts are received and responded to
• How textual choices affect readers
• Creating analytical and imaginative texts
Intertextuality
• Ways literary texts connect with each other — genre, concepts and contexts
• Ways literary texts connect with each other — style and structure
• Creating analytical and imaginative texts
Literature and identity
• Relationship between language, culture and identity in literary texts
• Power of language to represent ideas, events and people
• Creating analytical and imaginative texts
Independent explorations
• Dynamic nature of literary interpretation
• Close examination of style, structure and subject matter
• Creating analytical and imaginative texts
For whom is this subject best suited?
As Literature is a General subject, it contributes towards the generation of a student’s ATAR. Satisfactory completion of the subject is also a prerequisite for most university courses. Hence, this course is recommended for students who:
• have a reasonable level of English skills (i.e. received a Sound Achievement or better for English in Year 10) and wish to further develop their language skills
• wish to practise and develop skills of interpretation and analysis
• wish to study a university course where English is a prerequisite subject
• have a love for English and who enjoy reading, responding to and creating literary texts.
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
• Extended response — imaginative written response 25%
Summative external assessment (EA):
• Examination — analytical written response 25%
ENGLISH AS AN ADDITIONAL LANGUAGE
(GENERAL SUBJECT)
What is this subject about?
English as an Additional Language is designed for students for whom English is not their first or home language.
The subject develops students’ knowledge, understanding and language skills in Standard Australian English (SAE), and provides them with opportunities to develop higher-order thinking skills and to interpret and create texts for personal, cultural, social and aesthetic purposes. Students develop the language skills required to be competent users of written and spoken English in a variety of contexts, including academic contexts suitable for tertiary studies. They explore the ways literary and non-literary texts may reflect or challenge social and cultural ways of thinking and influence audiences. Students develop empathy for others and appreciation of different perspectives through a study of a range of literary texts from diverse cultures and periods.
Pathways
A course of study in English as an Additional Language promotes not only language and literacy skills, but also 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.
What are the main topics studied?
Language, text and culture
• Examining and shaping representations of culture in texts
• Responding to a variety of media and literary texts
• Creating analytical and persuasive texts
Assessment
Perspectives in texts
• Examining and shaping perspectives in texts
• Responding to literary texts, including a focus on Australian texts
• Creating imaginative and analytical texts
Schools devise assessments in Units 1 and 2 to suit their local context.
Issues, ideas and attitudes
• Exploring representations of issues, ideas and attitudes in texts
• Responding to literary and persuasive texts
• Creating analytical and persuasive texts
Close study of literary texts
• Engaging with literary texts from diverse times and places
• Responding to literary texts creatively and critically
• Creating imaginative and analytical texts
Summative internal assessment 1 (IA1):
• Examination – analytical written response 25%
Summative internal assessment 2 (IA2):
• Extended response – persuasive written response 25%
As mathematics is an integral part of everyday life, this subject is designed to provide students with a relevant and practical mathematical basis for life after school. A student’s grasp of mathematical concepts, proficiency in basic skills and ability to apply these to various life-related contexts carries significant ramifications for successful performance in vocational as well as leisure pursuits.
Essential Mathematics provides a suitable challenge for those students who prefer and enjoy learning activities with practical and reallife application. It provides opportunities for students to develop skills in estimation, problem solving and reasoning and informed decisions and predictions about personal and financial priorities. The subject is designed to foster an attitude of success for students who may have experienced difficulty with mathematics of a more theoretical nature.
What are the main topics studied?
This subject continues to strengthen middle school mathematics strands within real-life contexts.
The course includes:
• Number – ratios, rates, percentages, units of energy
• Data – classification, collection methods, bias, data presentation and interpretation, summarising and comparing data
• Graphs – reading, drawing and interpreting graphs
• Bivariate graphs – Cartesian plane, scatterplots, line of best fit
• Probability and relative frequencies – simulations, simple probabilities
• Loans and interest – compound interest, reducing balance loans
How do students learn?
Students will participate in a wide range of activities such as:
• investigating methods of earning and saving money
• constructing scale drawings and plans
• reading scales on maps to identify distances and for navigational purposes
• interpreting data from charts and graphs
• researching and devising a travel itinerary and budget for a proposed overseas holiday
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 3
Summative internal assessment 1 (IA1):
• Problem-solving and modelling task
Summative internal assessment 2 (IA2):
• Common internal assessment (CIA)
Unit 4
Summative internal assessment 3 (IA3):
• Problem-solving and modelling task
Summative internal assessment (IA4):
• Examination
What is this subject about?
GENERAL MATHEMATICS
(GENERAL SUBJECT)
Mathematics is an integral part of a general education. It is important in making informed decisions on everyday issues such as:
• choosing between loan repayment schedules or insurance plans
• interpreting information in the media
• reading maps or house plans
• estimating quantities of materials.
While continuing to develop key mathematical ideas, including rates and percentages, linear and non-linear expressions, sequences, the use of matrices and networks to solve authentic problems and the use of trigonometry to find solutions to practical problems.
In General Mathematics, the skills needed to make decisions which affect students’ everyday lives are further developed. Students 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. These skills are also called on in other subjects and provide a good general background for many areas of tertiary study.
The study of General Mathematics will emphasise the development of positive attitudes towards a student’s involvement in mathematics. This development is encouraged by an approach involving problem solving and applications, working systematically and logically, and communicating with and about mathematics.
What are the main topics studied?
General Mathematics consists of the following topics
• Consumer arithmetic – applications of rates, percentages and use of spreadsheets including wages and payments, budgets, bank interest, investments, exchange rates
• Shape and measurement – practical uses for Pythagoras’ Theorem, perimeter, area and volume and scale
• Linear equations and their graphs – solving equations, constructing and interpreting graphs
• Applications of trigonometry – use of trigonometry in various applications.
• Algebra and Matrices – substitution and rearrangement of expressions and equations, construct and perform simple matrix calculations
• Univariate data analysis – create and interpret graphs, calculate and compare summary statistics
• Bivariate data analysis – construct and interpret two-way tables, construct, interpret and analyse graphs
• Time series analysis – construct, describe and analyse time series plots and data
• Growth and decay in sequences – investigate both arithmetic and geometric sequences
• Earth geometry and time zones – latitude and longitude, distance and angular distance between two places on the Earth, time zones
• Loans, investments and annuities – bank loan calculations involving compound interest including annuities.
• Graphs and networks – construct networks and adjacency graphs, optimisation techniques relating to a planar graph
• Networks and decision mathematics – optimization techniques relating to project networks and trees, algorithms
How do students learn?
Students will participate in a wide range of activities such as:
• investigating the efficient use of credit cards or the cost and upkeep of a swimming pool
• designing a large car park or an optimum sprinkler system for a home garden
• constructing a budget for a holiday
• examining how statistics are used in the media, for example, in advertising or in weather reports following an orienteering path and reading maps.
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 3
Summative internal assessment 1 (IA1):
• Problem-solving and modelling task 20%
Summative internal assessment 2 (IA2):
• Examination (Subject matter from 3 of the 5 topics) 15%
Unit 4
Summative internal assessment 3 (IA3):
• Examination (Subject matter from 3 of the 5 topics) 15%
Summative external assessment (EA): 50%
• Examination
What is this subject about?
MATHEMATICAL METHODS
(GENERAL SUBJECT)
In Mathematical Methods, mathematical skills are developed which form the basis for further study in mathematics. These skills are needed not only in the traditional careers of engineering or the physical sciences, but also as tools in fields as diverse as agriculture, food technology, geography, biology, commerce, economics and management. The modes of thinking developed in Mathematical Methods provide ways of modeling and problem solving in situations in order to explore, describe and understand the world’s social, biological and physical environment.
Mathematical Methods is designed to raise students’ competence in, and confidence with, the mathematics needed to make informed decisions to ensure scientific literacy and to function effectively in a technologically skilled work force. Mathematical Methods assists students to become critical thinkers, innovators and problem-solvers.
Students are given the opportunity to appreciate and experience the dynamic nature of mathematics. They are encouraged to study the power of mathematics through problem solving and applications in life-related contexts.
Physics provides basic background knowledge to those students thinking of a technology or engineering related career, some trades, working in the mines and is often required for apprenticeships and the Defence Forces.
What are the main topics studied?
The course includes:
• Surds – concept of irrational numbers, four operations and rationalising denominators
• Functions and Graphs – investigate properties of functions, polynomials, relations and inverse proportions
• Counting and probability – probability notation, conditional probability and binomial expansion
• Exponential functions – index laws, investigate properties of and solve exponential functions
• Logarithmic functions – investigate properties of and solve logarithmic functions, recognize and solve problems using logarithmic laws
• Trigonometric functions – introduction to radians, investigate properties of and solve trigonometric functions, sine and cosine rules
• Differential calculus – concept of derivatives, properties and computation of derivatives, applications of derivatives, differentiation rules, differentiation of exponential, logarithmic and trigonometric functions, second derivative and it’s applications
• Integration – use formulas to solve integral problems, indefinite integrals, definite integrals, trapezoidal rule, area under the curve, relationship to displacement, velocity and acceleration
• Discrete random variables – understand, recognize and examine discrete random variables and use to solve practical problems, Bernoulli distributions, binomial distributions
• Continuous random variables and the normal distribution – estimate probabilities, compare sample using z-scores, probability density functions, normal distributions
• Interval estimates for proportions – bias, investigate different distribution types, sample proportions, confidence intervals
How do students learn?
Students will participate in a wide range of activities such as:
• calculating the amount of simple interest generated over a given period using a graphing calculator or a suitable computer software package
• discussing how instantaneous rates of change may be used to measure the sensitivity of the human body to various stimulants or sedatives
• using computer software and graphing calculators in the investigation of optimal points and optimal values in life-related situations
• discussing different sampling situations, possible difficulties and sources of bias.
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 3
Summative internal assessment 1 (IA1):
• Problem-solving and modelling task 20%
Summative internal assessment 2 (IA2):
• Examination (Subject matter from 3 of the 5 topics) 15%
Unit 4
Summative internal assessment 3 (IA3):
• Examination (Subject matter from 3 of the 5 topics) 15%
Accounting is a universal discipline, encompassing the successful management of financial resources of the public sector, businesses and individuals. It is foundational to all organisations across all industries, and assists in discharging accountability and financial control. Accounting is a way of systematically organising, critically analysing and communicating financial data and information for decisionmaking.
What are the main topics studied?
Accounting is a course of study consisting of four units. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.
Real-world accounting
• Role, purpose + use of accounting
• Double entry accounting principles for sold trader businesses
• Computerised accounting processes
How are students assessed?
Financial Reporting
• Manage finances for sole trader business
• Internal controls
• Accrual accounting processes to prepare:
- Balance day adjustments
- Profit or loss statement
- Net worth statements
Monitoring a business
• Managing resources of sole trader business
• Double entry + accrual accounting principles applied to record noncurrent assets
• Administrative and accounting controls
The Big Picture
• Prepare fully classified financial statements
• Analysis + evaluation of financial statements
• Business decision making
Whilst studying Unit 1 and Unit 2 students will complete a total of four formative assessments. Whilst studying Unit 3 and Unit 4 students will complete a total of four summative assessments – three internal and one external that count towards their final mark in the subject. The three summative internal assessments will be endorsed and the results confirmed by the QCAA. The external assessment results for Accounting will contribute 25% towards a student’s result. Assessment techniques include short response exams, combination exams and case study projects.
Why should students study Accounting?
When students study Accounting, they develop an understanding of the essential role Accounting plays in the successful performance of any organisation. Students learn fundamental Accounting concepts in order to understand accrual accounting, managerial and accounting controls, preparing internal financial reports, ratio analysis and interpretation of internal and external financial reports. Students are then ready for more complex utilisation of knowledge, allowing them to synthesise financial and other information, evaluate accounting practices, solve authentic accounting problems and make and communicate recommendations.
Why might Accounting be a wise choice?
Accounting is for students with a special interest in business, commerce, entrepreneurship and the personal management of financial resources. The numerical, literacy, technical, financial, critical thinking, decision-making and problem-solving skills learned in Accounting enrich the personal and working lives of students. Problem-solving and the use of authentic and diversified accounting contexts provide opportunity for students to develop an understanding of the ethical attitudes and values required to participate more effectively and responsibly in a changing business environment.
Pathways
A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking, finance, law, economics and commerce. Accounting provides students with a variety of future opportunities, enabling a competitive advantage in entrepreneurship and business management in many types of industries, both locally and internationally.
What is the subject about?
AGRICULTURAL SCIENCE
(GENERAL SUBJECT)
Agricultural Science is an interdisciplinary science general subject suited to students who are interested in the application of science in a real-world context and one of Australia’s most critical economic pillars. They understand the importance of using science to predict possible effects of human and other activity, and to develop management plans or alternative technologies that minimise these effects and provide for a more sustainable future.
Agricultural Science is a general subject in the science subject group that allows students to explore and investigate ideas, systems, issues and problems in agriculture. Students experience the agricultural industry through plant science, animal science and the facets of business that impact on agricultural production. They will also investigate and analyse issues relating to sustainable resource management that affect agricultural production systems.
What are the main topics studied?
Agricultural systems
• Agricultural enterprises A
• Animal production A
• Plant production A
Assessment: Internal Formative utilising assessment styles experienced in Year 12
Resources
• Management of renewable resources
• Physical resource management
• Agricultural management, research and innovation
Assessment: Internal Formative utilising assessment styles experienced in Year 12
Agricultural production
• Animal production B
• Plant production B
• Agricultural enterprises B
Assessment:
Summative Internal Assessment 1: Examination –Data Test (10%)
Summative Internal Assessment 2: Investigation
– Student Experiment (20%)
Agricultural management
• Enterprise management
• Evaluation of an agricultural enterprise’s sustainability
Assessment:
Summative Internal Assessment 3: Research Investigation (20%)
Summative External Assessment based on Year 12 units: Examination (50%)
Please note, depending on enrolment numbers, the school may offer an alternative rotational programme based upon the above syllabus objectives and assessment styles
For whom is this subject best suited?
Agricultural Science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. A study of Agricultural Science can allow students to transfer learned skills to studies of other subject disciplines in the school environment.
Agricultural Science is an general science and to do well students will require at least Sound Achievement levels in Mathematics, Science and English. Previous study of Agriculture in middle school is beneficial; however, is not a prerequisite.
This subject forms the last step in the pathway for students to gain entry into tertiary studies and the School has a number of articulation arrangements in place to benefit students from both the ATAR and VET pathway options. Please refer to www.rgs.qld.edu.au/agriculture for more information. Agricultural Science is not only designed for students with a rural background, but would suit any student with an interest the life sciences and open up deeper understandings and opportunities in agriculture, horticulture, agronomy, food technology, aquaculture, veterinary science, equine science, environmental management, biotechnology, business, marketing, agricultural education, research and development.
What is this subject about?
ANCIENT HISTORY
(GENERAL SUBJECT)
Ancient History provides opportunities for students to study people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies and the impact of individuals and groups on ancient events and ways of life, and study the development of some features of modern society, such as social organisation, systems of law, governance and religion.
Students analyse and interpret archaeological and written evidence. They develop increasingly sophisticated skills and understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies, individuals and significant historical periods. They investigate the problematic nature of evidence, pose increasingly complex questions about the past and formulate reasoned responses.
Students gain multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically
Pathways
A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research.
What are the main topics studied?
Investigating the ancient world
• Digging up the past
• Schools select one ancient society and one following societal features to study:
• Beliefs, rituals and funerary practices
• The family
• Lives of woman
• Slavery
• Art and/or architecture
• Weapons and warfare
• Technology and engineering
• Entertainment and leisure
• Another societal feature provided there are sufficient sources for a depth study.
Personalities in their times
• Schools select two personalities from the Ancient World
• These could include:
- Hatshepsut
- Akhenaten
- Xerxes
- Alexander the great
- Hannible Barca
- Cleopatra
- Agrippina the Young
- Nero
- Boudica
- Saldin
- Richard the Lionheart
Reconstructing the ancient world
• Thebes — East and West, from the 18th to the 20th Dynasty
• The Bronze Age Aegean
• Assyria from Tiglath Pileser III to fall of the Empire
• The Ancient Levant – First and Second Temple Period
• Persia from Cyrus II to Darius III
• Fifth Century Athens (BCE)
• Macedonian Empire from Philip II and Alexander III
• Rome during the Republic
• Early Imperial Rome from Augustus to Nero
• Pompei and Herculaneum
• Later Han Dynasty and the Three Kingdoms
• The Celts and/or Rome Britain
• The Medieval Crusades
• Classical Japan until the end of the Heian Period.
People Power and Authority
• Ancient Egypt — New Kingdom Imperialism
Ancient Greece — the Persian Wars
Ancient Greece — the Peloponnesian War
• Ancient Carthage and/or Rome
– the Punic Wars
• Ancient Rome – Civil War and the breakdown of the Republic
• Ancient Rome – the Augustan Age
• Ancient Rome – Imperial Rome until the fall of the Western Roman Empire
• Ancient Rome – the Byzantine Empire.
QCAA has nominated the following external assessment topics:
2026: Julius Caesar or Cleopatra
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
•
Grow in Character and Scholarship.
What is this subject about?
BIOLOGY
(GENERAL SUBJECT)
Biology provides opportunities for students to engage with living systems. 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
• 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.
What are the main topics studied?
Biology is split into four units, taught over two years. Units 1 and 2 are foundational units that are required for the study of Unit 3 and 4.
Cells and multicellular organisms
• Cells as the basis of life
• Multicellular organisms
How do students learn?
Maintaining the internal environment
• Homeostasis
• Infectious disease
Biodiversity and the interconnectedness of life
• Describing biodiversity
• Ecosystem dynamics
Heredity and the continuity of life
• DNA, genes and the continuity of life
• Continuity of life on Earth
Biology involves classroom lessons, group work, field work and practical sessions in the laboratory, including the use of microscopes and gel electrophoresis equipment.
How are students assessed?
Students will sit data tests and examinations and will perform student experiments and research investigations. Year 11 work is formative and Year 12 is summative with 50% of the marks from the external examination at the end of the course.
For whom is this subject best suited?
For a student to obtain a reasonable result in Biology, it is suggested they should have gained a High Achievement in Year 10 Science. Biology students should also be familiar with information technology.
What costs are involved?
Textbook TBC - approximately $100 each.
For whom is this subject best suited?
This subject is suited for students with a general interest in the study of living things. Students require a high levels of numeracy, and a good comprehension skills.
Why might this subject be a wise choice?
Biology is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.
Assessment
Unit 1and 2 are formative and the assessment will prepare students for the summative assessment of Year 12.
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.
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, processes and strategies relevant to leadership, management and entrepreneurship. A range of business environments and situations is explored. Through this exploration, students investigate the influence on and implications for strategic development in the functional areas of finance, human resources, marketing and operations.
What are the main topics studied?
Business is a course of study consisting of four units. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.
Unit 1
Business creation
• Fundamentals of business
• Creation of business ideas
• Business case studies
How are students assessed?
Unit 2
Business growth
• Establishment of a business
• Entering markets
• Leadership + Management in business
Unit 3
Business diversification
• Global markets
• Strategic development
• Analytical tools
Unit 4
Business evolution
• Repositioning a business
• Transformation of a business
• Change management
Whilst studying Unit 1 and Unit 2 students will complete a total of four formative assessments. Whilst studying Unit 3 and Unit 4 students will complete a total of four summative assessments – three internal and one external that count towards their final mark in the subject. The three summative internal assessments will be endorsed and the results confirmed by the QCAA. The external assessment results for Business will contribute 25% towards a student’s result. Assessment techniques include short response exams, combination exams and case study projects.
Why should students study Business?
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.
Business 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.
Why might Business be a wise choice?
The study of business is relevant to all individuals in a rapidly changing, technology-focused and innovation-driven world. Through studying Business, students are challenged academically and exposed to authentic and real-life 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.
Pathways
The study of Business provides opportunities for students to pursue entrepreneurial pathways and a wide range of careers in the public, private and not-for-profit sectors. 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.
What is this subject about?
CHEMISTRY
(GENERAL SUBJECT)
Chemistry is the study of materials, their properties and structure. Chemistry aims to develop students’:
• interest in and appreciation of chemistry and its usefulness in helping to explain phenomena and solve problems encountered in their everchanging world
• understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties
• understanding of the factors that affect chemical systems and how chemical systems can be controlled to produce desired products
• appreciation of chemistry as an experimental science that has developed through independent and collaborative research, and that has significant impacts on society and implications for decision-making
• expertise in conducting a range of scientific investigations, including the collection and analysis of qualitative and quantitative data, and the interpretation of evidence
• ability to critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions
• ability to communicate chemical understanding and findings to a range of audiences, including through the use of appropriate representations, language and nomenclature.
What are the main topics studied?
Chemistry is split into four units, taught over two years. Units 1 and 2 are foundational units, and required for the study of Unit 3 and 4.
Unit 1
Chemical Fundamentalsstructure, properties and reactions
• properties and structure of atoms
• properties and structure of materials
• chemical reactions –reactants, products and energy change
How do students learn?
Unit 2
Molecular interactions and reactions
• intermolecular forces and gases
• aqueous solutions and acidity
• rate of chemical reactions
Unit 3
Equilibrium, acids and redox reactions
• chemical equilibrium systems
• oxidation and reduction
Unit 4
Structure, synthesis and design
• properties and structure of organic materials
• chemical synthesis and design
Chemistry involves classroom lessons, tutorials and practical activities including some software applications, simulations and data logging using Pasco and Spark Vue Computer Programs.
How are students assessed?
Units 1 and 2 are formative and the assessment will prepare students for the summative assessment of Year 12.
Unit 3
Summative internal assessment 1 (IA1):
• Data test 10%
Summative internal assessment 2 (IA2):
• Student experiment 20%
For whom is this subject best suited?
Unit 4
Summative internal assessment 3 (IA3):
• Research investigation 20%
Summative external assessment (EA): 50%
• Examination
For a student to obtain a reasonable result in Chemistry, it is preferable they have gained a Sound Achievement in Year 10 Science. Chemistry students should also display competence in mathematics, have sound levels of literacy and be familiar with the use of information technology.
Other activities available to students
During the two years of studies students will have the option of undertaking external competitions as organized by the RACI, e.g. Titration Competition and annual Chemistry Quiz.
Why might this subject be a wise choice?
Chemistry is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies. 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, associated health sciences and sports science demand and lucrative salary packages, both nationally and internationally, which students should consider in making choices regarding their future career path.
in Character and Scholarship.
What is this subject about?
DESIGN
(GENERAL SUBJECT)
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 problem-solving 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.
What are the Course Objectives?
By the conclusion of the course of study, students will:
• describe design problems and design criteria
• represent ideas, design concepts and design information using drawing and low-fidelity prototyping
• analyse needs, wants and opportunities using data
• devise ideas in response to design problems
• synthesise ideas and design information to propose design concepts
• evaluate ideas and design concepts to make refinements
• make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.
What are the main topics studied?
Design in practice
• Experiencing design
• Design process
• Design styles
How do students learn?
Commercial design
• Explore — client needs and wants
• Develop — collaborative design
Human-centred design
• Designing with empathy
Sustainable design
• Explore — sustainable design opportunities
• Develop — redesign
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. Students 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.
How are students assessed?
Schools devise assessments in Units 1 and 2 to suit the 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 internal assessment 1 (IA1):
Summative internal assessment 2 (IA2):
Project
What are the Pathways?
Project
external assessment (EA):
Examination — design challenge 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.
What is Digital Solutions about?
DIGITAL SOLUTIONS
(GENERAL SUBJECT)
Technologies have been an integral part of society for as long as humans have had the desire to create solutions to improve their own and others’ quality of life. Technologies have an impact on people and societies by transforming, restoring and sustaining the world in which we live. Australia needs enterprising and innovative individuals with the ability to make discerning decisions concerning the development, use and impact of technologies. When developing technologies, these individuals need to be able to work independently and collaboratively to solve open-ended problems. Subjects in the Technologies learning area prepare students to be effective problemsolvers as they learn about and work with contemporary and emerging technologies.
What are the main topics studied?
Digital Solutions is a course of study consisting of four units. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.
Unit 1
Creating with code
• Understanding digital problems
• User experiences and interfaces
• Algorithms and programming techniques
• Programmed solutions
How are students assessed?
Unit 2
Application and data solutions
• Data-driven problems and solution requirements
• Data and programming techniques
• Prototype data solutions
Unit 3
Digital innovation
• Interactions between users, data and digital systems
• Real-world problems and solution requirements
• Innovative digital solutions
Unit 4
Digital impacts
• Digital methods for exchanging data
• Complex digital data exchange problems and solution requirements
• Prototype digital data exchanges
Whilst studying Unit 1 and Unit 2 students will complete a total of four formative assessments. Whilst studying Unit 3 and Unit 4 students will complete a total of four summative assessments – three internal and one external that count towards their final mark in the subject. The three summative internal assessments will be endorsed and the results confirmed by the QCAA. The external assessment results for Digital Solutions will contribute 25% towards a student’s result. Assessment techniques include technical proposals, folios, projects and extended response exam questions
Why should students study Digital Solutions?
By using the problem-based learning framework, students develop confidence in dealing with complexity, as well as tolerance for ambiguity and persistence in working with difficult problems that may have many solutions. Students are able to communicate and work with others in order to achieve a common goal or solution. Students write computer programs to create digital solutions that: use data; require interactions with users and within systems; and affect people, the economy and environments. Solutions are developed using combinations of readily available hardware and software development environments, code libraries or specific instructions provided through programming. Some examples of digital solutions include instructions for a robotic system, an instructional game, a productivity application, products featuring interactive data, animations and websites.
Why might Digital Solutions be a wise choice?
Digital Solutions prepares students for a range of careers in a variety of digital contexts. It develops thinking skills that are relevant for digital and non-digital real-world challenges. It prepares them to be successful in a wide range of careers and provides them with skills to engage in and improve the society in which we work and play. Digital Solutions develops the 21st century skills of critical and creative thinking, communication, collaboration and teamwork, personal and social skills, and information and communication technologies (ICT) skills that are critical to students’ success in further education and life.
Pathways
A course of study in Digital Solutions can establish a basis for further education and employment in the fields of science, technologies, engineering and mathematics.
What is senior drama about?
DRAMA
(GENERAL SUBJECT)
Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaningmaking processes and involves them using a range of artistic skills as they make and respond to dramatic works.
Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts.
Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively.
Future pathways
A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology. Studying Drama will provide essential skills for the following careers: Law, Journalism, Politics, Medicine, Education, Psychology, Design, Sales and Marketing, Business Management, Advertising, Hospitality and Tourism, Diplomacy, Government, the Arts. These skills are: creative thinking, empathy, negotiation, public speaking, problem solving, critical analysis, team building, effective group work and role play, personal interaction and self-confidence
Objectives of the course
By the conclusion of the course of study, students will demonstrate an understanding of dramatic languages, apply literacy skills, apply and structure dramatic languages, analyse how dramatic languages are used to create dramatic action and meaning, interpret purpose, context and text to communicate dramatic meaning, manipulate dramatic languages to create dramatic action and meaning, evaluate and justify the use of dramatic languages to communicate dramatic meaning and synthesise and argue a position about dramatic action and meaning.
Structure Unit 1
Share
How does drama promote shared understandings of the human experience?
• cultural inheritances of storytelling
• oral history and emerging practices
• a range of linear and nonlinear forms
Assessment
Reflect
How is drama shaped to reflect lived experience?
• Realism, including Magical Realism, Australian Gothic
• associated conventions of styles and texts
3 Unit 4
Challenge How can we use drama to challenge our understanding of humanity?
• Theatre of Social Comment, including Theatre of the Absurd and Epic Theatre
• associated conventions of styles and texts
Transform How can you transform dramatic practice?
• Contemporary performance
• associated conventions of styles and texts
• inherited texts as stimulus
In Units 1 and 2 (Year 11), students complete four formative assessments to help prepare them for the Year 12 course of study. These mirror the Year 12 course (Performance 20%, Project - Dramatic Concept 20%, Project - Practice-led Project 35%, Examinationextended response 25%).
In Units 3 and 4 (Year 12), students complete four summative assessments (Performance 20%, Project - Dramatic Concept 20%, Project - Practice-led Project 35%, External Examination - Extended Response 25%).
What costs are involved?
Most resources, books and supporting materials are supplied. Drama incurs costs such as simple costume pieces. There may be some associated costs with visiting performance groups or possible excursions to the Pilbeam Theatre to view live performance works.
What is Economics about?
ECONOMICS
(GENERAL SUBJECT)
The discipline of economics is integral to every aspect of our lives: our employment opportunities, business operations and living standards. The subject challenges us to use evidence and be innovative when solving problems in a world of complex global relationships and trends, where a knowledge of economic forces and flows leads to better decisions. In Economics, decision-making is core: how to allocate and distribute scarce resources to maximise well-being.
What are the main topics studied?
Economics is a course of study consisting of four units. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.
Unit 1
Markets and models
• The basic economic problem
• Economic flows
• Market forces
How are students assessed?
Unit 2
Modified markets
• Markets and efficiency
• Case options of market measures and strategies
Unit 3
International economics
• International Trade
• Global economic issues
Unit 4
Contemporary macroeconomics
• Macroeconomic objectives and theory
• Economic
Whilst studying Unit 3 and Unit 4 students will complete a total of four summative assessments – three internal and one external that count towards their final mark in the subject. Each assessment results Economics will contribute 25% towards a student’s result. Assessment techniques include combination response exams, investigative research reports and extended written responses to stimulus.
Why should students study Economics?
Curiosity is essential when studying Economics — how can we best use and allocate resources and production, and what are the consequences of trade-offs? Intellectual rigour is sharpened by the appraisal of a variety of often-contradictory data and information, which tests the role of assumptions in economic models, ideas and perspectives.
In the 21st century, the study of economics develops the transferable skills of critical thinking and questioning assumptions. As students develop intellectual flexibility, digital literacy and economic thinking skills, they increase the tertiary pathways and opportunities in the workplace open to them.
Why might Economics be a wise choice?
Economics is based on possibility and optimism. It appeals to students from Humanities and Business, and those interested in the broader relevance of Mathematics, Technology and Science because of their connection with economic forces. The subject positions students to think deeply about the challenges that confront individuals, business and government, and provides students with tools to think creatively beyond what is known and predictable.
Pathways
A course of study in Economics can establish a basis for further education and employment in the fields of economics, econometrics, management, data analytics, business, accounting, finance, actuarial science, law and political science. Economics is an excellent complement for students who want to solve real-world science or environmental problems and participate in government policy debates. It provides a competitive advantage for career options where students are aiming for management roles and developing their entrepreneurial skills to create business opportunities as agents of innovation
ENGLISH & LITERATURE EXTENSION
(GENERAL SUBJECT) (YEAR 12 ONLY)
What is this subject about?
English & Literature Extension is a QCAA subject and contributes to a student’s ATAR. It offers specialisation in a theorised study of literature across different mediums. This is a two-semester course only available to students in Year 12 currently enrolled in English or Literature Students will complete three internal assessment pieces, both written and spoken, and one external examination throughout the course of study.
In English & Literature Extension students are introduced to different theoretical approaches and the applications of these theories to literary texts to produce different readings and defences. Students develop a deeper level of understanding of a range of texts through applying and synthesising their understandings from English or Literature. The subject is designed to challenge students in both its expectations, specifically in self-directed learning, cognitive demands and assessment requirements.
How do students learn?
Through synthesis of skills, students are in small tutorials and workshops that are run by the classroom teacher. These classes focus on literary theories, their backgrounds, applications to texts and synthesising information. Students use their allotted lessons for research, analysis and extended writing.
How are students assessed?
In each semester students are assessed according to the following criterion:
Understanding and analysis of literary texts: this encompasses understanding complex literary texts in order to develop valid interpretations, and an analysis of how the genre, structure and textual features of their selected literary text support their interpretation.
Understanding and application of theories: this encompasses understanding theoretical approaches, and their relationships to each other, and applying these approaches to generate and explore their interpretations of literary texts.
Evaluation and synthesis: this encompasses evaluating literary texts and theoretical approaches and synthesising these understandings. Evaluating refers to the judgements made about literary texts and the usefulness of theoretical approaches to draw different meanings from these texts. Synthesis refers to drawing together ideas about literary texts and theoretical approaches to their study to produce coherent extended analytical responses.
Controlling textual features and conventions: this encompasses the use of appropriate patterns and conventions of academic communication, including correct terminology and referencing, to create a theorised analytical response for academic audiences.
Assessment
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.
Unit 3
Unit 4 Summative internal assessment 1 (IA1):
Extended response — reading and defence
Summative internal assessment 2 (IA2): • Extended response — Defence of a complex transformation
For whom is this subject best suited?
internal assessment 3 (IA3):
Extended response — academic research paper
Summative external assessment (EA):
Examination — theorised exploration of unseen text
English & Literature Extension is designed to offer more challenge than English or Literature. The challenge of the subject includes expectations of accelerated independence, increased theoretical demands and assessment task requirements.
English & Literature Extension is best suited to those students wishing to continue studies in Humanities at a tertiary institution.
Why might this subject be a wise choice?
When students engage in English & Literature Extension they develop skills in critical thinking, higher-level problem-solving, analysis and evaluation. Students also develop the capacity to research, communicate and evaluate complex theoretical ideas and how they contribute to their own findings
What is this subject about?
GEOGRAPHY
(GENERAL SUBJECT)
Geography focuses on the significance of ‘place’ and ‘space’ in understanding our world. Students engage in a range of learning experiences that develop their geographical skills and thinking through the exploration of geographical challenges and their effects on people, places and the environment.
Students investigate places in Australia and across the globe to observe and measure spatial, environmental, economic, political, social and cultural factors. They interpret global concerns and challenges including responding to risk in hazard zones, planning sustainable places, managing land cover transformations and planning for population change. They develop an understanding of the complexities involved in sustainable planning and management practices.
Students observe, gather, organise, analyse and present data and information across a range of scales. They engage in real-world applications of geographical skills and thinking, including the collection and representation of data.
What are the main topics studied?
Responding to risk and vulnerability in hazard zones
• Natural hazard zones
• Ecological hazard zones
Pathways
Planning sustainable places
• Responding to challenges facing a place in Australia
• Managing the challenges facing a megacity
Responding to land cover transformations and climate change
• Land cover transformations and climate change
• Responding to local land cover transformations
Managing population change
• Population challenges in Australia
• Global population change
A course of study in Geography can establish a basis for further education and employment in the fields of urban and environmental design, planning and management; biological and environmental science; conservation and land management; emergency response and hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology, and science.
How are students assessed?
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).
Unit 3
4
Field Work
Fieldwork is a compulsory part of the Geography Curriculum and students are expected to take part in data gathering experiences in Unit 2 in Year 11 and Unit 3 in Year 12
Unit 1
Unit 2
Unit 3
Unit 4
What is this subject about?
HEALTH EDUCATION
(GENERAL SUBJECT)
Health provides students with a contextualised strengths-based inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum.
Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels. Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation. They will plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion.
Health acknowledges that students’ understanding of health needs to be developed from a personal perspective to wider, altruistic understandings. This is achieved by sequencing units of study from personal, through community to specific populations, facilitating the investigation of ever increasingly complex relationships.
What are the main topics studied?
SEMESTER ONE
SEMESTER TWO
Resilience as a personal health resource Peers and family as resources for healthy living Community as a resource for healthy living Respectful relationships in the post-schooling transition
How do students learn?
The two-year course of Health is developmental. The course focuses on health issues and explains the major concepts utilising the Health inquiry model. Key terms are defined, processes outlined and basic readings and inquiry methods covered throughout the course.
Assessment Schools devise assessments in Units 1 and 2 to suit their local context. Unit 3
For whom is this subject best suited?
This subject will interest those students who wish to gain an understanding of health in the context of society and the mechanisms necessary to develop and promote health for individuals, groups, communities and nations. Students who have a passion to build knowledge and develop as complex thinkers, active investigators, effective communicators and reflective learners will enjoy this subject. A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions
Why might this subject be a wise choice?
Health leads towards careers in education, mental health, nursing, occupational therapy, welfare, health administration and careers in any of the people professions.
Health aims to educate students to enjoy and establish healthy lifestyle choices in the years after their secondary schooling. The concepts investigated in class provide students with a firm understanding of how to maintain a healthy lifestyle through their adult years.
What is Japanese about?
JAPANESE
(GENERAL SUBJECT)
Japanese is an enriching subject that provides students with the opportunity to reflect on their understanding of the Japanese language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Students participate in a range of interactions in which they exchange meaning, develop intercultural understanding and become active participants in understanding and constructing written, spoken and visual texts.
Students communicate with people from Japanese-speaking communities to understand the purpose and nature of language and to gain understanding of linguistic structures. They acquire language in social and cultural settings and communicate across a range of contexts for a variety of purposes.
Students experience and evaluate a range of different text types; reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts, purposes and audiences.
Learning Japanese contributes to and enhances the educational, intellectual, personal, social and cultural development of learners and has the potential to improve the quality of their participation in our rapidly changing world.
What are the main topics studied?
Japanese is a course of study consisting of acquire more language and units. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Students should complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.
1
私 のくらし
My world
Topics: Family, Peers, Education
私達のまわり
Exploring our world
Topics: Travel and exploration, social customs, TL influences around the world
私達の社会
Our society, Culture and Identity
Topics: Lifestyle and Leisure; The Arts, Entertainment and sports, groups in society
私 の将来
My future
Topics: The Present, Future choices
How are students assessed?
While studying Unit 1 and Unit 2, students will complete four formative assessments. While studying Unit 3 and Unit 4, students will complete four summative assessments – three internal and one external that count towards their final mark in the subject. The three summative internal assessments will be endorsed and the results confirmed by the QCAA. The external assessment results for Japanese will contribute 25% towards a student’s result. Assessment techniques include short response exams, combination exams, spoken tasks and extended responses
3
Summative internal assessment 1 (IA1):
• Short response — response to questions related to unseen Japanese texts 20%
Summative internal assessment 2 (IA2):
• Extended response — over two sessions, students elaborate on given focus points in written Japanese, and respond to an unseen stimulus during a conversation 25%
Assumed knowledge, prior learning or experience
Summative internal assessment 3 (IA3):
• Extended response — multimodal presentation and interview 30%
Summative external assessment (EA):
• External examination — combination response to unseen Japanese texts, questions and scenarios 25%
This subject is designed for students who wish to study Japanese as an additional language and who have studied the P–10 Australian Curriculum: Languages (Japanese) or similar. Other students with less formal language learning experience may also be able to meet the requirements of the syllabus successfully. To study senior Japanese, students must have successfully completed the Year 10 course of study and demonstrate fluency in reading and writing hiragana and katakana, and a variety of kanji.
Grow in Character and Scholarship.
Pathways
A course of study in Japanese 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. These include (but are not limited to) agriculture, international relations, business, law, finance, science, technology, engineering, health, education, sociology, tourism and hospitality.
What is Legal Studies about?
LEGAL STUDIES
(GENERAL 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.
What are the main topics studied?
Legal Studies is a course of study consisting of four units. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.
Unit 1
Beyond reasonable doubt
• Legal foundations
• Criminal investigation process
• Criminal trial process
• Punishment and sentencing
How are students assessed?
Balance
Unit 2 Unit 3 Unit 4
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 + human rights
• Human rights in Australian contexts
Whilst studying Unit 1 and Unit 2 students will complete a total of four formative assessments. Whilst studying Unit 3 and Unit 4 students will complete a total of four summative assessments – three internal and one external that count towards their final mark in the subject. The three summative internal assessments will be endorsed and the results confirmed by the QCAA. The external assessment results for Legal Studies will contribute 25% towards a student’s result. Assessment techniques include combination exams, investigative inquiry reports and argumentative essays.
Why should students study Legal Studies?
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.
Why might Legal Studies be a wise choice?
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 Legal Studies 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.
What is this subject about?
MODERN HISTORY
(GENERAL SUBJECT)
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.
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.
What are the main topics studied?
Two topics will be studied each Semester Unit 1
Ideas in the modern world
• Australian Frontier Wars, 1788–1930s
• Age of Enlightenment, 1750s–1789
• Industrial Revolution, 1760s–1890s
• American Revolution, 1763–1783
• French Revolution, 1789–1799
• Age of Imperialism, 1848–1914
• Meiji Restoration, 1868–1912
• Boxer Rebellion, 1900–1911
• Russian Revolution, 1905–1920s
• Xinhai Revolution, 1911–1916
• Iranian Revolution, 1977–1980s
• Arab Spring since 2010
• Alternative topic for Unit 1
How are students assessed?
Movements in the modern world
• Empowerment of First Nations Australians since 1938
• Independence movement in India, 1857–1947
• Workers’ movement since the 1860s
• Women’s movement since 1893
• May Fourth Movement in China and its aftermath, 1919-1930’s
• Independence movement in Algeria, 1945–1962
• Independence movement in Vietnam, 1945–1975
• Anti-apartheid movement in South Africa, 1948–1991
• African-American civil rights movement, 1954
• Environmental movement since the 1960s
• LGBTQIA+ civil rights movement since 1969
• Pro-democracy movement in Myanmar (Burma) since 1988
• Alternative topic for Unit 2
National experiences in the modern world
• Australia since 1901
• United Kingdom since 1901
• France, 1799–1815
• New Zealand since 1841
• Germany since 1914
• United States of America, 1917–1945
• Soviet Union, 1920s–1945
• Japan since 1931
• China since 1931
• Indonesia since 1942
• India since 1947
• Israel since 1948
• South Korea since 1948
International experiences in the modern world
• Australian engagement with Asia since 1945 (World War II in the Pacific ends)
• Search for collective peace and security since 1815
• Trade and commerce between nations since 1833
• Mass migrations since 1848 (California Gold Rush begins)
• Information Age since 1936
• Genocides and ethnic cleansings since 1930s
• Nuclear Age since 1945
• Cold War and its aftermath, 1945–2014
• Struggle for peace in the Middle East since 1948
• Cultural globalisation since 1956
• Space exploration since 1950s
• Rights and recognition of First Peoples since 1982
• Terrorism, anti-terrorism and counter-terrorism since 1984
QCAA has nominated the following external assessment topics:
2026: Cold War or Mass migrations since 1848
Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 3 Unit 4
What is this subject about?
MUSIC
(GENERAL SUBJECT)
Music is an ATAR subject, and, as such, contributes towards a student’s ATAR. Music seeks to develop a broad integrated understanding and appreciation of all types of music. Students study four different units in the two-year course. Central to the course are the four inter-acting dimensions of musicology, integrated project, composing and performing which have prescribed marks out of 100 marks for each year.
What are the main topics studied?
The following units are studied during the two senior years:
YEAR 11
MUSIC – “DESIGNS”
Performance – Formative 20%
Composition – Formative 20%
MUSIC - “IDENTITIES”
Integrated Project – Formative 35%
How do students learn?
YEAR 12
MUSIC – “INNOVATIONS”
Performance –Summative 20%
Composition – Summative 20%
MUSIC - “NARRATIVES”
Integrated Project - Summative - 35%
External Musicology Examination – Summative – 25%
Music offers students a well-rounded course of study in which students participate in a range of activities including aural skills, listening, history and musicology research, composition and arranging of music, ensemble and solo performance.
How are students assessed?
Students are assessed through four interacting dimensions:
Performance: The areas of Performance – Vocal or Instrumental
Composition: The ability to Compose or Arrange Music in a variety of styles applicable to the unit of study.
Integrated Project: Combination of Musicology research & Performance or Composition based on the students chosen field from either performance or composition.
Musicology Examination: The understanding and interaction with the six musical elements through a variety of studied and unstudied repertoire.
For whom is this subject best suited?
Music studies are developmental in nature. It is therefore preferable that students wishing to take the subject in Years 11 and 12 have pursued music studies previously (i.e. Music in Years 9 and 10 or instrumental music tuition for over two years) or have undertaken theory of music lessons/examinations up to at least Grade 2 AMEB or the equivalent Trinity qualifications.
To attain a high level of achievement in Music, it is not necessary to be at an advanced level of performance on an instrument. However, it is necessary to work consistently throughout each term. As well as completing class work and homework tasks, students are expected to spend time working on their practical performance skills outside of the classroom.
Why might this subject be a wise choice?
Music aims to give the student a well-rounded understanding and appreciation of all types of music. Year 12 Music is a pre-requisite for the study of Music Extension in Year 12.
What is this subject about?
MUSIC EXTENSION
(GENERAL SUBJECT – YEAR 12 ONLY)
Music Extension offers specialisation in performance, composition and musicology. Each student selects only one of the three specialisations. This is a two-semester course only available to students in Year 12 currently enrolled in Music.
In Music Extension students draw on their knowledge of performing, composing and musicology, gained from their Senior Music course. Their detailed study of one of the three specialisations in the Music Extension syllabus provides opportunities for students to develop a deeper level of understanding of repertoire and an increased control of the skills and techniques specific to their specialisation. They also develop aspects of personal style.
How do students learn?
The choice of specialisation will shape the course of study undertaken by individual students. Students use their allotted lessons for individual practice, composition or research. Students selecting performance for specialisation are expected to be obtaining private lessons throughout this course.
How are students assessed?
In each semester students are assessed according to the following areas of the three dimensions:
Investigating
Developing
Expressing
The student explores, analyses and synthesises evidence from music sources relevant to their specialisation.
The student applies an understanding of musical elements and demonstrates skills and techniques relevant to the selected specialisation.
The student communicates music ideas in presenting the work. Unit 3 Unit 4
Music Extension is designed to offer more challenge than Music. The challenge of the subject includes expectations of accelerated independence, increased expressive and musical demands and assessment task requirements.
Music Extension is best suited to those students wishing to continue music studies at a tertiary institution.
Why might this subject be a wise choice?
When students engage in Music Extension they develop skills in critical thinking, higher-level problem solving and analysis and evaluation. Students also develop the capacity to communicate complex ‘music ideas’ through their chosen specialisation.
What is this subject about?
PHYSICAL EDUCATION
(GENERAL SUBJECT)
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. It 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.
What are the main topics studied?
YEAR 11
Motor learning integrated with a selected physical activity
Functional anatomy and biomechanics integrated with a physical activity
1a) Volleyball
1b) Volleyball
Sport psychology integrated with a selected physical activity
2a) Touch
YEAR
Tactical awareness integrated with one selected ‘invasion’ or ‘net and court’ physical activity
3) Touch Ethics and integrity Energy, fitness and training integrated with one selected ‘invasion’, ‘net and court’ or ‘performance’ physical activity
4) Volleyball
2b) Variety of sports
How do students learn?
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.
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context. Unit 3
Summative internal assessment 1 (IA1):
Project — folio
internal assessment 2 (IA2):
For whom is this subject best suited?
internal assessment 3 (IA3):
external assessment (EA):
Students best suited to this subject are those who are prepared to participate in all the practical activities outlined previously. Students with an interest in further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.
Why might this subject be a wise choice?
Students wanting a subject that assesses outside the classroom settings have an opportunity to also achieve due to the balanced assessment that exists between the practical and theoretical components of the course.
What is this subject about?
PHYSICS
(GENERAL SUBJECT)
Students will gain knowledge, understanding and appreciation in the areas outlined below:
• Fundamental laws of nature and some of the observable phenomena which results from them
• Methods of empirical science
• Expression of natural laws in mathematical form
• Achievements of physicists and also the limitations imposed by the inadequacy of observations
• Basic laws, concepts and models used in physics
• Physical principles involved in other areas of science
• Physical principles involved in the application of science in the home, industry, commerce, recreation
• Physical principles which have led to the development of some modern technologies
• Electronics in everyday life.
What are the main topics studied?
Thermal, nuclear and electrical physics
• Heating processes
• Ionising radiation and nuclear reactions
• Electrical circuits
How do students learn?
Linear motion and waves
• Linear motion and force
• Waves
Gravity and electromagnetism
• Gravity and motion
• Electromagnetism
Revolutions in modern physics
• Special relativity
• Quantum theory
• The Standard Model
Physics involves classroom lessons and practical activities, including software packages and data logging, using Pasco data interface.
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
Summative internal assessment 1 (IA1):
• Data test 10%
Summative internal assessment 2 (IA2):
• Student experiment 20%
For whom is this subject best suited?
Summative internal assessment 3 (IA3):
• Research investigation 20%
Summative external assessment (EA): 50%
• Examination
For a student to obtain a reasonable result in Physics, it is suggested they should have gained a High Achievement in Year 10 Science. Physics students should also display competence in mathematics and be familiar with information technology.
Why might this subject be a wise choice?
Physics provides basic background knowledge to those students thinking of a technology or engineering related career, some trades, working in the mines and is often required for apprenticeships and the Defence Forces.
The subject is suited to students with an enjoyment of science and in particular, mathematical applications to practical situations.
The Engineering Link Group offers a residential programme in Rockhampton for Year 11 and 12 students to examine the applications of Mathematics and Physics in industry. Students work with qualified engineers from a variety of disciplines to examine more closely the careers within the Mathematics and Physics fields.
What is this subject about?
PSYCHOLOGY
(GENERAL SUBJECT)
Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying cognitions.
Students examine individual development in the form of the role of the brain, cognitive development, human consciousness and sleep. They investigate the concept of intelligence; the process of diagnosis and how to classify psychological disorder and determine an effective treatment; and the contribution of emotion and motivation on individual behaviour. They examine individual thinking and how it is determined by the brain, including perception, memory, and learning. They consider the influence of others by examining theories of social psychology, interpersonal processes, attitudes and cross-cultural psychology.
Students learn and apply aspects of the knowledge and skill of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.
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.
Structure
Individual development
• Psychological science A
• The role of the brain
• Cognitive development
• Human consciousness and sleep
Assessment
Individual behaviour
• Psychological science B
• Intelligence
• Diagnosis
• Psychological disorders and treatments
• Emotion and motivation
Individual thinking
• Localisation of function in the brain
• Visual perception
• Memory
• Learning
Schools devise assessments in Units 1 and 2 to suit their local context.
The influence of others
• Social psychology
• Interpersonal processes
• Attitudes
• Cross-cultural psychology
Summative internal assessment 1 (IA1):
• Data test 10% Summative internal assessment 3 (IA3):
• Research investigation
Summative internal assessment 2 (IA2):
• Student experiment 20%
Summative external assessment (EA): 50%
• Examination
What is this subject about?
SPECIALIST MATHEMATICS
(GENERAL SUBJECT)
Mathematics is an integral part of a general education. It plays an important role in many developments and decisions made in industry, commerce, government policy and planning and has been central to nearly all major scientific and technological advances.
In Specialist Mathematics, students are given the opportunity to develop their full mathematical potential and extend the knowledge acquired in Mathematical Methods. They will be encouraged to recognise the dynamic nature of mathematics through problem solving and applications in life-related situations. Opportunities are provided for students to appreciate and experience the power of mathematics, and to see the role it plays as a tool in modeling and understanding many aspects of the world’s environment.
The additional rigour and structure of the mathematics required in Specialist Mathematics will equip students with valuable skills which will serve them in more general contexts and provide an excellent preparation for further study of mathematics and other tertiary courses, for example engineering, information technology, economics, medical fields and finance. Specialist Mathematics is a highly desirable preparatory course for students who intend pursuing a career involving the study of mathematics at a tertiary level.
What are the main topics studied?
This course includes:
• Combinatorics
• Vectors
• Proof
• Complex numbers
• Trigonometry and functions
• Matrices
• Integration and applications
• Rates of Change and differential equations
• Statistical Inference
How do students learn?
Students will participate in a wide range of activities such as:
• exploring the use of complex numbers in electric circuit theory, vibrating systems or aerofoil designs
• investigating the application of matrices in economic models or game theory
• predicting the most probable weather pattern by studying the changes over time of probabilities associated with weather conditions
• comparing the forces used in locomotion, for example walking, hopping, jogging and cycling
• exploring the use of differential equations in carbon dating, radioactive decay, population growth and atmospheric conditions
The study of Specialist Mathematics may enable students to gain bonus ranks at some tertiary institutions.
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 3
Summative internal assessment 1 (IA1):
• Problem-solving and modelling task
Summative internal assessment 2 (IA2):
20%
• Examination (Subject matter from 3 of the 5 topics) 15%
Unit 4
Summative internal assessment 3 (IA3):
• Examination (Subject matter from 3 of the 5 topics) 15%
Summative external assessment (EA): 50%
• Examination
What is this subject about?
VISUAL ART
(GENERAL SUBJECT)
Visual Art students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. In making artworks, students use their imagination and creativity to innovatively solve problems and experiment with visual language and expression. Students develop knowledge and skills by applying diverse materials, techniques, technologies and art processes. On their individual journey students learn to communicate personal thoughts, feelings, ideas, experiences and observations. In responding to artworks, students investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas.
What are the main topics covered and how students are assessed?
Visual Art uses an inquiry learning model, developing critical and creative thinking skills and individual responses through developing, researching, reflecting and resolving. Through making and responding, resolution and display of artworks, students 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.
YEAR 11 – FORMATIVE
Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter Each unit of work involves experiments within specified media and finished artwork(s). The visual journal is an integral part of each unit.
Semesters One and Two
Unit 1 – Art as lens - Students look at their material world through the concept of ‘art as lens’, applying different lenses or viewpoints. They explore how artists work through processes to create new ways of thinking, meaning and representation. Beginning with tangible forms as inspiration, they examine and respond to focuses of people, places and objects, producing figurative and nonfigurative representations.
Unit 2 – Art as code - Students explore the concept of ‘art as code’ to learn how visual language is capable of expressing complex ideas. Although both spoken language and visual language vary by culture, visual language has the potential to transcend and communicate across cultures, time and geography.
Formative internal assessment 3: Project – Inquiry based folio (35%)
Formative internal assessment: Essay under exam conditions (25%)
Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations. Students complete two units of work focusing on creating a body of work which includes both making and responding tasks using their own choice of Focus and Media areas.
Semesters Three and Four
Unit 3 – Art as knowledge - Students explore the concept ‘art as knowledge’ as they employ new knowledge inspired by their personal interests, beliefs and observations of the world. Through independent investigation and application of critical thinking skills, students build knowledge about art, artist and audience to generate a personal focus and commence a body of work.
Unit 4 – Art as alternate - Students build on their focus, knowledge and art practice from Unit 3; refining their expression and personal aesthetic by applying skills associated with creative thinking. Students resolve their body of work through the concept ‘art as alternate’ as they imagine, generate and apply new ideas and links. Through the pursuit of an individualised response, they challenge their approaches to identify alternatives and opportunities for innovation.
Summative internal assessment 3: Project – Body of work (35%)
Summative external assessment: Exam (25%)
What is this subject about?
AQUATIC PRACTICES
(APPLIED SUBJECT)
Aquatic Practices provides opportunities for students to explore, experience and learn concepts and practical skills valued in aquatic workplaces and other settings. Learning in Aquatic Practices involves creative and critical thinking; systematically accessing, capturing and analysing information, including primary and secondary data; and using digital tecnologies to undertake research, evaluate information and present data.
Aquatic Practices studnets apply scientific knowledge and skills in situations to produce outcomes. Students build their understanding of expectations for work in aquatic settings and develop an understanding of career pathways, jobs and other opportuities available for participating in and contributing to aquatic activities.
Workplace health and safety practices are embedded across all units and focus on building knowledge and skills in working safely, effectively and efficiently in practical aquatic situations.
Pathways
A course of study in Aquatic Practices can establish a basis for further education and employment in the fields of recreation, tourism, fishing and aquaculture. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as yacht and sailing club races, competitions and boating shows.
Structure
The Aquatic Practices course has four units of study.
Unit 1: Using the aquatic environment
In this unit, students explore the variety of ways that humans interact with the aquatic environment. Students learn about specialised aquatic equipment and how to safely use and maintain that equipment. Students investigate pathways that can lead to employment in the aquatic environment. They analyse the many factors that affect recreational and commercial activities. Students analyse the conditions that contribute to safety and enjoyment for recreational users and business operators.
Unit 2: Recreational and commercial fishing
In this unit, students explore recreational and commercial fishing. They explain the significance of fishing, different fishing techniques, causes of fishery declines and sustainable management strategies. Students analyse and interpret the status of fisheries species and the importance of artificial reefs to fishery populations. Students plan projects and investigations to develop an understanding of the types and use of fishing gear, factors that affect fishery populations, the impact of fisheries on the ocean environment, and preparation of seafood dishes.
Unit 3: Aquatic ecosystems
In this unit, students explore the rich biodiversity that exists in aquatic ecosystems, including the biotic and abiotic components that create this diversity. They explain the processes that form, degrade and restore ecosystems and the wide variety of ecological relationships they each contain. Students build skills in identifying species, measuring water quality, conducting risk assessments and identifying threats to ecosystems. They gain an appreciation and awareness of the cultural significance of waterways to Aboriginal peoples, Torres Strait Islander peoples and Australian communities. Students develop their understanding of conservation and management techniques for aquatic ecosystems. They evaluate the effectiveness of the current management of aquatic ecosystems and consider ways this could be improved.
Unit 4: Aquariums and aquaculture
In this unit, students develop their understanding of the biotic and abiotic components that need to be monitored and maintained in an aquarium, aquaculture, aquaponics or mariculture system. They develop practical skills in testing and analysing the results of water quality parameters. Students learn about how the aquaculture industry is managed and regulated in Australia, including the regulation of aquaculture activities by the government. Students plan and conduct projects and investigations into the structure, operation or products of an aquaculture.
Assessment
Assessment in Aquatic Practices consists of the following assessment types:
• Applied investigation in which students investigate a research question by collecting, analysing and interpreting primary or secondary information. Students are assessed on the Execution, Interpretation and Evaluation.
• Practical project where students use practical skills to complete a project in response to a scenario. Students are assessed on their Planning, Execution and Evaluation.
What is Business Studies about?
BUSINESS STUDIES
(APPLIED SUBJECT)
The subject, Business Studies, provides opportunities for students to develop practical business knowledge, understanding and skills for use, participation and work in a range of business contexts. The business sector is estimated to employ over two million Australians and is growing at the rate of approximately 5% per year. Exciting and challenging career opportunities exist in the business sector across a range of business contexts.
In a course of study, students develop their business knowledge and understanding through applying business practices and business functions in business contexts (e.g. entertainment, mining, retail, rural, travel, events management). Students will analyse business information and will have opportunities to propose and implement outcomes and solutions in business contexts. Students develop effective decision-making skills and learn how to plan, implement and evaluate business outcomes and solutions, resulting in improved economic, consumer and financial literacy.
What are the main topics studied?
Business Studies is a four-unit course of study. Units 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. 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 student learning. The minimum number of hours of timetabled school time, including assessment, for a course of study developed from this Applied syllabus is 55 hours per unit. A course of study will usually be completed over four units (220 hours).
A course of study for Business Studies includes:
• five to eight contextualised modules of work, ranging from 20 to 55 hours
• the concepts and ideas from each business practice (i.e. business fundamentals, financial literacy, business communication, business technology) across the four-unit course of study
• each business function (i.e. working in administration, working in finance, working with customers, working in marketing) across the four-unit course of study.
The elective learning in Business Studies occurs through business contexts. Business contexts are described as the industry sectors that require the demonstration of business knowledge, understanding and skills. The purpose of a business context is to provide a focus for teaching and learning throughout the course of study, relevant to the business practices and business functions.
In Business Studies, possible business contexts include:
Entertainment
Events management
Financial services Sports
Health and well-being
Technical, e.g. manufacturing, construction, engineering
How are students assessed?
In Applied syllabuses, assessment is standards-based. The standards are described for each objective in each of the three dimensions. The standards describe the quality and characteristics of student work across five levels from A to E. Each objective will be assessed at least twice by midway through the course (end of Unit 2) and again by the end of the course (end of Unit 4).
What costs are involved in this course?
Students are required to purchase a display folder for handouts, a notebook and a USB
Why might Business Studies be a wise choice?
The study of business is relevant to all individuals in a rapidly changing, technology-focused and innovation-driven world. Through studying business, students are challenged academically and exposed to authentic and real-life practices. The knowledge and skills developed in Business Studies 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.
Pathways
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.
FASHION
(APPLIED SUBJECT)
What is this subject about?
Fashion is an integral part of everyday life, with individuals making choices about what clothing and accessories to wear. Identity often shapes and is shaped by fashion choices.
Fashion explores what underpins fashion culture, technology and design. Students will be challenged to use their imagination to create, innovate and express themselves and their ideas, and to design and produce design solutions in a range of fashion contexts.
What are the main topics covered?
Fashion incorporates the study of three core topics — ‘Fashion culture’, ‘Fashion technologies’ and ‘Fashion design’. Fashion culture explores fashion history, trends and fashion careers. Fashion technologies examine textiles and materials and the technical skills required for garment, accessory and adornment construction. ‘Fashion design’ focuses on the design process and visual literacies.
How do students learn?
Students engage in a design process to plan, generate and produce fashion items. They investigate textiles and materials and their characteristics and how these qualities impact on their end use. They experiment with combining textiles and materials and how to make and justify aesthetic choices. They investigate fashion merchandising and marketing, the visual literacies of fashion and become discerning consumers of fashion while appraising and critiquing fashion items and trends as well as their own products.
Assessment
For Fashion, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including projects, extended response and products.
Project
A response to a single task, situation and/or scenario.
A project consists of:
• a product component: variable conditions
• at least one different component from the following
This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
Stimulus material could include:
• fashion images
• fashion articles
• magazines
Assessement conditions include
• written
• spoken
• multi-modal
Product
This technique assesses the production of fashion solutions including:
• fashion item/s,
• visual folio
• fashion display
Product assessments involve student application of identified skill/s in fashion technologies and design processes.
If a student is interested in a career in the fashion industry then this subject will be very useful and relevant and may contribute to an ATAR score when combined with 4 General subjects.
A course of study in Fashion can establish a basis for further education and employment in the fields of design, personal styling, costume design, production manufacture, merchandising, and retail.
What is this subject about?
INDUSTRY TECHNOLOGY SKILLS
(APPLIED SUBJECT)
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.
What are the main topics studied?
Over two years, the Industrial Technology Skills course is designed around the following six areas:
Outboard motors service & maintenance
Sheet metal working
How do students learn?
Welding and fabrication
Furniture-making
Cabinet-making
Through both individual and collaborative learning experiences, students learn to meet customer expectations of product quality at a specific price and time. The majority of learning is done through 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. By doing manufacturing tasks, students develop transferable skills relevant to a range of industry based electives and future employment opportunities. They understand industry practices, interpret specifications, including technical 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.
How are students assessed?
In Industrial Technology Skills, students will be provided with opportunities in Units 1 and 2 to become familiar with the assessment techniques that will be used in Units 3 and 4. Assessment from Units 3 and 4 is used to determine the student’s exit result, and this consists of four instruments, including:
• at least two projects and at least one practical demonstration (separate to the assessable component of a project)
Project
A response to a single task, situation and/or scenario.
A project consists of a product component in continuous class time. Including a folioot the production process
For whom is this subject best suited?
Students should ask the following questions of themselves:
Practical demonstration
A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.
Students demonstrate production skills and procedures in class under teacher supervision.
• Would they enjoy manufacturing products which are made entirely by themselves and to a set standard?
• Are they prepared to follow all safety rules as set down by the school and WH&S legislation?
• Are they interested in learning how to cut, weld and process metals?
• Would they like to use wood or metal lathes and a variety of workshop tools and machinery?
• Are they interested in using CNC equipment such as the Laser or CNC Router?
• Do they want to know how modern cabinets and furniture are manufactured?
• Are they interested in internal combustion engines and are willing to learn more about fault-finding and applying standard maintenance procedures to these engines?
• Would they like to learn more about CAD graphical drawings that now underpin all manufacturing industries?
If they answered ‘YES’ to any of the questions above then this course would appeal to them and should be considered as one of their elective subjects.
Why might this subject be a wise choice?
A course of study in Industrial Technology Skills can establish a basis for further education and employment in manufacturing industries. Employment opportunities may be found in the industry areas of automotive, building and construction, engineering, furnishing and industrial graphics.
What is this subject about?
SPORT AND RECREATION
(APPLIED SUBJECT)
Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals
are the main topics studied?
1 Module 1: Nutrition and mental skills
1 Module 2: Sports Medicine and First Aid
2 Module 3: Coaching
2 Module 4: Officiating
3
3
4
4 Module 8: Emerging Trends
What is applied learning?
Year 12
Applied learning is the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts. Contexts should be authentic and may encompass workplace, industry and community situations. Applied learning values knowledge — including subject knowledge, skills, techniques and procedures — and emphasises learning through doing. It includes both theory and the application of theory, connecting subject knowledge and understanding with the development of practical skills.
Applied learning:
• links theory and practice
• integrates knowledge and skills in real-world and/or lifelike contexts
• encourages students to work individually and in teams to complete tasks and solve problems
• enables students to develop new learnings and transfer their knowledge, understanding and skills to a range of contexts
• uses assessment that is authentic and reflects the content and contexts.
Assessment
Sport and Recreation provides students with opportunities in Units 1 and 2 to become familiar with the assessment techniques that will be used in Units 3 and 4. The assessment from Units 3 and 4 will be used to determine the student’s exit result.
What is this subject about?
VISUAL ARTS IN PRACTICE
(APPLIED SUBJECT)
Visual artworks are created for a purpose and in response to individual, group or community needs in one or many contexts, including sociocultural, economic, educational, geographical and historical. Visual artworks use and push the limits of technologies, are responses to and expressions of time and place, and are limited only by circumstance and imagination.
What are the main topics covered?
In each area of study undertaken, students develop and apply knowledge, understanding and skills from three core topics — ‘Visual mediums, technologies and techniques’, ‘Visual literacies and contexts’ and ‘Artwork realisation’.
Visual mediums, technologies and techniques: students explore and apply the materials, technologies and techniques used in art-making both individually and in groups to express ideas that serve particular purposes. They examine how visual arts may be a vocation and identify vocationally transferable visual art skills. They investigate and apply display and curatorial skills. They will learn and apply safe visual art practices.
Visual literacies and contexts: they interpret, negotiate and make meaning from information presented in the form of visual texts. They use information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They also investigate information about artists, art movements and theories, and use the lens of a context to examine influences on art-making. Artwork realization: students are asked to reflect on both their own and others’ art-making processes. They integrate skills to create artworks and evaluate aesthetic choices. Students decide on the best way to convey meaning through communications and artworks.
How do students learn?
This subject focuses on students engaging in art-making processes and making virtual or physical visual artworks for a purpose. This occurs in the following areas — 2D, 3D and craft. Students may create images, objects or environments to communicate aesthetic meaning. While this will always be personal, the student may also be asked to consider, use or appropriate aesthetic qualities from various sources, cultures, times and places. Students learn to appreciate artworks by researching and using books, magazines, websites and visiting galleries.
Assessment
For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including projects and products.
Project Product
A response to a single task, situation and/or scenario. A technique that assesses the application of indentified skills to the production of artworks.
A project consists of:
• a product component: variable conditions
• at least one different component from the following
written: 500–900 words
spoken: 2½–3½ minutes
multimodal
non-presentation: 8 A4 pages max (or equivalent)
presentation: 3–6 minutes.
Why might this subject be a wise choice?
• variable conditions
If a student is interested in a career in the creative industries then this subject will be very useful and relevant and my contribute to an ATAR score when combined with 4 General subjects. Participation in the Arts engages students in processes that connect thinking, feeling and sensory experiences. Students develop skills relevant to the arts industry, increase their awareness of industry-specific production requirements and develop knowledge of safety and its requirements.
Students must consult with the Head of Department prior to selecting this subject.
CERTIFICATE QUALIFICATIONS
What is VET?
Vocational Education and Training (VET) provides pathways for all young people, including those seeking further education and training and those seeking employment-specific skills. The Australian Qualification Framework (AQF) governs the different types of qualifications that all Australian students can attain. Certificate I, II and III qualifications are at the AQF Level 1, 2 and 3 respectively. Vocational Education and Training in Schools is referred to as VETiS. VET is not just for traditional trades; it encompasses hundreds of different occupations and industries. Qualifications can lead to traineeships and apprenticeships in a variety of industries, as well as further study/higher education and/or work outcomes. It should be noted that a Certificate III or above may contribute to an ATAR. It may also be used on a stand-alone basis for tertiary admission in some courses (refer direct to institutions for further information).
What is an RTO?
A qualification must be delivered by a Registered Training Organisation (RTO). Each RTO is responsible for the training and assessment of the courses they offer, meeting national requirements and responsibilities. The Rockhampton Grammar School (RTO 30501) is registered to offer specific qualifications and may also work with external providers under different types of third-party arrangements. Reputable external RTOs have also been identified in this handbook for specific qualifications. For every qualification offered, the RTO is responsible for the issuance of the Certificate upon successful completion, or a Statement of Attainment upon partial completion (with successfully attained units).
What courses are available?
In addition to the qualifications identified in the table below, other courses through alternative RTOs may be considered on an individual basis. Please contact the Head of Vocational Education and Training if you have identified a specific course that is not listed and wish to pursue it as enrolment support is required from the school. Off-campus requirements or subject clashes may impact the number of courses or choices that may be supported. This handbook provides information regarding the following qualifications:
Code Certificate RTO
CPC10120
MEA20518
10935NAT
ACM20121
AUR20720
SIT20421
UEE22011
MSL20122
MEM20422
HLT23221
SHB20216
AHC30122
CUA30120
CHC30121
SIS30321
How do students enrol?
Certificate I in Construction
Certificate II in Aircraft Line Maintenance
Certificate II in Autonomous Technologies
Certificate II in Animal Care
Certificate II in Automotive Vocational Preparation
Certificate II in Cookery
Certificate II in Electrotechnology (Career Start)
Certificate II in Sampling and Measurement
Certificate II in Engineering Pathways
Certificate II in Health Support Services
Certificate II in Salon Assistant
Certificate III in Agriculture
Certificate III in Dance
Certificate III in Early Childhood Education and Care
Certificate III in Fitness
CQUniversity
Aviation Australia
CQUniversity
CQUniversity
CQUniversity
CQUniversity
CQUniversity
CQUniversity
Blue Dog Training (delivered at RGS)
CQUniversity
CQUniversity
The Rockhampton Grammar School
Empowerdance
CQUniversity
Binnacle Training (delivered at RGS)
Each RTO has their own enrolment processes; however, every provider will require a student to have a Unique Student Identifier (USI) which is freely available at usi.gov.au and, once created, remains with a learner for life. The USI should be created only once, using the students legal name that matches government issued identification. Before applying to enrol, any course requirements (such as the ability to attain a Blue or White card, finding vocational placement or clients, attending residential schools or classes during school holidays, vaccination requirements, etc.) should be carefully reviewed to ensure these can be fulfilled. Language Literacy and Numeracy (LLN) testing may also be requested by the RTO to determine the level of support that may be required for the learner. Course fees, including VETiS funding eligibility and Fee for service arrangements, as well as any course levies, equipment and/or uniform items should also be carefully considered. Consult the RTOs website for additional information if needed.
What is VETiS funding and Fee for service?
Provided by the government, secondary students may access VETiS funding for an eligible qualification (usually Certificate I or II level) meaning the course should be fee-free However, it may only be applied once – not per year or per course, but once only in secondary school. Therefore, if there is an intention to study more than one qualification, at any time in Year 10 – 12, then it must be carefully determined as to which eligible course is best to have the VETiS funding applied to.
NOTE: The School’s VET policies and procedures can be viewed at www.rgs.qld.edu.au/vocational-education in the VET Student Handbook, with VET Student Induction and the VET Student Enrolment Forms available prior to an enrolment in a vocational qualification on the School’s QCAA Student Management Portal.
RTO ID 40939
CPC10120 – CERTIFICATE I IN CONSTRUCTION
Subject Type VET Qualification
Qualification
Description
Entry Requirements
Qualification
Packaging Rules
Core Units
Elective Units selected by the RTO
Learning Experiences
RTO Trading Name
Duration
CQUniversity Australia
12 months - Year 11 or Year 12
This qualification provides an introduction to the construction industry, its culture, occupations, job roles and workplace expectations. The units of competency cover essential work health and safety requirements, the industrial and work organisation structure, communication skills, work planning, and basic use of tools and materials. The qualification is built around a basic construction project unit that integrates the skills and embeds the facets of employability skills in context. The qualification is suited to Start TAFE Now (STN) programs or learners with no previous connection to the construction industry or relevant employment history.
Successful completion of this course contributes three (3) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course.
To achieve this qualification, students must demonstrate competency in eleven (11) units consisting of eight (8) core and three (3) elective units. This qualification is included in the Construction, Plumbing and Services Training Package.
CPCCWHS2001
CPCCCM1011
CPCCCM2004
CPCCCM2005
CPCCOM1012
CPCCOM1013
CPCCVE1011
CPCCWHS1001
CPCCCM2006
CPCCOM1014
CPCCOM1015
Apply WHS requirements, policies and procedures in the construction industry
Undertake basic estimation and costing
Handle construction materials
Use construction tools and equipment
Work effectively and sustainably in the construction industry
Plan and organise work
Undertake a basic construction project
Prepare to work safely in the construction industry
Apply basic levelling procedures
Conduct workplace communication
Carry out measurements and calculations
Students will engage in a wide variety of practical learning experiences which reflect the contextual nature of the course. Students are encouraged to participate in work experience, in order to gain experience in local industry environments.
Assessment Assessment for Certificate I in Construction is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL).
Assessment may involve:
• A portfolio of work
• Observation of demonstrable behaviours
• Teacher questioning
Career Pathways Apprenticeship within construction industry, including: Bricklayer or Blocklayer, Ceiling or wall plasterer, Carpenter, Joiner, Painter decorator, Roof tiler, Shopfitter, Solid plasterer, Stonemason
Fees Funding: This course may be eligible for VETiS funding.
Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the RGS Head of Vocational Education and Training for details.
Additional Requirements
For Further Information
Students will be required to supply their own personal protection equipment (such as required footwear and other items listed within enrolment information).
The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement The nationally recognised qualification CPC10120 - Certificate I in Construction is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment and recruit on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au You may also need to complete a pre-enrolment literacy and numeracy assessment, called the BKSB (Basic Key Skills Builder). The BKSB will highlight any areas where you may require extra support.
This is a one (1) year course. Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
RTO ID 30770
MEA20518 – CERTIFICATE II IN AIRCRAFT LINE MAINTENANCE
RTO Trading Name
Subject Type VET Qualification Duration
Qualification Description
Entry Requirements
Qualification Packaging Rules
Core Units
Elective Unit
Learning Experiences
Aviation Australia
18 months - Year 11 commencement only
The Certificate II in Aircraft Line Maintenance (MEA20518) provides the basic level knowledge and skills required to perform a range of specified maintenance tasks on aircraft on a flight line or at the departure gate.
Successful completion of this course contributes four (4) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students may be required to complete literacy and numeracy testing prior to enrolment, unless the student has completed an equal, or higher, level course.
To achieve this qualification, students must demonstrate competency in fifteen (15) units consisting of fourteen (14) core units made up of common, imported and technical stream units and one (1) elective unit.
MEA107
MEA117
MEA119
MEA154
MEA155
MEA156
MEA157
MEA158
MEA264
MEA265
MEA295
MEA344
MEA4118
MSMENV272
MEA345
Interpret and use aviation maintenance industry manuals and specifications
Apply self in the aviation maintenance environment
Perform administrative processes to prepare for certification of civil aircraft A level line maintenance
Apply work health and safety practices in aviation maintenance
Plan and organise aviation maintenance work activities
Apply quality standards during aviation maintenance activities
Complete aviation maintenance industry documentation
Perform basic hand skills, standard trade practices and fundamentals in aviation maintenance
Remove and install aircraft electrical/avionic components during line maintenance
Remove and install general aircraft electrical hardware
Use electrical test equipment to perform basic electrical tests on aircraft components
Remove and install aircraft components
Perform basic repair of aircraft internal fittings during line maintenance
Participate in environmentally sustainable work practices
Perform scheduled line maintenance activities on gas turbine engine fixed wing aircraft
Hands-on practical learning experiences are supported with training made available online through Aviation Australia’s learning management system ‘LaunchPad’. A minimum attendance rate of 80% is required throughout the programmed course duration.
Assessment Assessment for the Certificate II in Aircraft Line Maintenance is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace. In addition to the RTO’s website, the Student Handbook should be referred to for further information. Workbooks, assignments, learning activities and assessment tasks may be completed in this course.
Career Pathways This qualification can lead to future Aeroskills apprenticeships/traineeships and is also a pathway to achieving a Civil Aviation Safety Authorisation (CASA) Category A Aircraft Maintenance Engineer licence, which allows the person engineer to do minor scheduled line maintenance tasks.
Fees Funding: This course may be eligible for VETiS funding.
Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the Head of Vocational Education and Training for details.
Additional Requirements
For Further Information
Service Agreement
Students will be required to purchase their own personal protection equipment.
All safety footwear must incorporate protective steel toecaps and have covered uppers and non-slip soles for the working environment. Safety footwear must be worn during all practical activities. Enclosed footwear must be worn at all other times (no bare feet, sandals, thongs, or scuffs).
Ear protection is required and must conform to current Australian Standards.
Eye protection, in the form of safety glasses or safety clip-ons (if you wear non-safety prescription glasses) is to be provided and worn by each student as instructed. Safety glasses must carry the Australian Standards Approval. If wearing prescription glasses; safety clip-ons must be worn unless the lenses are industrially hardened or made of CR39. Your optometrist will be able to advise you on this. If there is any doubt, then you will be required to obtain and wear a pair of safety clip-ons.
The minimum standard of dress for engineering students at Aviation Australia is:
• Shorts or trousers (dark blue work wear (“King Gee” style);
• Student polo shirt and cap (provided by Aviation Australia).
The Aviation Australia website https://aviationaustralia.aero/ and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
The Rockhampton Grammar School will recruit and assist students with enrolment on behalf of the RTO Aviation Australia. Aviation Australia is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au
This is a eighteen month course. The RTO will provide students with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and the information handbooks provided. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
RTO ID 40939
10935NAT – CERTIFICATE II IN AUTONOMOUS TECHNOLOGY
Subject Type VET Qualification
Qualification Description
Entry Requirements
Qualification Packaging Rules
Core Units
Elective Units selected by the RTO
Learning Experiences
RTO Trading Name
Duration
CQUniversity Australia
18 months - Year 11 commencement only
This qualification introduces a variety of skills that can be utilised in different career opportunities in the emerging and expanding area of autonomous technologies. It is an entry level program that focuses on developing the skills needed to adapt to existing and new automated technologies introduced as a result of Industry 4.0 Graduates will demonstrate the knowledge and skills required to work in entry level roles within autonomous environments and to undertake further education pathways in a range of technical, engineering, trade and information communication technology, innovative thinking, networking and programming. Understanding of the programming language Python and use some of the coding, programming and simulator technologies will be learned. Successful completion of this course contributes four (4) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course. Additional requirements are also listed below.
To achieve this qualification, students must demonstrate competency in sixteen (16) units consisting of fourteen (14) core and two (2) elective units.
VU22324 Build a simple network and establish end to end connectivity safely
VU22338 Configure and program a basic robotic system
NAT10935009 Conduct a basic autonomous technology project
NAT10935008 Use basic positioning technology
NAT10935007 Prepare basic programs for programmable logic controllers (PLCs) for autonomous applications
NAT10935006 Configure autonomous embedded systems
NAT10935004 Design basic logic ladder diagrams for autonomous electric control circuits
NAT10935003 Design basic fluid power logic diagrams for autonomous systems
NAT10935002 Handle technical communication in autonomous environments
NAT10935001 Work effectively in autonomous environments
NAT10935005 Produce a documentation suite for autonomous systems
MSMWHS201 Conduct hazard analysis
ICTNWK308 Determine and action network problems
Face-to-face attendance will be complemented by additional online study. Workbooks, assignments, learning activities and assessment tasks may be completed in this course.
Assessment Assessment for the Certificate II in Autonomous Technologies is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL).
Career Pathways Successful completion of this course will prepare students to enter and work within the fields of autonomous environments or continue with further study in this area. This entry-level qualification will build foundation skills for a future in electronic design, programming, or industrial design
Fees Funding: This course may be eligible for VETiS funding Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the RGS Head of Vocational Education and Training for details.
Additional Requirements Resources required: It is recommended that students have access to a reliable internet connection to access CQUniversity's online learning management system, and a computer with up-to-date software, including Microsoft Office and Adobe Acrobat Reader. This equipment and software is available for use at all CQUniversity locations.
CQUniversity online students must have access to a Windows 10 or 11 computer. Some tasks cannot be done on a Mac M1 computer. Students will also require access to personal stationery and a USB or external hard drive (minimum 1TB).
Compulsory face-to-face attendance is required 1-day per week at a CQUniversity campus.
For Further Information
The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement The nationally recognised qualification 10935NAT - Certificate II in Autonomous Technologies is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment and recruit on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au You may also need to complete a pre-enrolment literacy and numeracy assessment, called the BKSB (Basic Key Skills Builder). The BKSB will highlight any areas where you may require extra support This is an eighteen (18) month course. Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
RTO ID 40939
ACM20121 – CERTIFICATE II IN ANIMAL CARE
RTO Trading Name
Subject Type VET Qualification Duration
Qualification
Description
Entry Requirements
Qualification Packaging Rules
Sequence
Cluster 1
Cluster 2
Cluster 3
Cluster 4
Learning Experiences
CQUniversity Australia
12 months - Year 11 commencement only
This qualification describes the skills and knowledge for entry level and support roles in the animal care and management industry, where workers provide care for animals in workplaces such as animal shelters, boarding/day care facilities, sanctuaries and veterinary clinics. The work activities are routine, performed under supervision and within clearly defined guidelines. Successful completion of this course contributes four (4) credits towards a student’s QCE
Whilst there are no training package entry requirements, CQUniversity does require students to submit a signed Vocational Placement Agreement* on application for admission into this course. Students are required to also complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course. It is also highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course.
Note: *Prior to enrolment, students should engage with local area Animal Industry Care providers to find suitable work placement and commit to approximately 120 hours (3 weeks) of vocational placement over the duration of the course. A Vocational Placement
Host Employer Information Pack is available and includes important information for providers as well as a Vocational Placement Agreement (which is a requirement of entry to this course) Additional requirements are also listed below.
To achieve this qualification, students must demonstrate competency in twelve (12) units consisting of seven (7) core and five (5) elective units. This qualification is included in the Animal Care and Management Training Package.
BSBCMM211 Apply communication skills Core
ACMWHS201 Participate in workplace health and safety processes
ACMGEN201 Work in the animal care industry
ACMGEN202 Complete animal care hygiene routines
ACMGEN203 Feed and water animals
ACMGEN204 Assist in health care of animals
ACMGEN205 Source and provide information for animal care needs
BSBOPS203 Deliver a service to customers
ACMSUS201 Participate in environmentally sustainable work practices
ACMGEN314 Identify Animal Anatomy and Physiology for Animal Care Work
ACMSPE320 Provide general care of mammals
ACMGEN309 Provide basic animal first aid
Core
Core
Core
Core
Core
Elective Group A
Elective Group A
Core
Elective Not specified
Elective Group B
Elective Group A
The ACM20121 Certificate II in Animal Care course is offered via online delivery with mandatory placement under supervision with a suitably qualified person/s (as per requirements noted below).
Assessment Assessment for the Certificate II in Animal Care is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL). Students who are not already working in the industry will be required to undertake work experience to complete their practical assessment. Co-assessment with a supervisor is required. Workbooks, assignments, learning activities and assessment tasks are completed in this course.
Career Pathways
Students completing ACM20121 Certificate II in Animal Care can enter the workforce in a supervised role as a Kennel Hand, Pet Shop Assistant, Animal Attendant or similar role.
Fees Funding: This course may be eligible for VETiS funding Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the RGS Head of Vocational Education and Training for details.
Additional Requirements Students may be exposed to deceased or injured animals in photo and video footage during the online learning and may be required to handle them during their work placement. Students are also required to:
• Access a computer / tablet / smartphone with internet access, camera, microphone, and speakers.
• Access and use Microsoft Teams, to attend weekly Microsoft Team tutorials and for online assessment components.
• Handle live animals and have a reasonable level of physical fitness to complete the practical components of the course. Students may be required to supply their own personal protection equipment (such as required footwear and other items listed within enrolment information).
For Further Information
The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement The nationally recognised qualification ACM20121 - Certificate II in Animal Care is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment and recruit on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au You may also need to complete a pre-enrolment literacy and numeracy assessment, called the BKSB (Basic Key Skills Builder). The BKSB will highlight any areas where you may require extra support Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
AUR20720 – CERTIFICATE II IN AUTOMOTIVE VOCATIONAL PREPARATION
RTO ID 40939
RTO Trading Name
Subject Type VET Qualification Duration
CQUniversity Australia
12 months - Year 11 or Year 12
Qualification Description This qualification covers the skills and knowledge required to perform a limited range of tasks relating to identifying, inspecting and basic servicing of mechanical and electrical components. This qualification also covers the skills and knowledge required to perform minor maintenance and repair of an automotive vehicle body. Successful completion of this program will give you direct and indirect skills associated with apprenticeship trades relevant to the automotive industry. This qualification is designed to give you employability skills including communication, teamwork, problem-solving, initiative and enterprise, planning and organising, self-management and hands on skills relevant to the industry. Successful completion of this course contributes four (4) credits towards a student’s QCE.
Entry Requirements
Qualification Packaging Rules
Core Units
Elective Units selected by the RTO
Learning Experiences
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course.
To achieve this qualification, students must demonstrate competency in twelve (12) units made up of seven (7) core and five (5) elective units. This qualification is included in the Automotive Retail, Service and Repair Training Package.
AURLTA101
AURETR103
AURTTK102
AURAFA104
AURASA102
AURAFA103
AURAEA002
AURTTA127
AURTTA105
AURTTE104
AURETR115
AURTTC001
Identify automotive mechanical systems and components
Identify automotive electrical systems and components
Use and maintain tools and equipment in an automotive workplace
Resolve routine problems in an automotive workplace
Follow safe working practices in an automotive workplace
Communicate effectively in an automotive workplace
Follow environmental and sustainability best practice in an automotive workplace
Carry out basic vehicle servicing operations
Select and use bearings, seals, gaskets, sealants and adhesives
Inspect and service engines
Inspect, test and service batteries
Inspect and service cooling systems
Students will engage in a wide variety of practical learning experiences which reflect the contextual nature of the course. Students are encouraged to participate in work experience, in order to gain experience in local industry environments.
Assessment Assessment for Certificate II in Automotive Vocational Preparation is competency-based. As with all VET qualifications, competencybased assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL).
Assessment may involve:
• A portfolio of work
• Observation of demonstrable behaviours
• Teacher questioning
Career Pathways
The course is a mechanical pathway that provides an introduction to the Automotive fields of heavy vehicles (diesel fitting), light vehicles and auto-electrical. Possible career outcomes could lead to a trades assistant, vehicle service assistant, automotive service assistant, trainee service person, automotive trainee.
Fees Funding: This course may be eligible for VETiS funding
Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the RGS Head of Vocational Education and Training for details.
Additional Requirements
For Further Information
Service Agreement
Students will be required to supply their own personal protection equipment (such as required footwear and other items listed within enrolment information).
The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
The nationally recognised qualification AUR20720 - Certificate II in Automotive Vocational Preparation is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment and recruit on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au You may also need to complete a pre-enrolment literacy and numeracy assessment, called the BKSB (Basic Key Skills Builder). The BKSB will highlight any areas where you may require extra support This is a one (1) year course. Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
SIT20421 – CERTIFICATE II IN COOKERY
RTO ID 40939
RTO Trading Name
Subject Type VET Qualification Duration
Qualification Description
Entry Requirements
Qualification Packaging Rules
Core Units
Elective Units selected by the RTO
Learning Experiences
CQUniversity Australia
12 months - Year 11 or Year 12
This qualification provides students with the skills and knowledge to start a career in the hospitality industry. This hands-on course will cover essentials such as workplace health, safety and hygiene, food preparation, presentation, appetisers, stocks, sauces and storage principles. Successful completion of this course contributes four (4) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course.
Note: Requirements may apply for work placements (security, blue card and/or vaccination checks) as indicated by venue/s.
To achieve this qualification, students must demonstrate competency in thirteen (13) units consisting of seven (7) core and six (6) elective units. This qualification is included in the Tourism, Travel and Hospitality Training Package
Note: Units marked with an * asterisk have one or more prerequisites. Refer to individual units for details.
SITHCCC023* Use food preparation equipment
SITHCCC027* Prepare dishes using basic methods of cookery
SITHCCC034* Work effectively in a commercial kitchen
SITHKOP009* Clean kitchen premises and equipment
SITXFSA005 Use hygienic practices for food safety
SITXINV006* Receive, store and maintain stock
SITXWHS005 Participate in safe work practices
SITXFSA006 Participate in safe food handling practices
SITHCCC029* Prepare stocks, sauces and soups
SITHCCC028* Prepare appetisers and salads
SITHCCC025* Prepare and present sandwiches
SITXCOM007 Show social and cultural sensitivity
SITHCCC026 Package prepared foodstuffs.
Students will engage in both theory and practical components and may be required to complete some theory work in their own time. Units are delivered in Clusters and consolidated in work placement (as per below). Please note that twelve (12) mandatory services are required for completion of SITHCCC034. Some services may need to occur outside of scheduled class time.
Assessment Assessment for Certificate II in Cookery is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace Students are required to complete the assessment conditions per unit of competency, which includes work placement (inhouse) and kitchen services. Assessment may also include written tasks, logbook entries with photo evidence, observation of demonstrable behaviours, and teacher questioning
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL).
Career Pathways
This qualification provides a pathway to work in kitchen operations in organisations such as restaurants, hotels, catering operations, clubs, pubs, cafes, and coffee shops; and institutions such as aged care facilities, hospitals, prisons, and schools. It reflects the role of individuals working in kitchens who use a defined and limited range of food preparation and cookery skills to prepare food and menu items. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification doesn’t meet requirements for trade recognition as a cook but can provide a pathway towards achieving that.
Fees Funding: This course may be eligible for VETiS funding.
Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the RGS Head of Vocational Education and Training for details.
Additional Requirements Students are required to wear closed in, non-slip footwear. Enrolment information may indicate additional uniform items such as a chef’s uniform, hat, apron and hairnet.
For Further Information
Service Agreement
The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
The nationally recognised qualification SIT20421 - Certificate II in Cookery is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment and recruit on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au You may also need to complete a pre-enrolment literacy and numeracy assessment, called the BKSB (Basic Key Skills Builder). The BKSB will highlight any areas where you may require extra support.
This is a one (1) year course. Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
UEE22020 – CERTIFICATE II IN ELECTROTECHNOLOGY (CAREER START)
RTO ID 40939
Subject Type VET Qualification
Qualification Description
Entry Requirements
Qualification
Packaging Rules
Core Units
Elective Units selected by the RTO
Learning Experiences
RTO Trading Name
CQUniversity Australia
Duration 12 months - Year 11 or Year 12
This qualification is suited to Start TAFE Now (STN) students with no previous connection to the electrical industry and who would like to gain foundation skills and knowledge for possible entry into an Electrical apprenticeship. This qualification covers competencies for a work entry program providing grounding for work in any electrotechnology discipline.
Successful completion of this course contributes four (4) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to applying for this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course. Students wishing to complete and receive the maximum QCE Points for this course prior to exit will need to commence studies at the commencement of Year 11.
To achieve this qualification, students must demonstrate competency in thirteen (13) units made up of eight (8) core and five (5) elective units. This qualification is included in the Electrotechnology Training Package.
UEECD0007
UEECD0009
UEECD0021
UEECD0038
UEECD0046
UEECD0052
UEERE0021
CPCCWHS1001
UEERE0001
UEEAS0001
UEERL0001
UEECD0020
UEECD0019
Apply work health and safety regulations, codes and practices in the workplace
Carry out routine work activities in an energy sector environment
Identify and select components, accessories and materials for energy sector work activities
Provide solutions and report on routine electrotechnology problems
Solve problems in single path circuits
Use of routine equipment/plant/technologies in an energy sector environment
Provide basic sustainable energy solutions for energy reduction in residential premises
Prepare to work safely in the construction industry
Apply environmentally and sustainable procedures in the energy sector
Assemble electronic components
Attach cords and plugs to electrical equipment for connection to a single phase 230 Volt supply
Fix and secure electrotechnology equipment
Fabricate, assemble and dismantle utilities industry components
Students will engage in a wide variety of practical learning experiences which reflect the contextual nature of the course. Students are encouraged to participate in work experience, in order to gain experience in local industry environments.
Assessment Assessment for Certificate II in Electrotechnology (Career Start) is competency-based. As with all VET qualifications, competencybased assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed as per CQU policy. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL). Students who have previous informal and formal learning need to advise their trainer/assessor prior to enrolment. If the student wishes to apply for an RPL they need to apply to the RPL Centre, as per the handbook.
Assessment may involve:
• A portfolio of work
• Observation of demonstrable behaviours
• Teacher questioning
Career Pathways
Fees
Additional Requirements
For Further Information
Service Agreement
Students will develop skills that may lead to Apprenticeships in the Electrical, Instrumentation, and/or Refrigeration fields.
Funding: This course may be eligible for VETiS funding.
Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the RGS Head of Vocational Education and Training for details
An application process is applied by the RTO to enrol in this course. Successful applicants will be required to supply their own personal protection equipment (such as required footwear and other items listed within enrolment information).
The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
The nationally recognised qualification UEE22020 - Certificate II in Electrotechnology (Career Start) is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment and recruit on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au You may also need to complete a pre-enrolment literacy and numeracy assessment, called the BKSB (Basic Key Skills Builder). The BKSB will highlight any areas where you may require extra support This is a one (1) year course Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
MSL20122 – CERTIFICATE II IN SAMPLING AND MEASUREMENT
RTO ID 40939
Subject Type VET Qualification
Qualification Description
Entry Requirements
Qualification Packaging Rules
Core Units
Elective Units selected by the RTO
RTO Trading Name CQUniversity Australia
Duration 12 months - Year 11 or Year 12
This qualification reflects the role of workers who perform a range of sampling and measurement activities as part of laboratory, production or field operations in the construction, manufacturing, resources and environmental industry sectors. Job roles include samplers and testers, production personnel, plant operators, production operators, field assistants, drivers and sample couriers.
Samplers and testers conduct limited sampling and testing as part of their duties in a particular industry. They use a restricted range of skills and operational knowledge to perform tasks and do not generally work inside a laboratory.
They:
Follow set procedures to sample raw materials and products.
May package, label, store and transport samples
Use simple equipment (hydrometers, thermometers and pH meters) to make measurements and perform basic tests that take a short time and involve a narrow range of variables and easily recognised control limits
May make visual inspection of products and packaging.
In some industry sectors (for example, mineral assay) this work forms a whole job role.
There are no entry requirements, however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course.
To achieve this qualification, students must demonstrate competency in three (3) core units and five (5) elective units. This qualification is included in the Laboratory Operations Training Package.
MSL912002 Work within a laboratory or field workplace
MSL922002 Record and present data
MSL943004 Participate in laboratory or field workplace safety
MSL952004 Handle and transport samples or equipment
MSL952003 Collect routine site samples
MSL913004 Plan and conduct laboratory/field work
MSMENV272 Participate in environmentally sustainable work practices
MSL933009 Contribute to the achievement of quality objectives
Learning Experiences Students will be required to complete much of the theory component on CQU Moodle online learning platform in their own time with weekly online Microsoft Teams/Zoom tutorials. They will be required to participate in a compulsory residential school (practical block) on the relevant CQUniversity Campus.
Assessment Assessment for Certificate II in Sampling and Measurement is competency-based. As with all VET qualifications, competencybased assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL). Assessment will involve a combination of written work, observation of demonstrable skills and behaviours, and teacher questioning
Career Pathways The combined skills and knowledge in this qualification is intended to prepare individuals for the laboratory industry sector. Student who successfully complete MSL20122 in grade 11 can enrol into MSL30122 at the beginning of grade 12 and receive credits as part of a dual qualification.
Fees Funding: This course may be eligible for VETiS funding. Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the Head of Vocational Education and Training for details.
Additional Requirements Students are required to wear closed in footwear and clothing suitable for a workplace environment when attending residential school (practical block).
For Further Information The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement
The nationally recognised qualification MSL20122 Certificate II in Sampling and Measurement is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au
This is a one (1) year course. Important: Year 12 students may not obtain the full QCE points if successful completion does not occur prior to early October. Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change
RTO ID 31193
MEM20422 – CERTIFICATE II IN ENGINEERING PATHWAYS
RTO Trading Name
Subject Type VET Qualification Duration
Qualification Description
Blue Dog Training
Two years - Year 11 and Year 12
The qualification MEM20422 provides students with an introduction to an engineering or related working environment.
Students gain skills and knowledge in a range of engineering and manufacturing tasks which will enhance their entry-level employment prospects for apprenticeships, traineeships or general employment in an engineering-related workplace.
Typically commencing in Year 11 and delivered in the school workshops, during normal school hours as a part of the student’s regular school timetable, the course is completed over a period of two (2) years. A student can only participate in a Blue Dog Training VETiS program with the permission of their school.
The learning program should develop trade-like skills but not attempt to develop trade-level skills. As an example, the outcome level of welding skills from this qualification is not about learning trade-level welding theory and practice; it is about being introduced to welding, how it can be used to join metal and having the opportunity to weld some metal together. Similarly with machining, the outcome should be something produced on a lathe etc., not the theory and practice of machining. The focus should be on using engineering tools and equipment to produce or modify objects. This needs to be done in a safe manner for each learner and those around them.
Successful completion of Certificate II in Engineering Pathways contributes four (4) credits towards a student’s QCE.
Entry Requirements There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students who studied Introduction to Industry in Year 10 will have a distinct advantage in coping with the skills sets required to gain competency.
Qualification
Packaging Rules
Core Units
Elective Units selected by the RTO
Due to limited places, entry will be by application with enrolment in Term 1, Year 11, only. An interview may be required.
To achieve this qualification, students must demonstrate competency in twelve (12) units made up of four (4) core units and eight (8) elective units. This qualification is included in the Metal and Engineering Training Package
MEM13015 Work safely and effectively in manufacturing and engineering
MEMPE005 Develop a career plan for the engineering and manufacturing industries
MEMPE006 Undertake a basic engineering project.
MSMENV272 Participate in environmentally sustainable work practices
MEM11011* Undertake manual handling.
MEM16006* Organise and communicate information.
MEM16008* Interact with computing technology.
MEM18001* Use hand tools.
MEM18002* Use power tools/handheld operations.
MEMPE001 Use engineering workshop machines
MEMPE002 Use electric welding machines.
MEMPE007 Pull apart and re-assemble engineering mechanisms
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices.
*Prerequisite units of competency – An asterisk (*) against a unit of competency code in the list above indicates there is a prerequisite requirement that must be met. Prerequisite unit(s) of competency must be assessed before assessment of any unit of competency with an asterisk.
Learning Experiences
As a project-based course, students will develop practical and theoretical skills in operational processes of:
• Metal lathes
• Hand and power tools
• Manual metal arc welding
• Fabrication tasks
• Milling machines
• Spot welder
Training and Assessment
Delivery
• Cutting off machines
• Oxygen/Acetylene gas process of cutting and welding
• GTAW (TIG) welding of aluminum & stainless steel
• Gas metal arc welding (MIG) of mild steel, aluminium, and stainless steel
• Plasma cutting (hand-held and CNC)
Students will complete skill developmental work prior to the manufacture of a variety of projects. Catch-up lessons may be required outside of class time to ensure completion of projects.
The Blue Dog Training VETiS program is delivered at the student’s school as part of their timetabled classes by Blue Dog Trainings qualified trainers and assessors.
Secondary school students are enrolled as a student with Blue Dog Training and their qualification or statement of attainment is issued by Blue Dog Training.
Training and assessment are via Blue Dog Training’s blended mode of delivery which comprises both on-line training and face to face classroom-based training at the school workshop.
Blue Dog Training trainers and assessors attend the school on a structured basis throughout the school year. Blue Dog Training are responsible for all training and assessment.
As with all VET qualifications, assessment for the Certificate II in Engineering Pathways is competency-based which utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace. Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities
Career Pathways
Cost / Fees
to be reassessed. Assessment may involve completion of practical projects, observation of demonstrable behaviours, theory tests and teacher questioning
More information about this qualification is available at: https://training.gov.au/Training/Details/MEM20422
The qualification is intended for people interested in exposure to an engineering or related working environment, with a view to entering employment in that area. It will equip graduates with knowledge and skills which will enhance their prospects of employment in an engineering or related working environment.
Completion of this qualification is a useful step towards the following apprenticeship career pathways:
The Department of Employment, Small Business and Training (DESBT) provides funding for secondary school students to complete one (1) approved VETiS qualification while at school, referred to as ‘employment stream’ qualifications. This means that if a student is eligible, the course is provided to them fee-free. To be eligible to enrol in a Blue Dog Training VETiS program, students must:
• be currently enrolled in secondary school
• permanently reside in Queensland
• be an Australian citizen, Australian permanent resident (includes humanitarian entrant), temporary resident with the necessary visa and work permits on the pathway to permanent residency, or a New Zealand citizen
• not already completing or have already completed a funded VETiS course with another registered training organisation. In situations where a student is not eligible for VETiS funding, under the DESBT funding arrangements, fee for service arrangements are available for students through Blue Dog Training. Fee for service cost = $1200.
Please refer to the Blue Dog Training Website for information on their refund policy. https://bluedogtraining.com.au/storage/app/media/pdf_documents/policies/Student_Fee_Refund_Policy.pdf
Consumable Levy: An annual levy of $250 (at $125 each semester) is charged by the School (not Blue Dog Training) to Fee for service students (not VETiS funded students) to cover the costs of consumable engineering materials, safety glasses and hearing protection.
Please note: Selection of funding option, VETiS or Fee for service, should be discussed and confirmed with the Head of Vocational Education and Training as it is to be indicated on enrolment forms.
Uniform To participate in workshop practical activities, students must wear:
• Navy Blue Colour cotton drill long sleeve shirt and trousers/denim jeans or overalls suitable for a welding environment
• Steel capped safety footwear that complies with Australian Standards and is suitable for an engineering environment For Further Information Blue Dog Training (www.bluedogtraining.com.au; Ph 0731663960) and the RGS VET Student Handbook should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement
Secondary school students are enrolled as a student with Blue Dog Training and their qualification or statement of attainment is issued by Blue Dog Training.
Please note: Students enrolling in this Certificate undertake a two-year commitment in the course. This is a two (2) year course. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment This information is correct at the time of publication but subject to change.
HLT23221 – CERTIFICATE II IN HEALTH SUPPORT SERVICES
RTO ID 40939
Subject Type VET Qualification
Qualification Description
Entry Requirements
Qualification Packaging Rules
Core Units
Elective Units selected by the RTO
RTO Trading Name CQUniversity Australia
Duration
12 months - Year 11 & 12
This qualification reflects the role of workers who provide support for the effective functioning of health services. At this level workers complete tasks under supervision involving known routines and procedures or complete routine but variable tasks in collaboration with others in a team environment. To achieve this qualification, the candidate must undertake Simulated Residential School and Vocational placement as detailed in the Assessment Requirements of the units of competency.
Successful completion of this course contributes four (4) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course.
Important note: Compulsory pre-placement requirements apply before students may attend mandatory work placement including vaccination/immunisation and serology requirements, state health compliance tests and security checks.
To achieve this qualification, students must demonstrate competency in twelve (12) units consisting of four (4) core and eight (8) elective units. This qualification is included in the Health Training Package
HLTWHS001
HLTINF006
CHCCOM005
CHCDIV001
CHCCCS012
CHCCCS026
CHCCCS010
CHCLEG001
BSBTEC201
BSBPEF202
BSBMED301
CHCCCS020
Participate in workplace health and safety
Apply basic principles and practices of infection prevention and control
Communicate and work in health or community services
Work with diverse people
Prepare and maintain beds
Transport individuals
Maintain a high standard of service
Work legally and ethically
Use business software applications
Plan and apply time management
Interpret and apply medical terminology appropriately
Respond effectively to behaviours of concern
Learning Experiences Students will engage in both theory and practical components and will be required to complete some theory work in their own time. Students are required to attend at least three (3) days vocational placement as scheduled by CQUniversity in conjunction with the school.
Assessment Assessment for Certificate II in Health Support Services is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace. Students are required to complete the assessment conditions per unit of competency, which includes work placement and simulated assessment.
Assessment may also include written tasks, observation of demonstrable behaviours, and teacher questioning Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed.
Note: Students must complete the mandatory two (2) day Simulated Residential School prior to attending vocational placement.
Career Pathways
This qualification provides a pathway to work in a range of health care settings including General Practice, Hospital settings, Health Administration, Health Services organisations, and the public or private health sector. The qualification also provides a foundation to the health sector to prepare for career pathways into Higher Education qualifications e.g. Nursing.
Fees Funding: This course may be eligible for VETiS funding.
Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the RGS Head of Vocational Education and Training for details.
Additional Requirements
For Further Information
All students are required to collect and complete mandatory checks as per CQUniversity policy in preparation for the compulsory vocational placement. Students can view the Compulsory Pre-Placement Requirements on the RTO’s website.
The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement The nationally recognised qualification HLT23221 - Certificate II in Health Support Services is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment and recruit on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au You may also need to complete a pre-enrolment literacy and numeracy assessment, called the BKSB (Basic Key Skills Builder). The BKSB will highlight any areas where you may require extra support.
This is an 18-month course. Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
SHB20216 – CERTIFICATE II IN SALON ASSISTANT
RTO ID 40939
Subject Type VET Qualification
Qualification Description
Entry Requirements
Qualification
Packaging Rules
Core Units
Elective Units selected by the RTO
Learning Experiences
RTO Trading Name CQUniversity Australia
Duration
12 months - Year 11 or Year 12
This is a preparatory qualification which provides a defined and limited range of basic skills and knowledge used in hairdressing salons by individuals who provide assistance with client services. These routine and repetitive tasks are completed under direct supervision and with guidance from hairdressers who manage the client service. Successful completion of this course contributes four (4) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. Students are required to complete BKSB (Basic Key Skills Builder) online literacy and numeracy assessment prior to enrolment, unless the student has completed an equal, or higher, level course.
To achieve this qualification, students must demonstrate competency in twelve (12) units consisting of eight (8) core and four (4) elective units. This qualification is included in the Hairdressing and Beauty Services Training Package.
SHBXIND002
SHBXIND001
SHBXCCS003
SHBXCCS001
SHBHIND001
SHBHDES001
SHBHBAS001
BSBWHS201
SIRRINV001
SHBHDES002
SHBHCLS001
SHBHBAS002
Communicate as part of a salon team
Comply with organisational requirements within a personal services environment
Greet and prepare clients for salon services
Conduct salon financial transactions
Maintain and organise tools, equipment and work areas
Dry hair to shape
Provide shampoo and basin services
Contribute to health and safety of self and others
Receive and handle retail stock
Braid hair
Apply hair colour products
Provide head, neck and shoulder massages for relaxation
Students will be required to complete much of the theory component on CQU Moodle online learning platform in their own time. They will be required to participate in face-to-face classes in the training salons on CQUniversity Campus. This involves communicating with and performing tasks on live clients and practising their skills until they consistently demonstrate the standard required in a workplace.
Assessment Assessment for Certificate II in Salon Assistant is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed. If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL). Assessment will involve a combination of written work, observation of demonstrable skills and behaviours, and teacher questioning
Career Pathways The combined skills and knowledge do not provide for a job outcome as a hairdresser as this qualification is intended to prepare individuals for further training in the hair and beauty industry
Fees
Additional Requirements
Funding: This course may be eligible for VETiS funding Fee for service (full fee paying): If you wish to use your VETiS Funding for a more expensive course and pay for this one, please refer to the RTO’s website for fee information and contact the Head of Vocational Education and Training for details.
Students are required to wear closed in footwear and clothing suitable for a workplace environment.
For Further Information The CQU website cqu.edu.au/stn and RGS VET Student Handbook, include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement The nationally recognised qualification SHB20216 - Certificate II in Salon Assistant is offered by CQUniversity Australia, RTO 40939. The Rockhampton Grammar School will assist students with enrolment on behalf of CQUniversity. CQUniversity is responsible for the course, training, assessment and issuance of qualifications. Students will need a Unique Student Identifier (USI) to submit their application. A USI can be applied for at any time. At least one form of valid identification is required and about five minutes to create one. Visit www.usi.gov.au This is a one (1) year course. Important: Year 12 students should not undertake this course for QCE points as the duration of the course exceeds the school year learning period. Students are encouraged to follow the direction of the RTO and RTOs teaching staff to ensure every opportunity to complete the certificate. The RTOs application process is available at www.cqu.edu.au/stn. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change
RTO ID 30501
Subject Type VET Qualification
Qualification Description
Entry Requirements
Qualification
Packaging Rules
Core Units
Elective Units selected by the RTO
AHC30122 – CERTIFICATE III IN AGRICULTURE
RTO Trading Name The Rockhampton Grammar School
Duration
Two years part-time - Year 11 and Year 12
This qualification describes the skills and knowledge for general job roles in agriculture including livestock production, cropping or in the case of mixed farming workplaces, both cropping and livestock. First Aid training is also undertaken.
Successful completion of Certificate III in Agriculture contributes eight (8) credits towards a student’s QCE.
There are no entry requirements; however, it is highly recommended that students have attained a satisfactory result in Year 10 numeracy and literacy subjects, or equivalent, prior to enrolling in this course. School results are referred to and used to inform training support.
Due to volume of learning and resource requirements, course entry is by application with commencement in Term 1 of Year 11. Credit transfer of applicable units, as well as the RPL process, is available and should accompany late applications. An interview may be required.
To achieve this qualification, students must demonstrate competency in sixteen (16) units made up of two (2) core units and fourteen (14) elective units. This qualification is included in the Agriculture, Horticulture and Conservation and Land Management Training Package.
AHCOHS302
AHCWRK320
AHCBIO203
AHCLSK305
AHCWRK314
AHCINF307
AHCPMG301
AHCCHM307
AHCCHM304
AHCMOM202
AHCMOM201
ACHLSK308
AHCLSK309
AHCLSK331
AHCLSK210
AHCWRK215
*HLTAID011
Learning Experiences
Assessment
Contribute to workplace health and safety process.
Apply environmentally sustainable work practices
Inspect and clean machinery, tools and equipment to preserve biosecurity.
Maintain livestock water supplies.
Monitor weather conditions.
Plan and construct conventional fencing.
Control weeds.
Prepare and apply chemicals to control pests, weeds, and diseases.
Transport and store chemicals.
Operate tractors.
Operate two-wheel motorbikes.
Identify and draft livestock.
Implement animal health control programs.
Comply with industry animal welfare requirements.
Muster and move livestock.
Collect and record production data.
Provide First Aid.
*NOTE: An external RTO is engaged to provide the training and assessment of HLTAID011 Provide First Aid. Inclusion and study of this unit is primarily to support student safety; however, a credit transfer of the unit’s successful attainment can be applied if required.
Students will engage in a wide variety of practical learning experiences which reflect the contextual nature of the course. These include holistic delivery of modules in clusters such as farm maintenance and infrastructure, farm skills, technology, animal husbandry and machinery operation.
Students will attend this course at a variety of sites including Ag Force’s Belmont Research Station, the school’s Port Curtis Campus and visits to industry facilities. Bus transport for students will be provided for timetabled training sessions. School departure is timetabled for 7.50 am. Some extended sessions may require students to finish late, outside of normal school hours.
Assessment for the Certificate III in Agriculture is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace. Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed.
If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL) upon enrolment before training commences.
Assessment will involve written work and assignments, observation of competency demonstration and recording of performance evidence as well as teacher questioning.
Career Pathways Individuals with this qualification perform tasks under broad supervision involving a broad range of skills that are applied in a wide variety of contexts, which will involve discretion and judgement in selecting and operating equipment, coordinating resources and applying contingency measures during work.
Jobs vary across different industry sectors and may include:
• Farm or station hand
• Farm or station worker
• Livestock transport driver
Further training pathways may be pursued from this qualification. RGS has many partnerships with educational institutions for further study. Refer to www.rgs.qld.edu.au/agriculture for current articulation opportunities. Australian Tertiary Admission Rank (ATAR) eligible students may be able to use their completed Certificate III to contribute towards their ATAR.
Fees Funding: This course is not VETiS funded and is Fee for service, which is additional to normal school fees and charged to the student school accounts each semester.
Total course cost is $2700. Charged over two years, $675 is charged at the beginning of each semester.
Additional Requirements Students will be required to supply their own personal protection equipment including:
• Full face motorcycle helmet compliant with current Australian standards and less than 10 years old in good condition.
• Motorcycle riding gloves and goggles (if the motorcycle helmet is not equipped with a face shield).
• Rigger gloves (each year).
• Eye protection compliant with current Australian standards.
• An RGS work shirt (available to purchase from the Red & Black shop) and broad brim hat.
• Appropriate closed-in footwear suitable for work on property, preparing and applying chemicals, and when working with livestock. Additionally, students will be required to bring:
• General equipment and stationery items including pens, ruler, and calculator.
• School laptop/tablet and charger.
• Lunch, snacks and water bottle.
For Further Information
Please direct queries to the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au). For information regarding support services and general VET information, students will be issued with a Student VET Handbook from the RTO on enrolment. Service Agreement
Note: The HLTAID011Provide First Aid unit is delivered and assessed by an external RTO under a third-party arrangement.
This is a two (2) year course. The RTO guarantees that the student will be provided with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and the information handbooks provided. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment
Please note: Students enrolling in a Certificate III and above undertake a two-year commitment in the course. This information is correct at the time of publication but is subject to change.
RTO ID 40397
CUA30120 – CERTIFICATE III IN DANCE
Subject Type VET Qualification
Qualification Description
Entry Requirements
Qualification Packaging Rules
Core Units
RTO Trading Name
Duration
Empowerdance Pty Ltd
12 months - Year 11 or Year 12
The Empowerdance Certificate III in Dance is designed to enrich the skills and competence of the dancer by enhancing their choreographic skills, planning a career in the dance industry, safe dance practice and overall confidence in the industry. Students also will gain greater self-awareness as they learn to reflect and seek feedback on their technique and skills.
In addition to set core units, students select elective units that are completed in their own time and at the RGS DMTA outside of school hours. As students select three (3) genres to study, the elective units are selected to support this with the electives/styles chosen determining how many hours are required to complete this part of the Certification.
Successful completion of this course contributes eight (8) credits towards a student’s QCE.
Students must have a minimum of two (2) years dance experience and be at least 14 years old. Students must enrol, and participate, in RGS DMTA dance classes that support their chosen genres of study, as their dance teachers support them and sign their log of practical hours.
To achieve this qualification, students must demonstrate competency in thirteen (13) units made up of five (5) core units and eight (8) electives, of which a minimum of two (2) elective units must be selected from group A and two (2) elective units from group B. This qualification is included in the Creative Arts and Culture Training Package.
CUACHR311
CUADAN331
CUAIND311
CUAPRF317
CUAWHS311
Develop basic dance composition skills
Integrate rhythm into movement activities
Work effectively in the creative arts industry
Develop performance techniques
Condition the body for dance performance
Elective Units Elective units available are determined by the RTO. The list of elective units and groups below are subject to change prior to the commencement of the program. Confirmation should occur directly with the RTO.
Elective Units*group A
- minimum of 2
- maximum of 6
Elective Units*group B
- minimum of 2
- maximum of 4
Elective Units*group C
- no minimum
- maximum of 4
CUADAN314(a)
CUADAN315(a)
CUADAN316(a)
CUADAN318(a)
CUADAN319(a)
CUADAN321(a)
CUADAN322(a)
CUACIR301(b)
CUADLT311(b)
CUAPRF314(b)
CUAPRF316(b)
BSBTWK201(c)
CUADTM311(c)
CUAIND314(c)
CUAMUP311(c)
CUAPPM311(c)
CUAWHS211(c)
HLTAID011(c)
Learning Experiences
Develop dance improvisation skills
Increase depth of jazz dance techniques
Increase depth of ballet dance techniques
Increase depth of contemporary dance techniques
Increase depth of street dance techniques
Increase depth of tap dance techniques
Increase depth of lyrical dance techniques
Perform basic on-ground acrobatic techniques
Develop basic dance analysis skills
Develop audition techniques
Develop basic musical theatre techniques
Work effectively with others
Assist with dance teaching
Plan a career in the creative arts industry
Prepare personal appearance for performances
Assist with conceiving and preparing performance spaces
Develop a basic level of physical fitness for dance performance
Provide First Aid
The theoretical elements are delivered in an online platform with highly experienced Empowerdance trainers and assessors. Students attend live online theory classes that will run for 2 hours per week over 45 weeks. These classes may be outside of normal school hours and continue during school holidays.
Students will be provided supervised access to the RGS gymnasium for one training session per week to improve physical fitness, strength, and conditioning. Students will engage in their dance classes, participate in dance performances that support their three (3) chosen genres.
Assessment Assessments take place via a variety of methods in the way of accountability tracking, performance assignments, written projects, and class work. These are flexible and are at the course coordinators discretion to best suit the students’ participation and RTO timetable blocking.
Students are assessed in a performance setting within their annual dance performance, or competition routines. All theory assessments are uploaded and completed through an online portal, Cloud Assess, which students have access to using their own log in Students are required to be competent in all areas to achieve competency mark of (c).
Career Pathways
This qualification reflects the role of individuals working as entry level dancers in the live performance industry. Individuals are expected to demonstrate application of foundational skills and knowledge for routine activities expected for dance and live performance contexts. The job roles that relate to this qualification may include ensemble dancer.
The course has been designed for dancers wishing to further their training, learn teaching methods, and work on projects in a team. Credits from this Certificate are recognised and embedded in the CUA30320 Certificate III in Assistant Dance Teaching providing additional options for further educational pathways.
Fees Funding: This course is not VETiS funded and is Fee for Service. Fees are payable direct to the RTO.
Tuition for this course is to be confirmed with RTO upon enrolment (2024 indicative fee for service was $1798.00) and includes a non-refundable deposit of $500.00 but does not include dance tuition/classes, program fee or any other costs associated with performances. Please refer to the RTO for full fee information including pricing for 2025.
Additional Requirements
Students must attend their required technique and practical classes with the RGS DMTA, participating in a minimum of 3 hours of practical classes per week
Students will also work alongside their peers for group assessments, which may require them to have access to WIFI so they can access their online learning portal or other websites to help them in their studies
For Further Information Empowerdance (www.empowerdance.com.au) and the RGS VET Student Handbook include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
Service Agreement The nationally recognised qualification CUA30120 - Certificate III in Dance is offered by Empowerdance Pty Ltd, RTO 40397. The Rockhampton Grammar School will assist students with enrolment on behalf of Empowerdance.
This is a twelve (12) month course. The RTO guarantees that the student will be provided with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and the information handbooks provided.
Students will be given 2 fair and equal opportunities to be assessed for competency in all units, however Empowerdance may allow further assessment opportunities where it feels there are special circumstances which are negatively affecting the assessment outcome, or where the student presents a case in which the RTO feels valid. In such circumstances, Empowerdance may seek assistance from a third party and will record the process for reporting to the Registering body.
In cases where a student has been assessed 2 times and has not yet achieved competency the RTO may refuse further assessment if it feels there is little chance of the student achieving success. If this is the case the student may appeal by addressing the Director in writing, who will consider the matter and advise the client in writing of the outcome. This process is outlined in the student handbook under the complaints and appeals. The results and details of all assessments will be recorded and kept on file for the purpose of auditing, and where applicable, will be forwarded to or included in, reports to the Registering Body.
Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO.
Note: The HLTAID011Provide First Aid unit may be delivered and assessed by an external RTO with credit transfer sought and applied to this qualification. Empowerdance also offer the unit at an additional fee. This information is correct at the time of publication but subject to change.
of results from the RTO. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment from the RTO. This information is correct at the time of publication but subject to change.
RTO ID 31319
SIS30321 – CERTIFICATE III IN FITNESS
RTO Trading Name Binnacle Training
Subject Type VET Qualification Duration
Qualification Description
Entry Requirements
Qualification Packaging Rules
Core Units
Elective Units
*Subject to change
Learning Experiences
*Subject to change
Two years - Year 11 and Year 12
The SIS30321 Certificate III in Fitness is delivered as a senior subject by qualified school staff via a third-party arrangement with an external Registered Training Organisation (RTO), Binnacle Training. The course includes First Aid training and students gain the entrylevel skills required of a Fitness Professional as students deliver fitness programs and services to clients within the School community. Students successfully completing the course will be competent in a range of essential skills – such as undertaking client health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor and outdoor fitness settings, including with older adult clients.
Successful completion of Certificate III in Fitness contributes eight (8) credits towards a student’s QCE.
Students must have a passion for, and interest in, pursuing a career in the fitness and sport industry. Enthusiasm and motivation to participate in physical activity sessions is required, as well as good quality written and spoken communication skills. Students must access real clients within the school community to undertake fitness training – including female adults, male adults and clients aged 55 years or over
A Language, Literacy & Numeracy (LLN) Screening process is undertaken at the time of initial enrolment (or earlier) to ensure students have the capacity to effectively engage with the content. Please refer to Binnacle Training’s Student Information document for a snapshot of reading, writing and numeracy skills that would be expected in order to satisfy competency requirements
Please note: Students will be selected for this programme through an application and interview process.
Numbers are limited.
To achieve this qualification, students must demonstrate competency in fifteen (15) units made up of eleven (11) core units and four (4) elective units. This qualification is included in the Sport, Fitness and Recreation Training Package.
BSBOPS304
BSBPEF301
HLTAID011
HLTWHS001
SISFFIT032
SISFFIT033
SISFFIT035
SISFFIT036
SISFFIT040
SISFFIT047
SISFFIT052
SISXEMR001
BSBSUS211
SISXIND001
SISXIND002
Deliver and monitor a service to customers
Organise personal work priorities
Provide First Aid
Participate in workplace health and safety
Complete pre-exercise screening and service orientation
Complete client fitness assessments
Plan group exercise sessions
Instruct group exercise sessions
Develop and instruct gym-based exercise programs for individual clients
Use anatomy and physiology knowledge to support safe and effective exercise
Provide healthy eating information
Respond to emergency situations
Participate in sustainable work practices
Work effectively in Sport, fitness and recreation environments
Maintain sport, fitness and recreation industry knowledge
Program delivery will combine both class-based tasks and practical components in a real gym environment at the school. This involves the delivery of a range of fitness programs to clients within the school community (students, teachers, and staff).
A range of teaching/learning strategies will be used to deliver the competencies. These include:
• Practical experience within the school sporting programs and fitness facility
• Logbook of practical experience
Topics studied may include, but are not necessarily limited to:
• The Sport, Fitness and Recreation Industry
• Developing Coaching Practices
• Delivery of Community Fitness Programs
• First Aid and CPR Certificate
• Anatomy and Physiology – Body Systems, Terminology
• Client Screening and Health Assessments
• Plan and Deliver Exercise Programs
• Anatomy and Physiology – Digestive System and Energy Systems
• Nutrition – Providing Healthy Eating Information
• Specific Populations
– Training Older Clients, Male and Female Adults and Client Conditions
• Training Other Specific Population Clients
• Community Fitness Programs
Assessment Assessment for Certificate III in Fitness is competency-based. As with all VET qualifications, competency-based assessment utilises the process of collecting evidence and making judgments on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the workplace.
Students who do not achieve competency when initially assessed are provided with feedback on their performance and are provided with opportunities to be reassessed.
If a student can demonstrate current competency in a particular element or unit of competency, the student may be eligible to apply for recognition of prior learning (RPL).
Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies.
Please note: Mandatory ‘outside subject’ weekly component of 60 minutes per week across a minimum of 5 consecutive weeks –delivering fitness programmes and services to a variety of clients, including male and female adults, and older adults – may be required.
Career Pathways
This qualification provides a pathway to work as a fitness instructor in settings such as fitness facilities, gyms, and leisure and community centres A Certificate III in Fitness will predominantly be used by students seeking to enter the sport, fitness and recreation industry and reflects roles such as a Group Fitness Instructor, Gym Fitness Instructor, community coach, sports coach, athlete, or activity assistant.
Further training pathways may be pursued from this qualification (including a direct pathway into the Certificate IV in Fitness with another RTO); and students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR
Fees Course fee is $500 (total), which includes First Aid training and RTO course fee, and is charged in the first year of enrolment at $250 per semester.
An annual equipment levy of $250 is charged at $125 per semester for the duration of the course.
Excursions to external venues may be required to participate in, and to conduct, fitness activities – any additional costs will reflect venue/activity charges only.
Additional Requirements Students must wear their RGS HPE uniform and appropriate training footwear as well as bring an equipment wipe-down towel and water bottle. Appropriate clothing for excursions to outside venues to participate in and to conduct fitness activities is also required.
For Further Information
Service Agreement
IMPORTANT Program Disclosure Statement (PDS)
Binnacle Training’s documentation and the RGS VET Student Handbook include further information that should be referred to as some details may have been updated. Please contact the RGS Head of Vocational Education and Training, Mrs Cindy Murray (cmurray@rgs.qld.edu.au) for further information regarding the course, support services and general VET information.
This is a two (2) year course offered by the RTO Binnacle Training, delivered by RGS. The RTO guarantees that the student will be provided with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and the information handbooks provided. Students successfully achieving all qualification requirements will be provided with a Qualification and a record of results. Students who achieve at least one (1) unit (but not the full qualification) will receive a Statement of Attainment.
Please note: Students enrolling in a Certificate III and above undertake a two-year commitment in the course. This information is correct at the time of publication but is subject to change.
This document is to be read in conjunction with Binnacle Training’s Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the ‘Partner School’ (i.e. the delivery of training and assessment services).
To access Binnacle’s PDS visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.
