Senior Subject Guide 2019 - Kilcoy State High School · G:\Coredata\Office\SCHOOL\Enrolment...

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Senior Subject

Guide

2019

Expecting the Best, Achieving Success

CONTENTS

Agricultural Science (Authority Subject) ……………………………………………………………………………….. 4

Ancient History (Authority Subject) ……………………………………………………………………………………... 5

Biological Science (Authority Subject) …………………………………………………………………………………. 6

Chemistry (Authority Subject) …………………………………………………………………………………………… 7

English (Authority Subject) ………………………………………………………………………………………………. 8

Geography (Authority Subject) ………………………………………………………………………………………….. 10

Graphics (Authority Subject) …………………………………………………………………………………………….. 11

Mathematics A (Authority Subject) ……………………………………………………………………………………… 12

Mathematics B (Authority Subject) ……………………………………………………………………………………… 14

Mathematics C (Authority Subject) ……………………………………………………………………………………… 15

Physical Education (Authority Subject) ………………………………………………………………………………… 16

Physics (Authority Subject) ……………………………………………………………………………………………… 17

Visual Arts (Authority Subject) …………………………………………………………………………………………... 19

Agricultural Practices (Authority Registered) ………………………………………………………………………….. 21

Business Studies (Authority Registered) ………………………………………………………………………………. 22

Building and Construction Skills (Authority Registered) ……………………………………………………………… 23

Drama in Practice (Authority Registered) ……………………………………………………………......................... 24

English Communication (Authority Registered) ………………………………………………………………………. 26

Furnishing Skills (Authority Registered) ……………………………………………………………………………….. 27

Hospitality Practices (Authority Registered) …………………………………………………………………………… 28

Information and Communications Technology (Authority Registered) ……………………………………………… 30

Prevocational Mathematics (Authority Registered) …………………………………………………………………… 32

Recreation (Authority Registered) ……………………………………………………………………………………… 33

Science in Practice (Authority Registered) ……………………………………………………………………………. 34

Visual Arts in Practice (Authority Registered) …………………………………………………………………………. 35

Certificate II in Engineering Pathways (Vocational and Educational Training) ……………………………………. 36

Vocational Education ……………………………………………………………………………………………………. 40

TAFE ……………………………………………………………………………………………………………………….. 41

University Early Start Programs and Brisbane School of Distance Education and Virtual Schooling …………… 43


Authority Subjects (OP Subjects)

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AG

S

AGRICULTURAL SCIENCE

OVERVIEW

Agriculture is a dynamic field of science that deals with plant agronomy, animal husbandry and sustainable management of agricultural production systems. As human activities, industries and resource demands increase and diversify, agricultural scientists, managers and producers encounter opportunities and challenges associated with the sustainable management of resources.

Agricultural Science provides opportunities for students to explore agricultural concepts and systems and to investigate agricultural issues and problems. Students engage with the agricultural industry through the integration of three areas of study: plant science, animal science and agribusiness. Sustainable resource management underpins the course of study as students consider factors impacting on agricultural production systems.

A course of study in Agricultural Science can establish a basis for further education and employment in the fields of agriculture, horticulture, agronomy, food technology, aquaculture, veterinary science, equine science, biotechnology, environmental management, business, marketing and agricultural education, research and development.

COURSE OUTLINE

Agricultural Science enables inquiry-based learning through which students conduct primary and/or secondary research into agricultural issues and problems.

Topics studied throughout the course will be based around the following areas of study: plant science animal science agribusiness

The following sustainable resource management factors will be integrated into the areas of study:

plant and animal management Soil and water management climate and weather land management

ASSESSMENT

Assessment techniques utilised in this subject include: extended response tasks, such as extended research response and extended response

to stimulus. examinations, including short response tests and extended response tests.

GUIDELINES FOR SELECTING THIS SUBJECT

To be eligible to study this subject students must have achieved an A, B or C standard in Year 10 Science.

ADDITIONAL COSTS

Nil

LEADS TO...

Further education and employment in the fields of agriculture, horticulture, agronomy, food technology, aquaculture, veterinary science, equine science, biotechnology, environmental management, business, marketing and agricultural education, research and development.


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ANCIENT HISTORY OVERVIEW Through the study of Ancient History, we can understand how the modern world has been influenced by the peoples and achievements of the distant past. Through a study of early peoples and cultures, we can understand the processes of change and continuity that have shaped today’s world, their causes, and the roles people have played in those processes. We develop these understandings through processes of critical inquiry, debate and reflection, and by empathising with the views of others. COURSE OUTLINE The program offers an extensive range of themes and inquiry topics that will be delivered according to student interests. Some themes deal with specific geographic regions and civilisations such as society and government in Greece and Rome. Others allow students to use a central concept, covering civilisation from Europe, Asia and South America, such as religion, inventions and power. Excursions allow students to experience history first hand with museum trips and a hands on archaeological dig. ASSESSMENT Assessment in senior Ancient History is criterion-based and is designed to help students to demonstrate achievement in the objectives of the syllabus. The criteria used are: Planning and using a historical research process, Forming historical knowledge through critical inquiry, and Communicating historical knowledge. Students will be assessed in each of four categories of assessment: test essays in response to historical sources, research assignments in response to inquiry questions, multimodal presentations that may include non-written and visual presentations such as video, Powerpoint or artistic materials, and short response tests and response to stimulus tests. GUIDELINES FOR SELECTING THIS SUBJECT Students achieving an A or B in Humanities and/or English will be adequately prepared for this subject. ADDITIONAL COSTS

Nil LEADS TO... While such a course has few direct career opportunities, the methodologies used offer students a broad enquiry approach to understanding their society and as such, equip them for broader fields of research in anthropology, archaeology, political analysis and museum curatorship, as well as preparing them for university research techniques and essay writing skills. However, parents and students must seek professional advice on current career pre-requisites prior to choosing any senior subjects.

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BIOLOGICAL SCIENCE OVERVIEW

Biological Science is often described as the study of the phenomenon of life in all its manifestations. It encompasses studies of the origin, development, functioning and evolution of living systems and consequences of intervention in those systems.

Biological Science is an integrated academic study drawing on many branches of knowledge in attempting to understand living processes and systems in which there is complexity of interacting factors.

Biological Science provides students with an insight into the scientific manner of investigating problems pertaining to the living world and the processes of science which lead to the discovery of new knowledge. It provides students with a deeper understanding and an enhanced aesthetic appreciation of the living world. Participation in Biological Science enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. Studies of Biological Science will assist students in foreseeing the consequences for the living world of their own and society's activities. This will enable them to participate as informed and responsible citizens in decision making processes, the outcomes of which will affect the living world.

COURSE OUTLINE

A study of Biological Science will develop in students a cooperative approach to learning and an acceptance of responsibility for their own actions and education. This course involves a study of higher level concepts involving theory and scientific processes.

Topics studied throughout the course include:

Organic Batteries The Body at War Environmental Studies Animal Antics Sex and Reproduction Genetics and Biotechnology Why are Things Different Things are A Changing

* A minimum of 10 hours field work is a compulsory component of the course. Studies will be undertaken at various ecosystems, including rocky shore and fresh water habitats.

ASSESSMENT

Practical projects, researching, laboratory investigations and field work are an important part of the course. These activities are incorporated into assessment tasks equalling 75% of the total assessment program, the remainder being made up of class tests.


To be eligible to study this subject students must have achieved an A, B or C standard in Year 10 Science and English.

ADDITIONAL COSTS

Approximately $30

LEADS TO... Understanding of biological concepts, as well as general science knowledge and skills, is relevant to a range of careers, including those in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism. This subject will also provide a foundation for students to critically consider contemporary biological issues and to make informed decisions about these issues in their everyday lives.


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CHEMISTRY

OVERVIEW Today, more than ever, humans need to understand both themselves and their environment. Both consist of matter, and chemistry as the science of matter can be regarded legitimately as central in its relation to other branches of natural science.

COURSE OUTLINE Extensive reading is required for students to understand the new concepts and practical work is used to reinforce major points of the course. The course is both theoretical and applied, with considerable problem solving. Chemistry is studied in terms of contexts and real-world applications of chemical principles. The contexts studied are: wine production and analysis. chemicals on the farm and garden. energy alternatives. what’s in a medicine? take me to the river. the air we breathe. gold fever.

ASSESSMENT

Students are assessed for both formative and summative purposes using a variety of techniques –

Written tests – multiple choice, written answer, extended response tasks. Extended Response Tasks – research assignment, multimedia presentation. Extended Experimental Investigation – conduct experiments and analyse results.


To be eligible to study this subject students must have achieved an A or B standard in Year 10 Mathematics and Science.

Study of Mathematics B in Year 11 would assist with this subject.

ADDITIONAL COSTS

Nil

LEADS TO...

An understanding of chemistry is relevant to a range of careers, including those in forensic science, environmental science, engineering, medicine, pharmacy and sports science. Additionally, chemistry knowledge is valuable in occupations that rely on an understanding of materials and their interactions, such as art, winemaking, agriculture and food technology. Some students will use this course as a foundation to pursue further studies in chemistry, and all students will become more informed citizens, able to use chemical knowledge to inform evidence-based decision making, and engage critically with contemporary scientific issues.

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ENGLISH

OVERVIEW

The English course in the Senior School is designed to: build on the competence and confidence attained by the end of year 10. develop critical literacy skills. develop the ability to communicate effectively in a variety of situations. promote greater competence and maturity in the application and appreciation of language and

literature as they occur in an employment and tertiary oriented environment.

COURSE OUTLINE

The English course builds on the basic skills gained in the Junior School, with increasing emphasis being placed on the student's responsibility for planning and organising his/her own work.

Unit 1: True Blue Students examine the way texts represent the nation in which we live and play a role in shaping Australian identity. A range of Australian poets and poems, traditional short stories, film will provide the basis for this study. Students will demonstrate understanding through a multimodal presentation that explores poetic features, discourses and/or readings. They will also create a film review persuading a public audience about representations of Australian life.

Unit 2: Minorities and the Marginalised

This unit focuses on literary texts which offer representations of group/s marginalised in our society due to religious, refugee, racial, educational or social status, disability or sexuality. This study draws on understandings about the novel as a literary genre. Students will explore ideas in a analytical essay in response to studied literature.

Unit 3: All the World a Stage Students undertake an in depth study of a complete literary or drama text. Students will be encouraged to value the world in which they live and understand better the worlds of others as they consider the events and ideas focused on by the play text. Assessment will involve intervening in the chosen text to write an additional scene.

Unit 4: Representing Reality

This unit focuses on the analysis of visual texts that are perceived as or claim to be factual (film and television documentaries, current affairs reports). Students focus on examination and analysis of how visual and auditory features, selection and sequencing of subject matter, persuasive techniques and language use work together to create representations of concepts, individuals, groups, times and places. As a culmination, students will pitch an idea for a documentary that expresses a perspective on a topic they have selected from texts studied.

Unit 5: The Human Condition Students explore how a variety of texts can reveal/reflect the human condition – its failings, successes and frailties. They will critically evaluate different representations of the human condition and relationships in response to a range of poetry and short story texts. A presentation designed to give a sense of a poet and his/her poetry will explore how the human condition is addressed in their work. Students will also write a narrative (short story) based on a poem.


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Unit 6/7: Conflict of Conscience This unit provides the opportunity to explore a variety of themes (integrity, empathy, power etc) through written and visual texts. Of particular focus will be the characters and authors of texts that challenge and question the status quo of their time, place and culture. Students will complete an analytical essay and persuasive speech exploring character and issues in literary texts. Unit 8: Heroes and Villains In this culminating unit students will have the opportunity to study and choose texts that construct heroes and anti-heroes. They will explore texts as ideology and consider the marginalisation of groups and values. Assessment is a feature article and a multi-modal presentation. ASSESSMENT Students are encouraged to both write and speak for a variety of audiences in varying situations. The process writing approach where students plan, write and continually review their work is used in conjunction with regular consultation with the teacher. Students, who plan carefully and leave themselves plenty of time for this consultation and review, greatly profit by the approach. Over the course of the year students complete approximately 6 assessment pieces. The usual breakdown would be 4 written and 2 spoken pieces. GUIDELINES FOR SELECTING THIS SUBJECT Students should have an interest in reading, viewing and performing literature and media; with an A or B result achieved in Year 10 English to be eligible to study this subject.

ADDITIONAL COSTS

Nil LEADS TO … A sound achievement or better in English is a prerequisite for entrance to most university/college courses and is an essential core for a wide range of career opportunities.

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GEOGRAPHY

OVERVIEW Geography is the study of the Earth's surface as the space in which people live. Geography includes studies of space, places and people-environment relationships.

COURSE OUTLINE In Year 11 and 12, there are four semester themes offered in Geography with core units being chosen within each theme as follows: Theme 1 Managing the natural environment: Focus unit 1: Responding to natural hazards Focus unit 2: Managing catchments Theme 2 People and Development: Focus unit 3: Sustaining communities Focus unit 4: Connecting people and places Theme 3 Social Environments: Focus unit 5: Living with Climate change Focus unit 6: Sustaining biodiversity Theme 4 Resources and Environment: Focus unit 7: Feeding the world’s people Focus unit 8: Exploring the geography of disease ASSESSMENT Assessment is varied and involves essay tests, short answer tests, research reports, field work, and practical skills such as mapping, photo and statistical analysis. Students will be expected to attend up to two field trips per year (1 per semester). These may involve travel by bus beyond the local area. GUIDELINES FOR SELECTING THIS SUBJECT Students achieving an A or B for Humanities will be adequately prepared for this subject.

ADDITIONAL COSTS

Approximately $25 LEADS TO... It is unusual to see a job asking specifically for a "Geographer" except in the academic field. However, geography graduates are employed as soil conservationists, industrial researchers, city planners, researchers in various State Government Departments, environmental consultants as well as marketing careers related to geographic information systems. However, parents and students must seek professional advice on current career pre-requisites prior to choosing any senior subjects.


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GRAPHICS OVERVIEW

Graphics is a course that develops skills in interpreting, generating and creating graphical communication. The course engages students in making judgements and justifying decisions to achieve clear communication and compliance with standards and conventions. The vast majority of work undertaken in Graphics is completed electronically utilising 3D modelling software with supporting work and research often taking the form of sketches.

COURSE OUTLINE

Students study a range of drawing forms embracing plane shapes and three dimensional objects and shapes. Using basic understanding of projection, development, standards of drawing presentation, students learn to solve design problems associated with industrial design, architecture and graphic design.

Students learn by routine and practical experiences in the classroom. Using a variety of exercises, teachers challenge students to apply knowledge and skills to solve graphical problems and to communicate original ideas and designs. In addition to routine class work, students are required to complete folio tasks and assignment projects. Students are encouraged to think purposefully, critically and independently.

ASSESSMENT

The course is delivered through the utilisation of the “Design Process”. This model is applied using three contextual units:

Industrial Design Built Environment Design Graphic Design

An assessment outline for graphics consists of: Research projects resulting in a folio of drawings to show resolution of a design. Extended response tests to assess ability to present graphical solutions to problems.


Students achieving a B in Year 10 Graphics and English will be adequately prepared for this subject. Access to a personal computer, capable of running CAD software, outside of school hours is an essential requirement.

Graphics is an Authority subject, and as such, students considering studying it must be prepared to commit themselves to completing approximately 3 hours of homework per week to supplement work undertaken in class.

ADDITIONAL COSTS

Nil

LEADS TO…

Graphics is considered a desirable tool for all graphical design fields. The study has developed from technical drawing through art and animation into video and television, which are vital components in many professions and vocations.

Graphical occupations include: architectural designer cartographer electronic media / illustrator

graphic designed (publishing / advertising) landscape designer town planner

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A

MATHEMATICS A OVERVIEW

This subject is designed to raise the level of competence in the mathematics required for intelligent citizenship.

COURSE OUTLINE

Mathematics A has been divided into three main core areas and one extension area.

Financial Mathematics

Students are encouraged to develop a working knowledge of the types of financial transactions and decisions which they are most likely to meet in the immediate future. They will also look at underlying conditions of financial institutions in order to help them make informed decisions with respect to borrowing and investing.

Applied Geometry

Students are encouraged to develop a working knowledge of some geometrical concepts and relationships in two and three dimensions. This is to be accomplished in life-related contexts. Students will be looking at practical situations in construction areas, in particular representing three-dimensional constructions in two dimensions.

Statistics and Probability

This unit provides students with an understanding of the concepts involved in describing and summarising data, enabling them to make informed decisions on the validity of a data set and statistics. Inferences will be made about populations from data samples including business, medicine, recreation ecology, welfare and planning. Calculators and computer software will be used in this unit.

Extension Topic

This topic is compulsory and is designed to allow the students to broaden their appreciation for applied mathematics. Students must complete one full topic extension. These topics may include:- Linear Programming, Networks and Queuing, Further statistics, and the Mathematics of Chance.

ASSESSMENT

Student assessment will be judged on the following 3 criteria:

(i) Communication and Justification (a) communicating (b) justifying (ii) Knowledge and Procedures (a) learned results and procedures (b) use of mathematical instruments (iii) Modelling and Problem Solving (a) applying mathematics in life-related situations (b) applying mathematics in purely mathematical contexts A variety of assessment techniques may be used; under the general headings:

(i) written traditional tasks (eg class tests) (ii) written non-traditional tasks (eg report writing) (iii) oral tasks (iv) practical tasks using instruments


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GUIDELINES FOR SELECTING THIS SUBJECT Students will choose this subject if they are aiming to achieve an OP for possible tertiary entrance. Students in mainstream maths classes achieving a C standard or better should be able to cope with the requirements of this subject. Students who have studied Foundation Maths in Years 7 – 10 would require an A or B in that subject to consider choosing this subject.

ADDITIONAL COSTS

Nil

LEADS TO… This subject will help students gain access to university courses through the OP process. This course will also assist students who are hoping to enter a TAFE course which has a mathematical component.

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B

MATHEMATICS B

OVERVIEW

Mathematics B is designed to raise the level of competence in the mathematics required for intelligent citizenship, to increase student's confidence in using mathematics to solve problems and to provide the basis for further education at a Tertiary Level.

COURSE OUTLINE

The following topics are to be offered as an integrated, spiralling curriculum:- (1) Applied Geometry (2) Functions (Introduction) (3) Rates of Change (4) Periodic Functions (5) Exponential and Logarithmic Functions (6) Optimisation (Derivatives and Operations Research) (7) Financial Mathematics (8) Integration (9) Applied Statistical Analysis

ASSESSMENT Student assessment will be judged on the following 3 criteria: (i) Communication and Justification (a) communicating (b) justifying (ii) Knowledge and Procedures (a) learned results and procedures (b) use of mathematical instruments (iii) Modelling and Problem Solving (a) applying mathematics in life-related situations (b) applying mathematics in purely mathematical contexts

A variety of assessment techniques may be used under the general headings:

(i) written traditional tasks (eg class tests) (ii) written non-traditional tasks (eg report writing) (iii) oral tasks (iv) practical tasks using instruments.

GUIDELINES FOR SELECTING THIS SUBJECT To be eligible to study this subject students must have achieved an A or B standard in Year 10 Mathematics. Students that have not achieved success in advanced work during year 10 will find Senior Maths B to be challenging.

ADDITIONAL COSTS

Nil

LEADS TO…

Students studying this subject will most likely be heading towards a university subject with some form of mathematical focus. Studying this subject might also be beneficial for students considering electrical trades through TAFE.


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MATHEMATICS C

OVERVIEW Mathematics C is designed to give students the opportunity to extend their mathematical knowledge into new areas, and hence will provide an excellent preparation for the study of mathematics at a university level in a variety of fields, such as Mathematics, I.T. and Engineering.

COURSE OUTLINE

The following topics will be offered as an integrated, spiralling curriculum:-

(1) Group Theory (2) Real and Complex Number Systems (3) Matrices (4) Vectors (5) Calculus (6) Structures and Patterns (7) Dynamics (8) Linear Programming

ASSESSMENT

Student assessment will be judged on the following 3 criteria: (i) Communication and Justification (a) communicating (b) justifying (ii) Knowledge and Procedures (a) learned results and procedures (b) use of mathematical instruments (iii) Modelling and Problem Solving (a) applying mathematics in life-related situations (b) applying mathematics in purely mathematical contexts

A variety of assessment techniques may be used under the general headings:

(i) written traditional tasks (eg class tests) (ii) written non-traditional tasks (eg report writing) (iii) gathering data using a variety of technologies GUIDELINES FOR SELECTING THIS SUBJECT

To be eligible to study this subject students must have achieved an A standard in Year 10 Mathematics and have a genuine enthusiasm for Maths.

You must be studying Mathematics B in Year 11. Physics, although not obligatory, would be of assistance.

ADDITIONAL COSTS

Nil

LEADS TO… Students studying this subject will most likely be heading towards a university subject with some form of mathematical focus. Studying this subject might also be beneficial for students considering electrical trades through TAFE.

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PHYSICAL EDUCATION OVERVIEW

Physical Education provides students with the opportunity to study a variety of physical activities with subject matter that is relevant and inclusive to each activity. Physical Education also allows students to become physically educated and self directed, interdependent and independent learners, whilst learning in, about and through physical activity. It is the aim of this subject to understand the importance of physical activity to the lives of individuals and groups and the role that physical activity plays in the Australian community, with particular emphasis on the Kilcoy lifestyle.

COURSE OUTLINE

Students electing this subject will undertake a developmental course of study building on the basic concepts studied throughout Year 10.

The course overview allows for the study of four physical activities over the 2 year course. These activities are derived from 4 categories which include direct interceptive, indirect interceptive, performance and aesthetic activities. The school has selected one activity from each area to allow for a wide and diverse range of student abilities and interests. These 4 activities are studied in a term revisited approach, whereby each activity is studied for one term in Year 11 and in Year 12.

The subject matter involved over the course of study includes the following: The Learning of Physical Skills (skill acquisition; psychology of learning physical skills; bio-

mechanical bases of learning of physical skills.) Process and Effects of Training and Exercise (energy for physical performance; training,

exercise and physical performance; acquiring and evaluating physical performance capacities)

Sport, Physical Activity and Exercise in Australian Society (body culture and physical activity; lifestyle leisure, recreation and physical activity; money, media, power and physical activity)

The Physical Activities currently being studied include; Soccer or Tennis, Swimming and Water Polo.

ASSESSMENT

Students will be assessed on both practical and theoretical components of the course, under three distinct criteria of Acquiring, Applying and Evaluating. These relate to how well students can acquire relevant subject matter, and how well they are able to relate this information to different situations and to their own performance.


Students achieving an A, B or C in Year 10 Science, Health and Physical Education, and English will be adequately prepared for this subject. The course demands a high standard of active participation and commitment, in and out of school hours, and can be considered as a highly academic subject.

ADDITIONAL COSTS At times sporting activities at venues outside of Kilcoy High School grounds will involve extra cost. Eg. Use of Kilcoy Sports Centre / Gymnasium. Approximately $70

LEADS TO…

The study of physical education could assist students with university access, as the subject does contribute towards the calculation of an OP. This subject could also assist students with a view to a career in the health/fitness industries.


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PHYSICS

OVERVIEW

The development of understanding of physical phenomena occurs in Physics by means of methods of inquiry that have been refined over the past three hundred years. A culture of physics has emerged that values methods of precise measurement, reproducible experimentation and powerful mathematical relationships. Today, these methods continue to contribute to the development and provision of new information, ideas and theories to explain observations and experiences. The study of Physics provides students with a means of enhancing their understanding of the world around them, a way of achieving useful knowledge and skills and a stepping stone for further study. An understanding of Physics adds to and refines the development of students’ scientific literacy.

COURSE OUTLINE

The subject matter of Physics is derived from the key concepts and key ideas which are progressively developed over the course of study through six to twelve units of work. The key concepts are organised under the headings of Forces, Energy and Motion.

Forces The nature of a force.

forces that act on objects influence their state of equilibrium. forces are able to influence the motion and shape of objects. forces that act on objects influence their internal energy.

Energy Energy may take different forms originating from forces between, or relative motion of, particles or objects.

energy is conserved. energy transfer processes provide us with different ways of using and dealing with

energy and radiation and these have different social consequences and applications.

Motion Motion can be described in different ways motion can be analysed in different ways motion can be described using various models and modern theories

How do students learn? In selecting learning experiences, teachers have many opportunities to offer interesting activities, especially:

researching from primary and secondary sources accessing and using computers, including internet research undertaking national science initiatives and competitions developing decision-making skills interpreting data from wide-ranging sources, including media analysing current strategies or policies of the issue being investigated analysing strategies and evaluating effectiveness or improvements applying the principles of research ethics formulating hypotheses and testing them through fieldwork, experiments, interviews and

research predicting impact of recommendations of a science report/experiment proposing and/or implementing strategies for improvement solving problems engaging in active research projects, independently and with groups and teams

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participating in forum discussions and debates sharing information mutually beneficial to the group advocating for change

How are students assessed?

Schools use a wide range of assessment techniques to determine the relationships between student achievement and the exit criteria of the course (Knowledge and conceptual understanding, Investigative processes, and Evaluating and concluding). Assessment techniques in this syllabus are grouped under categories and may include:

extended experimental investigations — within this mandatory category, instruments are developed to investigate a hypothesis or to answer a practical research question

supervised assessments — within this mandatory category, instruments such as written tests are used, and conducted under supervised conditions to ensure authentication of student work

extended response tasks — within this category, instruments are developed in response to a Physics question, circumstance or issue and while they are essentially non-experimental they may draw on primary experimental data.

How can parents help?

Parents can help students by: providing a supportive environment in the home discussing physics issues, such as those seen on TV documentaries, with their

children providing access to various sources of information encouraging their children to work cooperatively within the family group being understanding of the time commitment students may need to devote to the

study of Physics offering their services (if they work in a relevant industry) as guest speakers,

work placement providers for students, or demonstrators of skills applicable to particular units of work


To be eligible to study this subject students must have achieved an A or B standard in Year 10 Mathematics.

Study of Senior Mathematics B in Year 11 is mandatory.

ADDITIONAL COSTS

Approximately $50

LEADS TO…

Studying Physics provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. It will enable students to become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. The subject will also provide a foundation in physics knowledge, understanding and skills for those students who wish to pursue tertiary study in science, engineering, medicine and technology.


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VISUAL ART

OVERVIEW

Art is an important part of the development of students. The Visual Art course at Kilcoy State High School develops creativity and diverse thinking. It involves the acquisition of knowledge and understanding of the visual arts and skills appropriate to the production and understanding of art. It develops discrimination and appreciation of the existing world around us.

COURSE OUTLINE

Art involves application, visual literacy and appraising artworks (talking and writing about artworks and what they mean). Students will experiment with the following media:

drawing painting print making

mixed media sculpture/installation/ceramics construction/assemblage

video animation computer generated art

ASSESSMENT

Students are exposed to a variety of media, processes and techniques. The course begins with teacher nominated themes and focuses, eventually allowing students to nominate their own focuses. Students are assessed on their ability to make art and to communicate meaning in art. Assessment includes folios of practical work compiled during the course of study and exams, assignments and visual journals. Students use the inquiry learning model, researching, developing, resolving and reflecting. Please note: Practical assessment items and appraising tasks are given equal weighting in this subject.


Although Junior Art is not a prerequisite for this subject, it would be advantageous if students have studied and experienced a degree of success in this subject in Junior Secondary School prior to undertaking Visual Art. The course demands students achieving an A, B or C in Year 10 Art.

ADDITIONAL COSTS

Subject fees apply to this subject and if during the course subject fees are unpaid after Semester 1, students will be required to change subjects.

LEADS TO...

The Senior Visual Art course provides: * Preparation for Life (students are able to think broadly and adapt to a variety of situations) * Vocational Preparation - Art is invaluable preparation for many vocations including: • Architecture • Teaching • Fashion • Set design/ construction • Advertising • Animation • Illustration • Sign writing • Graphic design • Interior design

* Preparation for Tertiary study:

Most Universities, Art Colleges and TAFE colleges require the presentation of a folio of practical work as part of the selection process for entry into Art courses. The Senior Visual Art course provides material for this folio.

Authority Registered Subjects

(Non OP subjects)


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AGRICULTURAL PRACTICES

OVERVIEW

Agricultural Practices provides opportunities for students to build their understanding of expectations for work in agricultural settings and develop an understanding of career pathways, jobs and other opportunities available for participating in and contributing to agricultural activities.

Agricultural Practices includes two areas of study, ‘Animal studies’ and ‘Plant studies’, which focus on building knowledge and skills suited to practical situations in agricultural workplaces. ‘Safety and management practices’ are embedded across both areas of study and focus on building knowledge and skills in working safely, effectively and efficiently in practical agricultural situations. These practices include skills needed to work effectively as an individual and as part of a team, to build relationships with peers, colleagues and wider networks, to collaborate and communicate appropriately with others, and to plan, organise and complete tasks on time. These skills are valued in all settings where people work together, and therefore position students for successful transition to work, training and other collaborative environments. A course of study in Agricultural Practices can establish a basis for further education, training and employment in agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as agricultural shows.

COURSE OUTLINE

Topics studied throughout the course will be based around the following areas of study: Machinery operations Animal identification and health Water supply systems and infrastructure Plant production Animal husbandry From paddock to plate Issues of reproduction

ASSESSMENT

Assessment in agricultural and horticultural studies is designed to enable students to demonstrate achievement in the objectives of knowledge and understanding, problem solving, and work-related skills. Assessment techniques may include teacher checklists, objective and short answer tests, extended response tasks, response to stimulus tasks and projects.


There are no requirements for the subject, but students should have an interest in agriculture and a good ability to follow directions and work safely.

ADDITIONAL COSTS

Approximately $50

LEADS TO…

A course of study in Agricultural Practices can establish a basis for further education, training and employment in agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as agricultural shows.

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SQ

BUSINESS STUDIES

OVERVIEW Business Studies focuses on the knowledge, understanding and skills related to participation and work in business contexts. Business Studies focuses on providing opportunities for students to learn in, through and about business activity.

By undertaking Business Studies, students will explore the business practices valued in business workplaces. These business practices include business fundamentals, financial literacy, business communication and business technology. Students will explore, develop and learn the business practices required in business contexts through four business functions. The business functions include; Working in administration; Working in finance; Working with customers; and Working in marketing.

COURSE OUTLINE In the Business Study Area Specification, the study area core is a body of knowledge and concepts associated with business workplace culture and practices, and the development of skills, processes and attitudes crucial for making valid decisions.

The four aspects of the study area core include:

Business fundamentals

Financial literacy

Business communication

Business technology

These aspects are delivered in conjunction with ‘Business functions’ units which include: Administration, Finance, Customers and Marketing.

ASSESSMENT A variety of assessment techniques will be used throughout the course. These may include:

Objective and short-answer responses Projects (individual and/or group) Non-written presentations (eg. multimedia presentation, a seminar presentation) Procedural applications - this involves application of manual and/or computerised

procedures to produce business documentation.


Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Business, have good computer skills and an interest in business.

ADDITIONAL COSTS

Approximately $50

LEADS TO… A course of study in Business Studies can establish a basis for further education and employment in the fields of office administration, data entry, retail, reception, small business, finance administration, leisure activities and broader life roles.


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SK

BUILDING AND CONSTRUCTION SKILLS

The Building and Construction Skills subject focuses on the underpinning industry practices and construction processes required to create, maintain and repair the built environment. It provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills.

The subject includes two core topics — ‘Industry practices’ and ‘Construction processes’. Students explore the knowledge, understanding and skills of the core topics through selected industry-based electives in response to local needs, available resources and teacher expertise.

By doing construction tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including information and drawings, safely demonstrate fundamental construction skills and apply skills and procedures with hand/power tools and equipment, communicate using oral, written and graphical modes, organise, calculate and plan construction processes and evaluate the structures they create using predefined specifications.

A course of study in Building and Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.

ASSESSMENT

In Building and Construction Skills there are three criteria from which a student’s exit level of achievement is derived:

Knowledge and understanding Analysing and Applying Producing and Evaluating.

The criteria are of equal weighting in determining a student’s exit level of achievement. Students may be assessed in a number of ways including:

Practical projects Practical examination Written examination


Students undertaking Building and Construction Skills are required to supply and wear the following items of safety clothing EVERY lesson.

Personal safety glasses Solid top shoes as per the school’s uniform policy Long hair and loose clothing MUST be restrained appropriately (hat or hairnet) A hat is required for outdoor work

ADDITIONAL COSTS

Subject fees apply to this course however these fees only cover basic course requirements. If during the course subject fees are unpaid after Semester 1, students will be required to change subjects.

LEADS TO… A course of study in Building and Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.

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DRAMA IN PRACTICE

OVERVIEW Drama in Practice has been developed as a two-year program of study for a broad range of students. The course aims to develop confident and creative communicators who can work as individuals and in teams to analyse, evaluate and communicate their thoughts effectively in a variety of written and spoken mediums. Unit One: Realism This introductory unit will provide students with a foundation in the elements of drama while developing their knowledge and understanding of the conventions of Realism. Students will develop an understanding of Realism’s purposes: to entertain and challenge. Unit Two: Epic Theatre This unit will challenge, empower and educate students through various historical, political and sociological contexts. Students will develop an understanding of key themes including classism, power, inequality, ownership, judgement, injustice and propaganda found in the work of modern dramatists. Unit Three: Theatre of the Absurd Students will explore the art of directing by shaping and managing dramatic action to realise a dramatic vision in this unit. Unit Four: Primary Ties This unit requires students to devise, prepare and present a ‘Theatre for Young People’ performance for Kilcoy Primary School students. Unit Five: Elizabethan Theatre Students will investigate Elizabethan theatre through dramatic and historical contexts, to realise the meaning and relevance of Shakespeare’s work. Unit Six: Cinematic Theatre By utilising a diverse range of contemporary dramatic conventions including the integration of cinematic theatre conventions with live performance, students will explore various youth issues. Unit Seven: Verbatim Theatre Throughout this unit students will explore and experiment with styles, forms and context to deliver a performance of dramatic life stories for a community group (with the purpose to inform, chronicle, celebrate and entertain). Unit Audition: The Audition This final unit will provide students with the opportunity to prepare for an audition using a selection of dramatic principles and practices in order to entertain, challenge, inform and celebrate.


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ASSESSMENT Assessment tasks will be designed to assess students in the following dimensions:

Knowing and understanding elements and principles of drama Applying and analysing dramatic elements and principles Creating and evaluating dramatic performances

Tasks could include: Extended responses to stimulus (e.g. critique of a live play) Performance (e.g. acting, directing, designing) Projects (e.g portfolios, scripts, multimodal presentations)

GUIDELINES FOR SELECTING THIS SUBJECT Although junior Drama is not a prerequisite for this subject, it would be advantageous if students have studied, and experienced a degree of success in this subject prior to undertaking Drama in Practices.

ADDITIONAL COSTS

Nil

LEADS TO… Students who successfully complete modules may gain advanced standing/credit transfer into a range of courses or qualifications offered by other registered training organisations. Students may consider careers as Actors – film, TV and theatre, stage managers, set and costume design for stage and TV, events managers, community and youth arts officers, writers and dramaturges and drama teachers. For further information on job pathways go to the Australian Apprenticeships Pathways website, www.aapathways.com.au (search for job pathway charts).

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NC

ENGLISH COMMUNICATION OVERVIEW The English Communication (workplace) Study Area Specification does not count towards an Overall Position but is an approved course of study which establishes a basis for students’ further learning. It will develop essential communication skills while building on the needs and interests of students who select it and assist in accelerating students through TAFE courses in a range of vocational fields. (Assessment is criterion based and students will exit with a level of achievement: high, sound etc.) COURSE OUTLINE At the end of the two year period students receive recognition on their Senior Statement. Students will participate in English Communication through a thematic approach, focusing on work, community and leisure over the two year course. Examples of themes from the program of study that incorporate these modules include ‘The Travel Industry’, ‘Workplace Survival’, ‘Stories of Me’ and ‘Inspirational Films’.

ASSESSMENT All assessment instruments involve real-life or life-like contexts. 50-70% of tasks are non-written while 30-50% is written. Non-written tasks include oral presentations and practical activities (eg. organising events). Speaking is a compulsory course component. GUIDELINES FOR SELECTING THIS SUBJECT There are no requirements for the subject, but students who have an interest in developing essential communication skills to enhance employment or after-school opportunities are encouraged to enrol.

ADDITIONAL COSTS

Nil

LEADS TO …. On successful completion of English Communication, you will:

Be able to carry out a limited range of entry-level employment tasks, such as those requiring basic literacy skills in comprehension, giving and receiving information, working effectively in a team, writing simple work-based documents, making simple analyses of documents and resources, dealing with customers and clients.

Possess a range of skills, attitudes and knowledge that will assist you in roles not specifically related to employment, for example as a student and as a citizen in general.


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SK

FURNISHING SKILLS

OVERVIEW Furnishing Skills is a authority registered subject that develops life skills that directly apply to a technical or industrial field and that help students adjust to the changing demands of society.

In general, all students should be able to use their creativity and derive satisfaction from working with materials, tools and machines while they gain the skills they need to prepare themselves for future employment as well as recreation and leisure.

COURSE OUTLINE A course in Furnishing Skills comprises: • a mandatory core study area integrated throughout the course • specific units of study which focus on the Furnishings industry.

The subject has been designed as a project-based or activity-based course that emphasises using current industry practice and safe technological processes to solve problems or complete tasks in a workshop or simulated workplace environment.

Key elements include: Introduction to the furnishing industry Safety in the furnishing workplace Drawing interpretation and setting out Selection and application of hand and power tools Selection and application of static machinery Materials selection, construction and assembly of a product Surface preparation and finishing

ASSESSMENT In Furnishing Skills there are three criteria from which a student’s exit level of achievement is derived:

Knowledge and understanding Analysing and Applying Producing and Evaluating.

The criteria are of equal weighting in determining a student’s exit level of achievement. Students may be assessed in a number of ways including:

Practical projects Practical examination Written examination

GUIDELINES FOR SELECTING THIS SUBJECT Students undertaking Furnishing Studies are required to supply and wear the following items of safety clothing EVERY lesson.

Personal safety glasses Solid top shoes as per the school’s uniform policy Long hair and loose clothing MUST be restrained appropriately (hat or hairnet)

ADDITIONAL COSTS

Subject fees apply to this course however these fees only cover basic course requirements. If during the course subject fees are unpaid after Semester 1, students will be required to change subjects.

LEADS TO… A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trade roles including furniture-maker, wood machinist, cabinet-maker, shopfitter, upholsterer, furniture restorer.

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HOSPITALITY PRACTICES Hospitality is an area of study that provides students with a range of interpersonal skills with a general application in personal and working life, as well as with specific knowledge and skills related to employment within the industry. The hospitality industry has become increasingly important in Australian society as a source of expanding employment opportunities. This subject is designed to provide an understanding of the role of the hospitality industry as well as the structure, scope and operation of related activities. The hospitality industry provides the context and standards in which students not only learn to understand the industry’s workplace culture and practices, but also develop the skills, processes and attitudes crucial for making valid decisions about future career paths. This subject also enables students to investigate hospitality as a source of leisure activities, life skills, or as an avenue for further study.

COURSE OUTLINE Students will complete this subject over 4 semesters completing 5 underpinning topics of the core study area that are integrated with 3 elective areas.

COURSE DETAILS Core study areas: The hospitality industry Communication for the hospitality industry Cultural awareness for the hospitality industry Workplace health, hygiene and safety procedures in the hospitality industry Hospitality event management.

Elective study areas Food production Beverage Production Food and Beverage Service

ASSESSMENT Whilst undertaking this Authority Registered subject; Hospitality students will be assessed on both practical and theoretical components of the course under the three criteria; knowledge and understanding, examining and applying, planning and evaluating.

Assessment methods may include:

Practical Tasks Practical Cookery Exam

Objective and Short Response Exams Industry research Task

Function Event


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There are no prerequisite subjects for Hospitality. ADDITIONAL COSTS

Subject fees apply to this subject and if during the course subject fees are unpaid after Semester 1, students will be required to change subjects. This fee covers weekly cooking ingredients and consumables. LEADS TO… The skills gained in Hospitality will help prepare students for a variety of entry level roles within the hospitality industry. Students interested in gaining certificate II or III level qualifications are encouraged to investigate courses offered through the school’s VET partnerships and discuss this with the Guidance Officer. For further information on job pathways go to the Australian Apprenticeships Pathways website, www.aapathways.com.au (search for job pathway charts)

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J INFORMATION AND COMMUNICATIONS TECHNOLOGY

OVERVIEW

Computers are an integral part of today’s work, study and leisure, and students must know how to use them effectively, efficiently and ethically. Most social environments involve the use of information and communication technology in some form for entertainment, educational and recreational purposes.

Study in Information and Communications Technology is concerned with using ICTs to provide practical solutions to real life or simulated real-life problems. The subject provides flexibility to accommodate new and emerging technologies, and the wide range of interests and abilities of the students who study it. By using a task-oriented approach instead of a tool-oriented approach, emphasis is placed on using ICTs to solve problems or complete tasks.

COURSE OUTLINE

Topics studied throughout the course will incorporate the following core principles: Use ICTs competently Manage time and resources effectively and efficiently Communicate and work with others Engage in self-directed learning Make informed decisions Employ safe and healthy procedures in the use of ICTs Use ICTs ethically Strive for excellence and aim for quality

Possible contexts of study may include: Multimedia authoring Game development Animation 3-D modelling Robotics Digital still imaging Digital video Online communication Network fundamentals Digital audio Document production Website development Managing data

ASSESSMENT

Assessment in Information and Communications Technology is designed to enable students to demonstrate achievement in the objectives of functionality and presentation of a product, and working, managing and reflecting on a process. Assessment techniques may include:

multimedia or single media presentations production design, development and construction case study reports research projects

simulations; or a combination of tasks.


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Although there are no pre-requisites, it would be advantageous if students have studied and experienced a degree of success in Junior Business and/or have good computer skills and an interest in IT.

ADDITIONAL COSTS

Nil

LEADS TO …. A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.

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VM

PREVOCATIONAL MATHEMATICS

OVERVIEW

Prevocational mathematics is designed to help students improve their numeracy skills by consolidating mathematical concepts covered during earlier years of schooling. It may involve the recovering of concepts missed or not fully understood by students. This course aims to build student confidence in mathematical processes through the application of basic numeracy skills and life-related mathematical applications. This course aims to help students make meaning out of maths.

COURSE OUTLINE

During the 4 semesters of this course, students learning experiences will include: - number (whole numbers, fractions, decimals, percentages, ratios etc.) - data (organising, displaying and interpreting) - location and time (maps, timetables, travel plans etc.) - measurement (units of measurement for length, mass, area etc.) - finance (earning income, investing, borrowing, banking etc.)

ASSESSMENT AND REPORTING Student achievement will be measured against three criteria

- KNOWING (knowledge of content, facts, basic skills etc.) - APPLYING (ability to use knowledge to solve problems) - EXPLAINING (ability to use language to describe mathematical procedures)

Students will be graded on an A – E scale depending upon the results they achieve. There are no vocational outcomes available to students who undertake this course. WHO SHOULD UNDERTAKE THIS COURSE? Prevocational Mathematics is a study area specification, and as such results achieved will not contribute to the calculation of an OP (Overall Position). This course is best suited to students who have experienced difficulties in mathematics during previous phases of schooling and who do not require a QCAA Mathematics course to be included in their subject choices (Maths A, B or C).


Students who do not require an OP and who are not particularly strong in maths should consider this subject. Students who are reasonably proficient at maths are advised not to choose this subject as it may not involve enough challenge to maintain engagement.

ADDITIONAL COSTS

Nil

LEADS TO… This subject will help to consolidate basic math skills for students to be able to engage mathematically in today’s world.


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CJ

RECREATION

OVERVIEW

Recreation provides students with an opportunity to participate in physical activity, while developing skills necessary for and beneficial to life. Whether these skills are oriented towards work, fitness or recreation, students will develop their interpersonal skills, to learn and function in varied situations, and to acquire specific knowledge and skills related to further training and employment.

Students will be involved in many different learning experiences, including: engaging in and observing recreation activities; planning and organising activities; working with others and in teams; making decisions and solving problems; gathering and comprehending information from a range of sources; organising and analysing information; conducting surveys; using technology; compiling reports; and communicating ideas and information in a variety of modes and genres.

COURSE OUTLINE

The Recreation study-area core is a body of knowledge, concepts and skills that provides part of the framework for exploring relationships between learning in, about and through recreation activity. It allows students to recognise the benefits of recreation activities. It is progressively developed and integrated in units of work through key learning experiences. The basis of the study-area core is:

Recreation, you and the community — examining the effects of recreation on individuals and communities

Physical activity and healthy lifestyle — investigating the role of physical activity in maintaining good health

Safety, risk awareness and health concerns — evaluating strategies to promote health and safety

Interpersonal and group dynamics — investigating personal and interpersonal skills to achieve goals.

This course will focus mostly on the playing of sport, but there is still a written/theory component. The blend between the two would be roughly two lessons per week of practical sport, and one lesson per week of theory. The theory component of this course is not of the same level of difficulty as that which is in the Authority PE course.

ASSESSMENT

Assessment will be reflective of the course combining a mix of theory and practical work. Results achieved in this course will not contribute towards the achievement of an Overall Position.


Students who enjoy playing sport, but don’t enjoy the theory side of Physical Education, should consider this subject. The focus of this subject is on skills and skill development, with a lesser focus on the theory.

ADDITIONAL COSTS

At times sporting activities at venues outside of Kilcoy High School grounds will involve extra cost. Eg. Use of Kilcoy Sports Centre / Gymnasium.

LEADS TO…

This subject will help students with a view to a career in the fitness/community health industries.

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CP

SCIENCE IN PRACTICE

OVERVIEW

To have an informed voice in charting the future of society and to effectively participate in society and everyday life, where science and technology play significant and increasing roles, students need to be scientifically literate.

Science in Practice contributes to developing scientifically literate individuals who are interested in and understand the world around them by talking about science issues. They are able to identify questions, investigate and draw evidence-based conclusions. By questioning claims made by others about scientific matters, students will be able to make informed decisions about the environment and their own health and well-being.

COURSE OUTLINE

Topics studied throughout the course will be based around the following course organisers: science in the workplace resources, energy and sustainability health and lifestyles environments discovery and change

Contexts of study may include: red claw / aquaponics SCUBA forensics winemaking lifestyle diseases first aid sport performance water quality powering our lives

ASSESSMENT

Assessment in science in practice is designed to enable students to demonstrate achievement in the objectives of knowing, investigating and connecting. Assessment techniques may include supervised exams, response to stimulus, short response items, research tasks, portfolios of work, reports, oral reports, demonstrations, set-up and maintenance of systems and organising and delivering presentation tasks (such as Science Week events).


There are no requirements for the subject, but students should have an interest in science and a good ability to follow directions and work safely.

ADDITIONAL COSTS

Nil

LEADS TO…

A course of study in Science in Practice is inclusive and caters for a wide range of students with a variety of backgrounds, interests and career aspirations. It can establish a basis for further education and employment in many fields, e.g. animal welfare, food technology, forensics, health and medicine, the pharmaceutical industry, recreation and tourism, research, and the resources sector.


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AP

VISUAL ARTS IN PRACTICE

OVERVIEW

Art is an important part of the development of students. The Visual Arts in Practice course at Kilcoy State High School develops creativity with a focus on community involvement. This subject focuses on students engaging in art-making processes and making virtual or physical visual artworks for a purpose. This occurs in two to four of the following areas — 2D, 3D, digital and 4D, design, and craft.

COURSE OUTLINE

Visual art in practice involves the study of 3 core topics: Visual mediums, technologies and techniques Visual literacies and contexts Artwork realisation

It also incorporates the following areas of study, with examples of options:

2D – mixed media, journal, photography

3D – ceramics, sculpture, wearable art

Digital and 4D – animation, film

Design – public design, costume and stage design, illustration

Craft – decorative crafts, fashion crafts, functional crafts

ASSESSMENT

Students are assessed on their comprehension of art-making processes as well as their ability to communicate and evaluate concepts and ideas. Assessment techniques may include projects, products, extended response to stimulus or investigations. Please note: Practical assessment items and written tasks are given equal weighting in this subject.


There are no requirements for the subject, but students should have an interest in art and a good ability to follow directions and work safely.

ADDITIONAL COSTS

Subject fees apply to this subject and if during the course subject fees are unpaid after Semester 1, students will be required to change subjects.

LEADS TO...

A course of study in visual arts in practice can establish a basis for further education and employment in fields of design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.

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Partnership with Schools Program MEM20413 Certificate II in Engineering Pathways

Program Description This school-based program is designed to give students an introduction to an engineering or related working environment. Students will gain skills and knowledge in the areas of engineering industry. The focus is on engineering tools and equipment to produce or modify objects.

Career Pathways Career opportunities in the manufacturing and engineering industry include:

Designer Diesel fitter Fitter & turner Lab Tech Machinist Moulder Metal fabrication worker Sheet metal worker Pattern Maker Technical officer

Further study options Certificate III (apprenticeship) in a specialist manufacturing or engineering area of the

student’s choice Certificate IV and Diploma level engineering study Students may receive credit for relevant competencies towards a related

apprenticeship

Delivery mode TAFE Queensland SkillsTech partners with schools enabling the school’s teacher to deliver trade training in their school. TAFE Qld SkillsTech provides the school with mentor support and advice on the training delivery and student assessment to ensure a high standard and industry-relevant training is delivered.


Competencies

Code Core/Elec Nominal Hours Title

MEM13014A Core 10 Apply principles of occupational health and safety in the work environment

MEMPE005A Core 20 Develop a career plan for the engineering and manufacturing industry

MEMPE006A Core 80 Undertake a basic engineering project

MSAENV272B Core 30 Participate in environmentally sustainable work practices

MEM16006A Elective 20 Organise and communicate information

MEM16008A Elective 20 Interact with computing technology

MEM18001C Elective 20 Use hand tools

MEM18002B Elective 20 Use power tools/hand held operations

MEMPE001A Elective 60 Use engineering workshop machines

MEMPE002A Elective 40 Use electric welding machines

MEMPE003A Elective 40 Use oxy-acetylene and soldering equipment

MSAPMSUP106A Elective 30 Work in a team

QCE Credits: 4 NB: Units may be subject to change

Further information

Students interested in joining the program should contact the school VET Coordinator.

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ASSESSMENT

The majority of the assessment in Certificate II in Manufacturing Technology is practical in nature, however evidence gathered towards competencies may be collected using a variety of techniques. These include:

completed practical projects teacher observations during workshop sessions teacher questioning and the completion of checklists

Some written assessment will also take place to assess elements of the course that cannot be assessed through practical work. Techniques used may include:

formal testing compilation of written material completion of Work Plans.

Safety in the workplace is an important aspect of the course and will be evident in student projects and assessment.

Assessment of the units of competency is competency based. Competency-based assessment is the process of collecting evidence and making judgments on whether or not 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. GUIDELINES FOR SELECTING THIS SUBJECT

Although junior Industrial Technology is not a prerequisite for this subject, it would be advantageous if students have studied, and experienced a degree of success in this subject prior to undertaking Certificate II in Engineering Pathways.

Students undertaking Certificate II in Engineering Pathways require the following items of equipment:

Overalls Personal Safety Glasses A4 theory book

Students are required to provide and wear their own safety glasses and protective footwear each lesson, students not willing to do this should not take this subject. For further information on job pathways go to the Australian Apprenticeships Pathways website, www.aapathways.com.au (search for job pathway charts)

OTHER INFORMATION

This is a Stand Alone subject. Therefore students DO NOT receive a level of achievement.

ADDITIONAL FEES Subject fees apply to this subject and if during the course subject fees are unpaid after Semester 1, students will be required to change subjects.


OTHER COURSES OF STUDY

Vocational Education

Kilcoy SHS offers outstanding Vocational Education programs. Students have the opportunity to participate in quality learning programs, working towards certificates in the following subjects:

Certificate II in Rural Operations (External Provider: UQ Gatton)

The Certificate II in Rural Operations course has been developed to provide students with the opportunity to experience and develop a diverse range of skills for students and to prepare for the workforce. Students will also focus on Occupational Health and Safety training, and gain hands-on skills to work with crops, machinery and livestock, tractors, chemicals, and quad bikes. The Cert II will be delivered over 2 years and will commence in Year 11.

Certificate II in Hospitality (External Provider)

The Certificate II in Hospitality course will provide tailored and flexible training with a focus on engaging, interactive and completion driven training and employment outcomes for students. Students in Year 11 and 12 with this industry as a career in mind are offered this opportunity. It will be completed within one school year.

Certificate II Public Safety (Fire Fighting Operations) (External Provider: QFES)

This program is only accessible to students 16 years of age and over. Students are required to join a local brigade as a Registered Junior. All Personal protective Equipment required is provided free of charge and all manuals and learning resources. Participants are automatically covered by QFES Rural Operations insurance and Work Cover policies. On completion of the qualification students become an active Volunteer firefighter and earn four Credits towards their QCE.

Certificate II in Health Support Services, AllevE8 (External Provider: TAFE East Coast)

AllevE8 is a Department of Education & Training ‘school to work’ transition program which prepares students in all aspects of employment, whilst they are still at school. It includes a 20 week (1 day per week) work placement and completion of Certificate II in Health Support Services over the full Year 12 year. Some of the benefits to students open up employment opportunities and career pathways, develop employability skills and achievement of up to 6 QCE points.

Certificate II in Transport and Logistics, GenR8 (External Provider: Brisbane TAFE)

GenR8 is a Department of Education & Training ‘school to work’ transition program for Year 12 students wanting to enter the Transport Logistics & Supply Chain industry. The program runs over the full Year 12 school year. It combines 20 weeks of structured work placements (1 day per week) with a recognized qualification (Certificate II in Logistics). At completion of the program, Year 12 students are securing a range of employment opportunities including apprenticeships, traineeships, permanent, part time and casual employment.


TAFE

BRISBANE NORTH INSTITUTE OF TAFE (BNIT) - Caboolture Campus How does it work? Brisbane North Institute of TAFE offers the opportunity for high school students in year 10 (must be 14 years, 9 months), year 11 and year 12 a range of training options eg: BNIT one day a week during the school term over two years to complete a Certificate II or Certificate III. Alternately, in some programs, if a school has the required student numbers and the necessary resources there is the possibility of running the program from the school site. How to students participate in courses? Study should be identified in the students SET Plan. Prior to commencement of TAFE courses schools/students must post/email/fax completed New Students Details form to BNIT on 3258 5315 by the end of September. The school will receive notification in October of students who have been successful in gaining a place in programs for the following year. Students will be sent a letter to their home address over the holidays advising them also. What fees do students pay? School students who undertake a nationally recognised VET qualification at TAFE as part of their senior studies will pay no tuition fees where the qualification is part of, or progresses towards, a Certificate III or higher level qualification (as per the Queensland Skills Plan). However the following associated costs will be charged. Material fees will be advised prior to course commencement as they vary in each course. An administration fee of $30 per student is to be paid yearly. These fees must be paid prior to commencement of a program. International fees will apply to all international students. No refund is available once course commences. Schools are to advise BNIT School Liaison Officer of any students who wish to withdraw from the program. Some courses require students to purchase a text book. Attendance It is important that students, schools, and parents commit to the program to ensure students attend all scheduled classes. This will greatly enhance their opportunities to successfully complete all units of competency. Students missing classes during a term will be at risk of not successfully completing their program.

Student Support

Schools and TAFE work together to provide access to a range of vocational courses.

Students gain vocational skills and academic qualifications while studying their Queensland Certificate of Education (QCE).

Delivery on a school site is an option in some courses.

Deadline for all applications are required to be lodged to the BNIT Schools’ unit by the last Friday of Term 3 each year. To view courses offered at the BNIT - Caboolture Campus visit the website below

http://tafebrisbane.edu.au/about-us/locations/caboolture

View courses available at TAFE Queensland Brisbane's Caboolture campus.

Please Note: Participation in these courses is subject to students being able to make their own transport arrangements.

Year 11 School

Year 12 School

Diploma at BNIT

Undergraduate degree

Queensland Certificate of

Education (QCE) with BNIT Certificate

Diploma study (credits given

on Year 11 and 12 training)

University (students receive up to one year of

credit for Diploma) or employment

Employment – Apprenticeship / Traineeship

Year 11 School

Year 12 School

Diploma at BNIT

Undergraduate degree

Queensland Certificate of

Education (QCE) with BNIT Certificate

Diploma study (credits given

on Year 11 and 12 training)

University (students receive up to one year of

credit for Diploma) or employment

Employment – Apprenticeship / Traineeship


UNIVERSITY EARLY START PROGRAMS

Some universities offer Early Start Programs to Year 12 students. These programs allow eligible year 12 students to study semester units from various degree programs. This study provides credit towards a student’s QCE. If successful students are offered direct entry to the program of study related to the unit or units they have completed while at school. FOR MORE INFORMATION PLEASE ASK THE GUIDANCE OFFICER, DEPUTY PRINCIPAL OR PRINCIPAL.

BRISBANE SCHOOL OF DISTANCE EDUCATION and VIRTUAL SCHOOLING

Opportunity may exist for students to study some subjects not offered by our school through the School of Distance Education (SDE) or the Virtual Schooling Service (VSS). The choice is restricted to the more academic subjects. For SDE subjects, students are sent published materials on a regular basis and must complete and return set tasks by specified due dates. Students may be able to phone or email their teacher for some guidance, however SDE does not conduct regular phone lessons. VSS subjects are delivered through a combination of on-line lessons and independent study. Student on-line lesson times are determined by the VSS and students may need to come out of other classes to participate. Work missed from classes will then need to be caught up in the student’s own time. In general, students who enrol in SDE or VSS must be able to work independently to a very high degree, must be totally committed to meeting course requirements and deadlines, and must be achieving at least an A or B standard in Year 10 English and Maths if they are to be successful. Parents are advised that semester fees may apply for these modes of study, and are generally non-refundable if the student terminates their study during the course. Students interested in this mode of study must seek advice and approval from the school administration.

Senior Subject Guide 2019 - Kilcoy State High School · G:\Coredata\Office\SCHOOL\Enrolment...

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Transcript of Senior Subject Guide 2019 - Kilcoy State High School · G:\Coredata\Office\SCHOOL\Enrolment...