2021 QCE Curriculum Guide - for students graduating in 2022 - Years 11 and 12 All She Can Be - The Glennie School
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2021 QCE Curriculum Guide
for students graduating in 2022 - Years 11 and 12
_____
All She Can Be®
Contents
Welcome to the new QCE 3
Introduction 3
Overview 4
Subject Selection 4
Subject Changes 4
The Queensland Certificate of Education 5
Senior Education Profile 5
Senior Statement 5
Queensland Certificate of Education (QCE) 5
Queensland Certificate of Individual Achievement (QCIA) 5
The Australian Tertiary Admission Rank (ATAR) 7
ATAR Eligibility 7
ATAR Calculation 7
Vocational Education and Training (VET) and the ATAR 7
Curriculum Guide 8
Study Options 8
Study Sequence 8
Study Requirements 8
Prerequisites and Constraints 9
Overview of General and Applied Syllabuses 9
General Syllabuses 9
Applied Syllabuses 10
QCAA Senior Syllabus Subjects at Glennie 11
VET Subjects at Glennie 45
Vocational Education and Training 45
Traineeships 45
Additional Subjects at Glennie 49
Religious Education 49
Careers Education 49
Personal Development 50
Page 2
Welcome to the new QCE
Introduction
The introduction of the new
Queensland Certificate of
Education (QCE) system is
the most significant change
to senior curriculum and
assessment in Queensland
since the early 1970s.
The change involves:
• a new senior assessment
model that combines school-based assessment
developed and marked by classroom teachers, with
external assessment set and marked by the Queensland
Curriculum and Assessment Authority (QCAA); and
• a move from the current Overall Position (OP) tertiary
entrance rank to an Australian Tertiary Admission
Rank (ATAR), as used by other Australian states and
territories.
In responding to this change, The Glennie School has
developed a curriculum program that:
• offers breadth and depth in order to provide students
with challenge and enjoyment whilst also meeting
tertiary entrance pre-requisite requirements; and
• provides multiple pathways as well as flexible and
supportive study options for our diverse student
cohorts.
Our QCE program provides courses of study, resources,
programs and support structures to assist students
to develop into capable and confident young women
of strength and integrity – optimistic, self-aware and
adaptable, with a strong sense of compassion and social
justice.
We look forward to working with you to ensure your
daughter’s senior pathway leads to personal success.
Tonia Gloudemans
Deputy Principal - Head of Curriculum
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 3
Overview
The 2021 QCE Curriculum Guide is designed to provide In making choices, students are reminded that courses for
students and parents with an overview of the new senior Years 11 and 12 are two year courses, and they should,
curriculum, and to assist students with making informed therefore, choose carefully. Subject changes at a later
decisions about subject choices. date may be very limited and restricted to the first three
For students in Year 10, this guide should be used to learn weeks of every semester.
about the QCE and map out a program of study for the Subject Changes
final two years at Glennie. It is important that students plan their QCE program
In the new QCE system, students can study a wide variety carefully, as subject changes at a later date may be very
of subjects: limited and restricted by QCAA rules.
• QCAA General subjects Specifically, students may change a subject:
• QCAA Applied subjects
• in the first three weeks of Unit 1 and Unit 2
• Vocational education and training (VET) courses
• at the end of Unit 1 and Unit 2
• School-based apprenticeships and traineeships
• if space and blocking support the change
• University subjects completed while at school
Subject changes in the new QCE are not possible at the
• Workplace learning
end of Unit 3 as Units 3 and 4 are studied as a sequence
• Certificates and awards such as those issued by the
Australian Music Examinations Board and are assessed as such for the purposes of calculating
Students should choose subjects according to their an Australian Tertiary Admission Rank (ATAR).
learning goals, and what they enjoy and are good Change requests must be made on curriculum grounds
at. Students should also pay close attention to the only and not on the basis of a student or parent request
prerequisite requirements of the undergraduate courses for a change of teacher.
they are considering for tertiary study.
In deciding which electives to study, it is important to
consider:
• the QCAA senior syllabus subject summaries
• the School guidelines for subject selections
• advice from the Careers Advisor and the Vocational
Education and Training (VET) Co-ordinator, as well as
Heads of Department
• the student’s interests, abilities and motivation
• keeping open as many options as possible
• making choices that will develop skills, knowledge and
attitudes which will be useful throughout life
Students are encouraged to reflect on their preferred
activities, strengths and aptitudes, personality style and
future career and life goals, and to use this knowledge as
a basis for course selection.
Subject Selection
Year 10 students will make initial choices from the elective
subjects on offer. These choices will be used to guide the
decision-making as to the subjects that will run at the start
of Year 11.
Once decisions have been made, the subject lines will
be created. These lines represent the subjects that will
be blocked on the timetable at the same time. Whilst we
do our best to meet students’ preferences, this may not
always be possible due to limitations of class size and
viability, the constraints of combined Year 11 and 12
classes, and blocking combinations. Students will be asked
to make reserve selections in order to help the school
best meet the needs of all students.
Page 4
The Queensland Certificate of Education
Senior Education Profile General and Applied subjects, vocational education and
Students in Queensland are issued with a Senior training, workplace and community learning, as well as
Education Profile (SEP) upon completion of their senior university subjects undertaken while at school.
studies. This profile may include a: If a student does not achieve enough credit to qualify for
• Senior Statement a Queensland Certificate of Education (QCE) by the end
• Queensland Certificate of Education (QCE) of their senior phase of schooling, they can continue to
• Queensland Certificate of Individual Achievement (QCIA) accrue, through further study, the required amount of
Senior Statement learning, at a set standard and in a set pattern for up to
The Senior Statement is a transcript of a student’s learning nine years after the learning account is opened.
account. It shows all QCE- contributing studies and the Once a student achieves the set number of credits and
results achieved that may contribute to the award of a has completed the QCE requirements, the Queensland
QCE. Curriculum and Assessment Authority (QCAA) awards their
If a student has a Senior Statement, then they have QCE in the following July or December.
satisfied the completion requirements for Year 12 in Details of the various ways in which students can gain the
Queensland. required 20 credits for a QCE can be found below and on
page 6. Please note that the QCE rules are quite complex
Queensland Certificate of Education (QCE) and are subject to change.
Students may be eligible for a Queensland Certificate of
Education (QCE) at the end of their senior schooling. To Queensland Certificate of Individual
be awarded a QCE, a student must complete a significant Achievement (QCIA)
amount of learning, to a set standard and in a set pattern, The Queensland Certificate of Individual Achievement
while meeting literacy and numeracy requirements. (QCIA) reports the learning achievements of eligible
students who complete an individual learning program.
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.
Students have a wide range of learning options to achieve
a Queensland Certificate of Education (QCE) including
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 5
Page 6
The Australian Tertiary Admission ATAR Calculation
Rank (ATAR) The ATAR will be calculated by combining a student’s best
From 2020, the Australian Tertiary Admission Rank (ATAR) five subject scaled scores. Scaled scores will be derived
will replace the Overall Position (OP) as the standard from a student’s subject results as reported to QTAC by
pathway to tertiary study for Queensland Year 12s. The the Queensland Curriculum and Assessment Authority
ATAR will be introduced for students who will graduate (QCAA), using a process of inter-subject scaling.
from the end of 2020 and seek entry to tertiary courses
Inter-Subject Scaling
from 2021.
Inter-subject scaling is where raw scores for a given
The ATAR is the standard measure of overall school subject are adjusted so the results for that subject can be
achievement used in all other Australian states and compared fairly with the results of any other subject.
territories. It is a rank indicating a student’s position
As scaling is based on actual subject achievement data, it
overall relative to other students.
will not be possible to provide the scaled subject data until
The calculation of an Australian Tertiary Admission Rank 2020 when the first students qualify for ATARs in the new
(ATAR) will be based on a student’s: system. The first year of the ATAR system will provide base
• best five General subject results or line information about the scaling of subjects for inclusion
• best results in a combination of four General subject
in the ATAR calculation.
results plus an Applied subject result or a Certificate III
Trend information on the scaling of subjects will be
or higher VET qualification.
available in the years immediately following the first year.
The Queensland Tertiary Admissions Centre (QTAC) has
responsibility for ATAR calculations. Vocational Education and Training (VET)
ATAR Eligibility and the ATAR
Each VET qualification level (Certificate III or higher) will
To be eligible for an ATAR, a student must have:
have a single scaled score that can be included in a
• satisfactorily completed an English subject
• completed five General subjects, or four General student’s ATAR. For example, a Certificate III in Hospitality
subjects plus one Applied subject or VET course at AQF and a Certificate III in Laboratory Skills will each have the
certificate III or above same scaled score; this will be regardless of the duration
• accumulated their subject results within a five-year or area of study of the Certificate III.
period. It is expected that the scaled score for a completed VET
English Requirement Diploma will be higher than that for a completed VET
Eligibility for an ATAR will require satisfactory completion Certificate IV, which in turn will be higher than the scaled
of a QCAA English subject. Satisfactory completion will score for a completed VET Certificate III.
require students to attain a result that is equivalent to As with inter-subject scaling information, scaled scores for
a Sound Level of Achievement in one of five subjects — VET qualifications will not be available until 2020.
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.
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 7
Curriculum Guide
Study Options Studies are made up of Units numbered 1, 2, 3 and 4 and
each unit is studied over a semester:
QCAA General Subjects
• Units 1 and 2 are designed to be studied by Year 11
General subjects are suited to students who are
students, but they can be studied by students in Year
interested in pathways beyond senior secondary
10. For example:
schooling that lead primarily to tertiary studies and to
• French Immersion students will study French Units 1
pathways for vocational education and training and work. and 2 in Year 10
General subjects include Extension subjects. • All students will study English Unit 1 in Terms 2 and 3 of
QCAA Applied Subjects Year 10
• Units 1 and 2 may be studied separately or in sequence.
Applied subjects are suited to students who are primarily
• Units 3 and 4 are designed to be studied by Year
interested in pathways beyond senior secondary
12 students but they can also be studied by Year 11
schooling that lead to vocational education and training or
students. For example:
work. • French Immersion students may elect to study French
Vocational Education and Training Units 3 and 4 in Year 11
Vocational Education and Training (VET) certificates and • Units 3 and 4 must be studied as a sequence.
qualifications can contribute to the achievement of a Students are required to study 23 – 25 units (or
student’s QCE and provide a range of pathways to work, equivalent) in the QCE program at Glennie, consisting of:
further education and training. • One unit in Year 10 (English Unit 1)
• 12 units (6 subjects) generally in Year 11, and
Advanced Courses of Study • 10 or 12 units (5 or 6 subjects) generally in Year 12
Studies at tertiary level are called Advanced Courses A word of caution: although Year 12 students may reduce
of Study. They enable students to include a first-year the number of subjects they study from 6 to 5, in the
university subject into their study program and entry into absence of inter-subject scaling information for Year 12
these courses is based on academic merit. 2020, students are strongly advised to continue with 6
subjects in Year 12.
Study Sequence
The QCE program at Glennie is designed to provide Study Requirements
breadth and depth of study of Units 1, 2, 3 and 4. In Years 11 and 12, students are required to study an
Students will begin their full QCE program at the start of English and Mathematics subject as part of their QCE
Term 4 Year 10 for the following reasons: program.
• Each unit is written notionally for 55 hours of teaching, Timetabled time is also allocated to Religious Education,
learning and assessment Careers Education, Personal Development and Study
• Coursework for Units 3 and 4 in the Mathematics and Skills.
Science syllabuses must be completed by mid-Term 3
Year 12, and for the remainder of syllabus subjects by
the start of Term 4 Year 12. As a result, the study of Unit
3 must begin in Term 4 Year 11
• A sound basis of skill development and foundational
learning in Year 11 is crucial for success in Year 12
The structure of the unit sequence for the QCE program
at Glennie is as follows:
Term 1 Term 2 Term 3 Term 4
Year 12 Unit 3 Unit 4 External Exams
Year 11 Unit 1 Unit 2 Unit 3
Australian Curriculum - Year 10
Start of Year 11
Year 10 Units 1 and 2 (French)
Unit 1
Unit 1 (English)
Page 8Prerequisites and Constraints Overview of General and Applied
1. To assist students to select the appropriate English Syllabuses
subject for their QCE program:
General Syllabuses
• In Year 10 all students will study English Unit 1 in
General syllabuses course overview
Terms 2 and 3
• In Term 4 of Year 10 and Term 1 of Year 11 all General syllabuses are developmental four-unit courses of
students will study Unit 1 of either Literature or study.
Essential English Units 1 and 2 provide foundational learning, allowing
• In Term 2 of Year 11 students will begin Units 2 – 4 of students to experience all syllabus objectives and begin
English and/or Literature or Essential English as part engaging with the course subject matter. It is intended
of the senior study sequence that Units 1 and 2 are studied as a pair. Assessment in
2. To study Specialist Mathematics, students must also Units 1 and 2 provides students with feedback on their
choose Mathematical Methods: progress in a course of study and contributes to the
Specialist Mathematics is designed to be taken in award of a QCE. Students should complete Units 1 and 2
conjunction with, or on completion of, Mathematical before starting Units 3 and 4.
Methods. It is assumed that work covered in Mathematical Units 3 and 4 consolidate student learning. Assessment in
Methods will be known before it is required in Specialist Units 3 and 4 is summative and student results contribute
Mathematics. to the award of a QCE and to ATAR calculations.
3. To study French or Japanese, students must have Alternative Sequences
studied these subjects in Years 8, 9 and 10. Schools may decide to implement an alternative sequence
4. To study French Extension in Year 12, students should course of study as an option for managing combined
have first completed the French Units 3 and 4 in Year classes. Alternative sequences have the same syllabus
11: objectives and subject matter as the parent syllabus
Students should already have well-developed but where necessary may recognise subject matter
communication skills in French to enable them to undertake and assessment requirements to ensure comparable
the language work required in this subject. This group may complexity across Units 1 and 2 and Units 3 and 4. An
include students who have completed immersion courses in alternative sequence subject result will not differ from
Years 8 to 10, who have participated in exchange schemes, its parent General Syllabus subject result for both
who have formally studied French for a significant period certification and tertiary entrance purposes.
of time and/or who are background speakers. The course is
Extension syllabuses course overview
studied either concurrently with, or after, Units 3 and 4 of
Extension subjects are extensions of the related General
the General course in French, or its equivalent. ‘Equivalent’
subjects and include external assessment. Extension
refers to compatible interstate or overseas school French
subjects are studied either concurrently with, or after,
syllabuses or qualifications.
Units 3 and 4 of the General course of study.
5. To study Music Extension in Year 12 students must have
Extension syllabuses are courses of study that consist
completed Units 1 and 2 in Music and be enrolled in
of two units (Units 3 and 4). Subject matter, learning
Units 3 and 4 (or equivalent):
experiences and assessment increase in complexity
The subject assumes that Units 1 and 2 of the Music
across the two units as students develop greater
syllabus (or equivalent) have been studied before
independence as learners.
commencing this syllabus. ‘Equivalent’ refers to compatible
The results from Units 3 and 4 contribute to the award of
interstate or overseas school Music syllabuses or
a QCE and to ATAR calculations.
qualifications. The course is studied either concurrently with,
or after, Units 3 and 4 of the general course in Music. Units 1 and 2 assessments
6. To study English & Literature Extension in Year 12, Schools decide the sequence, scope and scale of
students must be enrolled in Units 3 and 4 of English or assessments for Units 1 and 2. These assessments
Literature. should reflect the local context. Teachers determine the
To study English & Literature Extension, students should assessment program, tasks and marking guides that are
have completed Units 1 and 2 of either English or Literature. used to assess student performance for Units 1 and 2.
In Year 12, students undertake Units 3 and 4 of English & Units 1 and 2 assessment outcomes provide feedback to
Literature Extension concurrently with, or after, Units 3 and students on their progress in the course of study. Schools
4 of English and/or Units 3 and 4 of Literature. should develop at least two but no more than four
assessments for Units 1 and 2. At least one assessment
must be completed for each unit.
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 9Units 3 and 4 assessments result in an Applied Subject can be used in the calculation
Students complete a total of four summative assessments of a student’s ATAR.
— three internal and one external — that count towards A course of study for Applied syllabuses includes core
the overall subject result in each General subject. topics and elective areas for study.
Schools develop three internal assessments for each Assessment
senior subject to reflect the requirements described in Applied syllabuses use four summative internal
Units 3 and 4 of each General syllabus. assessments from Units 3 and 4 to determine a student’s
The three summative internal assessments need to be exit result.
endorsed by the QCAA before they are used in schools. Schools should develop at least two but no more than
Students’ results in these assessments are externally four internal assessments for Units 1 and 2 and these
confirmed by QCAA assessors. These confirmed results assessments should provide students with opportunities
from internal assessment are combined with a single to become familiar with the summative internal
result from an external assessment, which is developed assessment techniques to be used for Units 3 and 4.
and marked by the QCAA. The external assessment result Applied syllabuses do not use external assessment.
for a subject contributes to a determined percentage of a
Instrument-specific standards matrixes
students’ overall subject result.
For each assessment instrument, schools develop an
For most subjects this is 25%; for Mathematics and
instrument-specific standards matrix by selecting the
Science subjects it is 50%.
syllabus standards descriptors relevant to the task and
Instrument-specific marking guides the dimension/s being assessed. The matrix is shared with
Each syllabus provides instrument-specific marking guides students and used as a tool for making judgments about
(ISMGs) for summative internal assessments. The ISMGs the quality of students’ responses to the instrument.
describe the characteristics evident in student responses Schools develop assessments to allow students to
and align with the identified assessment objectives. demonstrate the range of standards.
Assessment objectives are drawn from the unit objectives Essential English — Common internal assessment
and are contextualised for the requirements of the
Students complete a total of four summative internal
assessment instrument.
assessments in Units 3 and 4 that count toward
External assessment their overall subject result. Schools develop three of
External assessment is summative and adds valuable the summative internal assessments and the other
evidence of achievement to a student’s profile. External summative assessment is a common internal assessment
assessment is: (CIA) developed by the QCAA.
• common to all schools The CIA for Essential English is based on the learning
• administered under the same conditions at the same described in Unit 3 of the syllabus. The CIA is:
time and on the same day
• developed by the QCAA
• developed and marked by the QCAA according to a
• common to all schools
commonly applied marking scheme.
• delivered to schools by the QCAA
The external assessment contributes a determined
• administered flexibly in Unit 3
percentage (see specific subject guides — assessment) to • administered under supervised conditions
the student’s overall subject result and is not privileged • marked by the school according to a common marking
over summative internal assessment. scheme developed by the QCAA.
Applied Syllabuses The CIA is not privileged over the other summative
Applied syllabuses course overview internal assessment.
Applied syllabuses are developmental four-unit courses of Summative internal assessment — instrument-
study. specific standards
Units 1 and 2 of the course are designed to allow students The Essential English syllabus provides instrument-specific
to begin their engagement with the course content, i.e. standards for the three summative internal assessments
the knowledge, understanding and skills of the subject. in Units 3 and 4.
Course content, learning experiences and assessment The instrument-specific standards describe the
increase in complexity across the four units as students characteristics evident in student responses and align
develop greater independence as learners. with the identified assessment objectives. Assessment
Units 3 and 4 consolidate student learning. Results from objectives are drawn from the unit objectives and are
assessment in Applied subjects contribute to the award of contextualised for the requirements of the assessment
a QCE and results from Units 3 and 4 may contribute as instrument.
a single input to ATAR calculation. I.e. No more than one
Page 10QCAA Senior Syllabus Subjects at Glennie
Mathematics Health and Physical Education
General General
• General Mathematics • Health
• Mathematical Methods • Physical Education
• Specialist Mathematics
Science
English
General
General • Agricultural Science
• English • Biology
• Literature • Chemistry
• English & Literature Extension (Year 12 • Physics
only)
Languages
Applied
General
• Essential English
• French
Humanities • French Extension (Year 12 only)
• Japanese
General
• Accounting The Arts
• Ancient History
General
• Economics
• Dance
• Geography
• Drama
• Legal Studies
• Music
• Modern History
• Music Extension - Composition, Musicology
Technologies or Performance (Year 12 only)
• Visual Art
General
• Design Applied
• Digital Solutions • Visual Arts in Practice
Applied
• Fashion
School-based VET Subjects at Glennie
Certificate II in Skills for Work and Vocational Pathways
Certificate II and III in Hospitality
Certificate III in Business
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 11General Mathematics General Senior Subject
General Mathematics’ major domains are Number and Structure
algebra, Measurement and geometry, Statistics, and Unit 1
Networks and matrices, building on the content of the Money, measurement and relations
P–10 Australian Curriculum. • Consumer arithmetic
General Mathematics is designed for students who want • Shape and measurement
to extend their mathematical skills beyond Year 10 but • Linear equations and their graphs
whose future studies or employment pathways do not Unit 2
require calculus. Applied trigonometry, algebra, matrices and
Students build on and develop key mathematical univariate data
ideas, including rates and percentages, concepts from • Applications of trigonometry
financial mathematics, linear and non-linear expressions, • Algebra and matrices
sequences, the use of matrices and networks to model • Univariate data analysis
and solve authentic problems, the use of trigonometry to Unit 3
find solutions to practical problems, and the exploration Bivariate data, sequences and change, and Earth
of real-world phenomena in statistics. geometry
Students engage in a practical approach that equips Bivariate data analysis
learners for their needs as future citizens. They learn • Time series analysis
to ask appropriate questions, map out pathways, • Growth and decay in sequences
reason about complex solutions, set up models and • Earth geometry and time zones
communicate in different forms. They experience the Unit 4
relevance of mathematics to their daily lives, communities Investing and networking
and cultural backgrounds. They develop the ability to • Loans, investments and annuities
understand, analyse and take action regarding social • Graphs and networks
issues in their world. • Networks and decision mathematics
Pathways Assessment
A course of study in General Mathematics can establish Schools devise assessments in Units 1 and 2 to suit their
a basis for further education and employment in the local context.
fields of business, commerce, education, finance, IT, social In Units 3 and 4 students complete four summative
science and the arts. assessments. The results from each of the assessments
are added together to provide a subject score out of 100.
Objectives Students will also receive an overall subject result (A–E).
By the conclusion of the course of study, students will: Summative assessments
• select, recall and use facts, rules, definitions and
Unit 3
procedures drawn from Number and algebra,
Measurement and geometry, Statistics, and Networks Summative internal assessment 1 (IA1): 20%
and matrices • Problem-solving and modelling task
• comprehend mathematical concepts and techniques Summative internal assessment 2 (IA2): 15%
drawn from Number and algebra, Measurement and • Examination
geometry, Statistics, and Networks and matrices Unit 4
• communicate using mathematical, statistical and Summative internal assessment 3 (IA3): 15%
everyday language and conventions • Examination
• evaluate the reasonableness of solutions Units 3 and 4
• justify procedures and decisions by explaining
Summative external assessment (EA): 50%
mathematical reasoning
• solve problems by applying mathematical concepts • Examination
and techniques drawn from Number and algebra,
Measurement and geometry, Statistics, and Networks
and matrices.
Page 12Mathematical Methods General Senior Subject
Mathematical Methods’ major domains are Algebra, Structure
Functions, relations and their graphs, Calculus and Unit 1
Statistics. Algebra, statistics and functions
Mathematical Methods enables students to see the • Arithmetic and geometric sequences and series 1
connections between mathematics and other areas of the • Functions and graphs
curriculum and apply their mathematical skills to real- • Counting and probability
world problems, becoming critical thinkers, innovators • Exponential functions 1
and problem-solvers. • Arithmetic and geometric sequences
Unit 2
Students learn topics that are developed systematically,
with increasing levels of sophistication, complexity Calculus and further functions
and connection, and build on algebra, functions and • Exponential functions 2
their graphs, and probability from the P–10 Australian • The logarithmic function 1
• Trigonometric functions 1
Curriculum. Calculus is essential for developing an
• Introduction to differential calculus
understanding of the physical world. The domain
• Further differentiation and applications 1
Statistics is used to describe and analyse phenomena
• Discrete random variables 1
involving uncertainty and variation. Both are the basis
Unit 3
for developing effective models of the world and solving
Further calculus
complex and abstract mathematical problems.
• The logarithmic function 2
Students develop the ability to translate written,
• Further differentiation and applications 2
numerical, algebraic, symbolic and graphical information • Integrals
from one representation to another. They make complex Unit 4
use of factual knowledge to successfully formulate,
Further functions and statistics
represent and solve mathematical problems.
• Further differentiation and applications 3
Pathways • Trigonometric functions 2
A course of study in Mathematical Methods can establish • Discrete random variables 2
a basis for further education and employment in the fields • Continuous random variables and the normal
distribution
of natural and physical sciences (especially physics and
• Interval estimates for proportions
chemistry), mathematics and science education, medical
and health sciences (including human biology, biomedical Assessment
science, nanoscience and forensics), engineering Schools devise assessments in Units 1 and 2 to suit their
(including chemical, civil, electrical and mechanical local context.
engineering, avionics, communications and mining), In Units 3 and 4 students complete four summative
computer science (including electronics and software assessments. The results from each of the assessments
design), psychology and business. are added together to provide a subject score out of 100.
Students will also receive an overall subject result (A–E).
Objectives
By the conclusion of the course of study, students will: Summative assessments
• select, recall and use facts, rules, definitions and Unit 3
procedures drawn from Algebra, Functions, relations Summative internal assessment 1 (IA1): 20%
and their graphs, Calculus and Statistics • Problem-solving and modelling task
• comprehend mathematical concepts and techniques Summative internal assessment 2 (IA2): 15%
drawn from Algebra, Functions, relations and their • Examination
graphs, Calculus and Statistics Unit 4
• communicate using mathematical, statistical and
Summative internal assessment 3 (IA3): 15%
everyday language and conventions
• Examination
• evaluate the reasonableness of solutions
• justify procedures and decisions by explaining Units 3 and 4
mathematical reasoning Summative external assessment (EA): 50%
• solve problems by applying mathematical concepts and • Examination
techniques drawn from Algebra, Functions, relations and
their graphs, Calculus and Statistics.
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 13Specialist Mathematics General Senior Subject
Specialist Mathematics’ major domains are Vectors and Structure
matrices, Real and complex numbers, Trigonometry, Specialist Mathematics is to be undertaken in conjunction
Statistics and Calculus. with, or on completion of, Mathematical Methods.
Specialist Mathematics is designed for students who Unit 1
develop confidence in their mathematical knowledge Combinatorics, vectors and proof
and ability, and gain a positive view of themselves as • Combinatorics
mathematics learners. They will gain an appreciation of • Vectors in the plane
the true nature of mathematics, its beauty and its power. • Introduction to proof
Students learn topics that are developed systematically, Unit 2
with increasing levels of sophistication, complexity and Complex numbers, trigonometry, functions and
connection, building on functions, calculus, statistics from matrices
Mathematical Methods, while vectors, complex numbers • Complex numbers 1
and matrices are introduced. Functions and calculus • Trigonometry and functions
are essential for creating models of the physical world. • Matrices
Statistics are used to describe and analyse phenomena Unit 3
involving probability, uncertainty and variation. Matrices, Mathematical induction, and further vectors, matrices
complex numbers and vectors are essential tools for and complex numbers
explaining abstract or complex relationships that occur in • Proof by mathematical induction
scientific and technological endeavours. • Vectors and matrices
Student learning experiences range from practising • Complex numbers 2
essential mathematical routines to developing procedural Unit 4
fluency, through to investigating scenarios, modelling the Further statistical and calculus inference
real world, solving problems and explaining reasoning. • Integration and applications of integration
• Rates of change and differential equations
Pathways • Statistical inference
A course of study in Specialist Mathematics can establish
a basis for further education and employment in the fields Assessment
of science, all branches of mathematics and statistics, Schools devise assessments in Units 1 and 2 to suit their
computer science, medicine, engineering, finance and local context.
economics. In Units 3 and 4 students complete four summative
assessments. The results from each of the assessments
Objectives are added together to provide a subject score out of 100.
By the conclusion of the course of study, students will: Students will also receive an overall subject result (A–E).
• select, recall and use facts, rules, definitions and Summative assessments
procedures drawn from Vectors and matrices, Real and
Unit 3
complex numbers, Trigonometry, Statistics and Calculus
• comprehend mathematical concepts and techniques Summative internal assessment 1 (IA1): 20%
drawn from Vectors and matrices, Real and complex • Problem-solving and modelling task
numbers, Trigonometry, Statistics and Calculus Summative internal assessment 2 (IA2): 15%
• communicate using mathematical, statistical and • Examination
everyday language and conventions Unit 4
• evaluate the reasonableness of solutions Summative internal assessment 3 (IA3): 15%
• justify procedures and decisions, and prove • Examination
propositions by explaining mathematical reasoning
Summative external assessment (EA): 50%
• solve problems by applying mathematical concepts and
• Examination
techniques drawn from Vectors and matrices, Real and
complex numbers, Trigonometry, Statistics and Calculus.
Page 14English General Senior Subject
English focuses on the study of both literary texts and contexts
non-literary texts, developing students as independent, • use grammar and language structures for particular
innovative and creative learners and thinkers who purposes
appreciate the aesthetic use of language, analyse • use mode-appropriate features to achieve particular
purposes.
perspectives and evidence, and challenge ideas and
interpretations through the analysis and creation of varied Structure
texts. Unit 1
Students are offered opportunities to interpret and create Perspectives and texts
texts for personal, cultural, social and aesthetic purposes. • Examining and creating perspectives in texts
They learn how language varies according to context, • Responding to a variety of non-literary and literary texts
purpose and audience, content, modes and mediums, • Creating responses for public audiences and persuasive
and how to use it appropriately and effectively for a variety texts
of purposes. Students have opportunities to engage with Unit 2
diverse texts to help them develop a sense of themselves, Texts and culture
their world and their place in it. • Examining and shaping representations of culture in
Students communicate effectively in Standard Australian texts
English for the purposes of responding to and creating • Responding to literary and non-literary texts, including a
texts. They make choices about generic structures, focus on Australian texts
• Creating imaginative and analytical texts
language, textual features and technologies for
Unit 3
participating actively in literary analysis and the creation
of texts in a range of modes, mediums and forms, for a Textual connections
variety of purposes and audiences. They explore how • Exploring connections between texts
literary and non-literary texts shape perceptions of the • Examining different perspectives of the same issue in
texts and shaping own perspectives
world, and consider ways in which texts may reflect
• Creating responses for public audiences and persuasive
or challenge social and cultural ways of thinking and
texts
influence audiences.
Unit 4
Pathways Close study of literary texts
A course of study in English promotes open-mindedness, • Engaging with literary texts from diverse times and
imagination, critical awareness and intellectual flexibility — places
skills that prepare students for local and global citizenship, • Responding to literary texts creatively and critically
and for lifelong learning across a wide range of contexts. • Creating imaginative and analytical texts
Objectives Assessment
By the conclusion of the course of study, students will: Schools devise assessments in Units 1 and 2 to suit their
• use patterns and conventions of genres to achieve local context.
particular purposes in cultural contexts and social In Units 3 and 4 students complete four summative
situations assessments. The results from each of the assessments
• establish and maintain roles of the writer/speaker/ are added together to provide a subject score out of 100.
signer/designer and relationships with audiences Students will also receive an overall subject result (A–E).
• create and analyse perspectives and representations of Summative assessments
concepts, identities, times and places
Unit 3
• make use of and analyse the ways cultural assumptions,
attitudes, values and beliefs underpin texts and invite Summative internal assessment 1 (IA1): 25%
audiences to take up positions • Extended response — written response for a public
• use aesthetic features and stylistic devices to achieve audience
purposes and analyse their effects in texts Summative internal assessment 2 (IA2): 25%
• select and synthesise subject matter to support • Extended response — persuasive spoken response
perspectives Unit 4
• organise and sequence subject matter to achieve Summative internal assessment 3 (IA3): 25%
particular purposes • Extended response — imaginative written response
• use cohesive devices to emphasise ideas and connect
Summative external assessment (EA): 25%
parts of texts
• make language choices for particular purposes and • Examination — analytical written response
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 15Literature General Senior Subject
Literature focuses on the study of literary texts, Structure
developing students as independent, innovative and Unit 1
creative learners and thinkers who appreciate the Introduction to literary studies
aesthetic use of language, analyse perspectives and • Ways literary texts are received and responded to
evidence, and challenge ideas and interpretations through • How textual choices affect readers
the analysis and creation of varied literary texts. • Creating analytical and imaginative texts
Students engage with language and texts through a range Unit 2
of teaching and learning experiences to foster the skills to Texts and culture
communicate effectively. They make choices about generic • Ways literary texts connect with each other — genre,
structures, language, textual features and technologies concepts and contexts
to participate actively in the dialogue and detail of literary • Ways literary texts connect with each other — style and
analysis and the creation of imaginative and analytical structure
texts in a range of modes, mediums and forms. • Creating analytical and imaginative texts
Unit 3
Students explore how literary texts shape perceptions of
the world and enable us to enter the worlds of others. Literature and identity
They explore ways in which literary texts may reflect • Relationship between language, culture and identity in
or challenge social and cultural ways of thinking and literary texts
• Power of language to represent ideas, events and
influence audiences.
people
Pathways • Creating analytical and imaginative texts
A course of study in Literature promotes open- Unit 4
mindedness, imagination, critical awareness and Independent explorations
intellectual flexibility — skills that prepare students for • Dynamic nature of literary interpretation
local and global citizenship, and for lifelong learning • Close examination of style, structure and subject matter
across a wide range of contexts. • Creating analytical and imaginative texts
Objectives Assessment
By the conclusion of the course of study, students will: Schools devise assessments in Units 1 and 2 to suit their
• use patterns and conventions of genres to achieve local context.
particular purposes in cultural contexts and social In Units 3 and 4 students complete four summative
situations assessments. The results from each of the assessments
• establish and maintain roles of the writer/speaker/ are added together to provide a subject score out of 100.
signer/designer and relationships with audiences Students will also receive an overall subject result (A–E).
• create and analyse perspectives and representations of
Summative assessments
concepts, identities, times and places
Unit 3
• make use of and analyse the ways cultural assumptions,
attitudes, values and beliefs underpin texts and invite Summative internal assessment 1 (IA1): 25%
audiences to take up positions • Examination — analytical written response
• use aesthetic features and stylistic devices to achieve Summative internal assessment 2 (IA2): 25%
purposes and analyse their effects in texts • Extended response —
• select and synthesise subject matter to support imaginative spoken/multimodal response
perspectives Unit 4
• organise and sequence subject matter to achieve Summative internal assessment 3 (IA3): 25%
particular purposes
• Extended response —
• use cohesive devices to emphasise ideas and connect
imaginative written response
parts of texts
Summative external assessment (EA): 25%
• make language choices for particular purposes and
contexts • Examination — analytical written response
• use grammar and language structures for particular
purposes
• use mode-appropriate features to achieve particular
purposes.
Page 16English & Literature Extension General Senior Subject
English & Literature Extension is an extension of both different interpretations of literary texts
the English (2019) and the Literature (2019) syllabuses • evaluate interpretations of literary texts, making explicit
and therefore offers more challenge than other English the theoretical approaches that underpin them
courses as it builds on the study students have already • synthesise analysis of literary texts, theoretical
approaches and interpretations with supporting
undertaken.
evidence.
English & Literature Extension provides a theorised study
of literature, to understand themselves and the potential Structure
of literature to expand the scope of their experiences. To study English & Literature Extension, students should
They ask critical questions about cultural assumptions, have completed Units 1 and 2 of either English or
implicit values and differing world views encountered in an Literature. In Year 12, students undertake Units 3 and 4 of
exploration of social, cultural and textual understandings English & Literature Extension concurrently with, or after,
about literary texts and the ways they might be Units 3 and 4 of English and/or Units 3 and 4 of Literature.
interpreted and valued. Unit 3
Students apply different theoretical approaches to analyse Ways of reading
and evaluate a variety of literary texts and different ways • Readings and defences
readers might interpret these texts. They synthesise • Complex transformation and defence
different interpretations and relevant theoretical Unit 4
approaches to produce written and spoken/signed Exploration and evaluation
extended analytical and evaluative texts. The nature • Extended academic research paper
of the learning in this subject provides opportunities • Application of theory
for students to work independently on intellectually
Assessment
challenging tasks.
In Units 3 and 4 students complete four summative
Pathways assessments. The results from each of the assessments
A course of study in English & Literature Extension can are added together to provide a subject score out of 100.
establish a basis for further education and employment Students will also receive an overall subject result (A–E).
in a range of fields, and can lead to a range of careers in Unit 3
areas where understanding social, cultural and textual Summative internal assessment 1 (IA1): 20%
influences on ways of viewing the world is a key element, • Extended response — reading and defence
such as law, journalism, media, arts, curating, education, Summative internal assessment 2 (IA2): 20%
policy and human resources. It also provides a good • Extended response — complex transformation and
introduction to the academic disciplines and fields of defence
study that involve the application of methodologies based Unit 4
on theoretical understandings. Summative internal assessment 3 (IA3): 35%
Objectives • Extended response — academic research paper
By the conclusion of the course of study, students will: Summative external assessment (EA): 25%
• demonstrate understanding of literary texts studied to • Examination — theorised exploration of unseen text
develop interpretation/s
• demonstrate understanding of different theoretical
approaches to exploring meaning in texts
• demonstrate understanding of the relationships among
theoretical approaches
• apply different theoretical approaches to literary texts to
develop and examine interpretations
• analyse how different genres, structures and
textual features of literary texts support different
interpretations
• use appropriate patterns and conventions of academic
genres and communication, including correct
terminology, citation and referencing conventions
• use textual features in extended analytical responses to
create desired effects for specific audiences
• evaluate theoretical approaches used to explore
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 17Essential English Applied Senior Subject
Essential English develops and refines students’ Structure
understanding of language, literature and literacy to Unit 1
enable them to interact confidently and effectively with Language that works
others in everyday, community and social contexts. • Responding to a variety of texts used in and developed
Students recognise language and texts as relevant in for a work context
their lives now and in the future and learn to understand, • Creating multimodal and written texts
accept or challenge the values and attitudes in these Unit 2
texts. Texts and human experiences
Students engage with language and texts to foster • Responding to reflective and nonfiction texts that
skills to communicate confidently and effectively in explore human experiences
Standard Australian English in a variety of contemporary • Creating spoken and written texts
contexts and social situations, including everyday, social, Unit 3
community, further education and work-related contexts. Language that influences
They choose generic structures, language, language • Creating and shaping perspectives on community, local
features and technologies to best convey meaning. They and global issues in texts
develop skills to read for meaning and purpose, and to • Responding to texts that seek to influence audiences
use, critique and appreciate a range of contemporary Unit 4
literary and non-literary texts. Representations and popular culture texts
Students use language effectively to produce texts for a • Responding to popular culture texts
variety of purposes and audiences and engage creative • Creating representations of Australian identifies, places,
and imaginative thinking to explore their own world and events and concepts
the worlds of others. They actively and critically interact Assessment
with a range of texts, developing an awareness of how the Schools devise assessments in Units 1 and 2 to suit their
language they engage with positions them and others. local context.
Pathways In Units 3 and 4 students complete four summative
A course of study in Essential English promotes open- assessments. Schools develop three summative internal
mindedness, imagination, critical awareness and assessments and the common internal assessment (CIA)
intellectual flexibility — skills that prepare students for is developed by the QCAA.
local and global citizenship, and for lifelong learning Summative assessments
across a wide range of contexts. Unit 3
Summative internal assessment 1 (IA1):
Objectives
• Extended response — spoken/signed response
By the conclusion of the course of study, students will:
Summative internal assessment 2 (IA2):
• use patterns and conventions of genres to achieve
particular purposes in cultural contexts and social • Common internal assessment (CIA)
situations Unit 4
• use appropriate roles and relationships with audiences Summative internal assessment 3 (IA3):
• construct and explain representations of identities, • Extended response — Multimodal response
places, events and concepts Summative internal assessment (IA4):
• make use of and explain the ways cultural assumptions, • Extended response — Written response
attitudes, values and beliefs underpin texts and
influence meaning
• explain how language features and text structures
shape meaning and invite particular responses
• select and use subject matter to support perspectives
• sequence subject matter and use mode-appropriate
cohesive devices to construct coherent texts
• make mode-appropriate language choices according to
register informed by purpose, audience and context
• use language features to achieve particular purposes
across modes.
Page 18Accounting General Senior Subject
Accounting provides opportunities for students to develop Structure
an understanding of the essential role Accounting plays Unit 1
in the successful performance of any organisation. It Real world accounting
involves systematically organising, critically analysing • Accounting for a service business — cash, accounts
and communicating financial data and information for receivable, accounts payable and no GST
decision-making. • End-of-month reporting for a service business
Students learn fundamental accounting concepts in order Unit 2
to understand accrual accounting and managerial and Management effectiveness
accounting controls, preparing internal financial reports, • Accounting for a trading GST business
ratio analysis and interpretation of internal and external • End-of-year reporting for a trading GST business
financial reports. They synthesise financial data and other Unit 3
information, evaluate accounting practices, solve authentic Monitoring a business
accounting problems, make decisions and communicate • Managing resources for a trading GST business — non-
recommendations. current assets
Students develop numerical, literacy, technical, financial, • Fully classified financial statement reporting for a trading
critical thinking, decision-making and problem-solving GST business
skills. They develop an understanding of the ethical Unit 4
attitudes and values required to participate effectively and Accounting — the big picture
responsibly in a changing business environment. • Cash management
• Complete accounting process for a trading GST business
Pathways • Performance analysis of a listed public company
A course of study in Accounting can establish a basis
for further education and employment in the fields of Assessment
accounting, business, management, banking, finance, law, Schools devise assessments in Units 1 and 2 to suit their
economics and commerce. local context.
In Units 3 and 4 students complete four summative
Objectives assessments. The results from each of the assessments
By the conclusion of the course of study, students will: are added together to provide a subject score out of 100.
• comprehend accounting concepts, principles and Students will also receive an overall subject result (A–E).
processes
Summative assessments
• apply accounting principles and processes
Unit 3
• analyse and interpret financial data and information
• evaluate accounting practices to make decisions and Summative internal assessment 1 (IA1): 25%
propose recommendations • Examination — combination response
• synthesise and solve accounting problems Summative internal assessment 2 (IA2): 25%
• create responses that communicate meaning to suit • Examination — combination response
purpose and audience. Unit 4
Summative internal assessment 3 (IA3): 25%
• Project — cash management
Summative external assessment (EA): 25%
• Examination — short response
2021 QCE Curriculum Guide for students graduating in 2022 - Years 11 and 12 Page 19Ancient History General Senior Subject
Ancient History provides opportunities for students to • Agrippina the Younger
study people, societies and civilisations of the past, from • Nero
the development of the earliest human communities • Boudica
to the end of the Middle Ages. Students explore the • Richard the Lionheart
• Alternative choice of personality
interaction of societies, and the impact of individuals and
Unit 3
groups on ancient events and ways of life, and study the
development of some features of modern society, such Reconstructing the ancient world
as social organisation, systems of law, governance and • Fifth Century Athens (BCE)
religion. • Philip II and Alexander III of Macedon
Unit 4
Students analyse and interpret archaeological and written
evidence. They develop increasingly sophisticated skills People, power and authority
and understandings of historical issues and problems Schools choose one study of power from:
by interrogating the surviving evidence of ancient sites, • Ancient Rome — Civil War and the breakdown of the
societies, individuals and significant historical periods. Republic
They investigate the problematic nature of evidence, • Augustus
pose increasingly complex questions about the past and Assessment
formulate reasoned responses. Schools devise assessments in Units 1 and 2 to suit their
Students gain multi-disciplinary skills in analysing textual local context.
and visual sources, constructing arguments, challenging In Units 3 and 4 students complete four summative
assumptions, and thinking both creatively and critically. assessments. The results from each of the assessments
are added together to provide a subject score out of 100.
Pathways
Students will also receive an overall subject result (A–E).
A course of study in Ancient History can establish a basis
for further education and employment in the fields of Summative assessments
archaeology, history, education, psychology, sociology, Unit 3
law, business, economics, politics, journalism, the Summative internal assessment 1 (IA1): 25%
media, health and social sciences, writing, academia and • Examination — essay in response to historical sources
research. Summative internal assessment 2 (IA2): 25%
• Independent source investigation
Objectives Summative internal assessment 3 (IA3): 25%
By the conclusion of the course of study, students will:
• Investigation — historical essay based on research
• comprehend terms, issues and concepts
Summative external assessment (EA): 25%
• devise historical questions and conduct research
• Examination — short responses to historical sources
• analyse historical sources and evidence
• synthesise information from historical sources and
evidence
• evaluate historical interpretations
• create responses that communicate meaning.
Structure
Unit 1
Investigating the ancient world
• Digging up the past
• Ancient societies — Beliefs, rituals and funerary
practices.
Unit 2
Personalities in their time
• Hatshepsut
• Akhenaten
• Rameses II
• Perikles
• Caesar
• Hannibal Barca
• Cleopatra
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