Clontarf Beach State High School Senior Subject Guide 2020 v1.0

 
Clontarf Beach State High School Senior Subject Guide 2020 v1.0
Clontarf Beach State High School

 Senior Subject Guide 2020 v1.0

                                   172142
Clontarf Beach State High School Senior Subject Guide 2020 v1.0
Contents
Senior Education Profile ________________________________ 4
Statement of results ............................................................................................ 4
Queensland Certificate of Education (QCE) ....................................................... 4
Queensland Certificate of Individual Achievement (QCIA) ................................. 4

Senior subjects _______________________________________ 4
Underpinning factors .......................................................................................... 5
Vocational education and training (VET) ............................................................ 5
Australian Tertiary Admission Rank (ATAR) ....................................................... 5

General syllabuses ____________________________________ 6
Structure ............................................................................................................. 6
Assessment ........................................................................................................ 6

Applied syllabuses ____________________________________ 8
Structure ............................................................................................................. 8
Assessment ........................................................................................................ 8

Clontarf Beach SHS Senior Subjects ____________________ 10

Subject fee Schedule for Years 11 and 12 ________________ 11

Mathematics_________________________________________ 12
General Mathematics ....................................................................................... 12
Mathematical Methods ..................................................................................... 14
Specialist Mathematics ..................................................................................... 16
Essential Mathematics ...................................................................................... 18

English _____________________________________________ 20
English .............................................................................................................. 20
Literature .......................................................................................................... 22
Essential English .............................................................................................. 24

Humanities __________________________________________ 26
Ancient History ................................................................................................. 26
Geography ........................................................................................................ 28
Legal Studies .................................................................................................... 30
Modern History ................................................................................................. 32
Social & Community Studies ............................................................................ 34
Tourism............................................................................................................. 36
Languages __________________________________________ 38
French .............................................................................................................. 38

Practical Arts ________________________________________ 40
Design .............................................................................................................. 40
Food & Nutrition................................................................................................ 42
Engineering Skills ............................................................................................. 44
Furnishing Skills ............................................................................................... 46
Fashion ............................................................................................................. 48
Hospitality Practices ......................................................................................... 50
Industrial Graphics Skills .................................................................................. 52
Early Childhood Studies ................................................................................... 54

Business and Information Technology ___________________ 56
Business ........................................................................................................... 56
Economics ........................................................................................................ 58
Information & Communication Technology ....................................................... 60
Certificate II in Business (BSB20115) ............................................................... 62
Certificate III in Business (BSB30115) .............................................................. 63

Physical Education ___________________________________ 64
Physical Education ........................................................................................... 64
Sport & Recreation ........................................................................................... 66
Certificate III in Fitness ..................................................................................... 68

Science _____________________________________________ 70
Biology .............................................................................................................. 70
Chemistry ......................................................................................................... 72
Marine Science ................................................................................................. 74
Physics ............................................................................................................. 76
Aquatic Practices .............................................................................................. 78
Science in Practice ........................................................................................... 80

The Arts ____________________________________________ 82
Drama ............................................................................................................... 82
Dance in Practice ............................................................................................. 84
Drama in Practice ............................................................................................. 86
Music in Practice .............................................................................................. 88
Visual Arts in Practice ....................................................................................... 90
Senior Education Profile
Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of
senior studies. This profile may include a:
 statement of results
 Queensland Certificate of Education (QCE)
 Queensland Certificate of Individual Achievement (QCIA).
For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-
qualifications/sep.

Statement of results
Students are issued with a statement of results in the December following the completion of Year
12.
A full record of study will be issued, along with the QCE qualification, in the first December or July
after the student meets the requirements for a QCE.

Queensland Certificate of Education (QCE)
Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their
senior schooling. The QCAA awards a QCE in the following December or once a student
becomes eligible.

Queensland Certificate of Individual Achievement
(QCIA)
The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements
of eligible students who complete an individual learning 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.

                                Senior subjects
Clontarf Beach State High School offers three types of senior subject syllabuses — General,
Applied and VET Courses. Results in General and Applied subjects contribute to the award of a
QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although
no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.
Extension subjects are extensions of the related General subjects and are studied either
concurrently with, or after, Units 3 and 4 of the General course.
Typically, it is expected that most students will complete these courses across Years 11 and 12.
All subjects build on the P–10 Australian Curriculum.

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

Applied syllabuses
Applied subjects are suited to students who are primarily interested in pathways beyond senior
secondary schooling that lead to vocational education and training or work.
Underpinning factors
All senior syllabuses are underpinned by:
 literacy — the set of knowledge and skills about language and texts essential for
  understanding and conveying content
 numeracy — the knowledge, skills, behaviours and dispositions that students need to use
  mathematics in a wide range of situations, to recognise and understand the role of
  mathematics in the world, and to develop the dispositions and capacities to use mathematical
  knowledge and skills purposefully.

General syllabuses
In addition to literacy and numeracy, General syllabuses are underpinned by:
 21st century skills — the attributes and skills students need to prepare them for higher
  education, work and engagement in a complex and rapidly changing world. These include
  critical thinking, creative thinking, communication, collaboration and teamwork, personal and
  social skills, and information & communication technologies (ICT) skills.

Applied syllabuses
In addition to literacy and numeracy, Applied syllabuses are underpinned by:
 applied learning — the acquisition and application of knowledge, understanding and skills in
  real-world or lifelike contexts
 community connections — the awareness and understanding of life beyond school through
  authentic, real-world interactions by connecting classroom experience with the world outside
  the classroom
 core skills for work — the set of knowledge, understanding and non-technical skills that
  underpin successful participation in work.

Vocational education and training (VET)
Students can access VET programs through the school if it:
 is a registered training organisation (RTO)
 has a third-party arrangement with an external provider who is an RTO
 offers opportunities for students to undertake school-based apprenticeships or traineeships.

Australian Tertiary Admission Rank (ATAR)
The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:
 best five General subject results or
 best results in a combination of four General subject results plus an Applied subject result or a
  Certificate III or higher VET qualification.
The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.

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

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

Extension syllabuses course overview
Extension subjects are extensions of the related General subjects and include external
assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the
General course of study.
Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject
matter, learning experiences and assessment increase in complexity across the two units as
students develop greater independence as learners.
The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.

Assessment
Units 1 and 2 assessments
Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These
assessments should reflect the local context. Teachers determine the assessment program, tasks
and marking guides that are used to assess student performance for Units 1 and 2.
Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course
of study. Schools 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.
Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report
levels of achievement to students and parents/carers using grades, descriptive statements or
other indicators.

Units 3 and 4 assessments
Students complete a total of four summative assessments — three internal and one external —
that count towards the overall subject result in each General subject.
Schools develop three internal assessments for each senior subject to reflect the requirements
described in Units 3 and 4 of each General syllabus.
The three summative internal assessments need to be endorsed by the QCAA before they are
used in schools. Students’ results in these assessments are externally confirmed by QCAA
assessors. These confirmed results from internal assessment are combined with a single result
from an external assessment, which is developed and marked by the QCAA. The external
assessment result for a subject contributes to a determined percentage of a students' overall
subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.
Instrument-specific marking guides
Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal
assessments.
The ISMGs describe the characteristics evident in student responses and align with the identified
assessment objectives. Assessment objectives are drawn from the unit objectives and are
contextualised for the requirements of the assessment instrument.
Schools cannot change or modify an ISMG for use with summative internal assessment.
As part of quality teaching and learning, schools should discuss ISMGs with students to help
them understand the requirements of an assessment task.

External assessment
External assessment is summative and adds valuable evidence of achievement to a student’s
profile. External assessment is:
 common to all schools
 administered under the same conditions at the same time and on the same day
 developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes a determined percentage (see specific subject guides —
assessment) to the student’s overall subject result and is not privileged over summative internal
assessment.
Applied syllabuses
Structure
The syllabus structure consists of a course overview and assessment.

Applied syllabuses course overview
Applied syllabuses are developmental four-unit courses of study.
Units 1 and 2 of the course are designed to allow students to begin their engagement with the
course content, i.e. the knowledge, understanding and skills of the subject. Course content,
learning experiences and assessment increase in complexity across the four units as students
develop greater independence as learners.
Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects
contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input
to ATAR calculation.
A course of study for Applied syllabuses includes core topics and elective areas for study.

Assessment
Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a
student’s exit result.
Schools should develop at least two but no more than four internal assessments for Units 1 and 2
and these assessments should provide students with opportunities to become familiar with the
summative internal assessment techniques to be used for Units 3 and 4.
Applied syllabuses do not use external assessment.

Instrument-specific standards matrixes
For each assessment instrument, schools develop an instrument-specific standards matrix by
selecting the syllabus standards descriptors relevant to the task and the dimension/s being
assessed. The matrix is shared with students and used as a tool for making judgments about the
quality of students’ responses to the instrument. Schools develop assessments to allow students
to demonstrate the range of standards.

Essential English and Essential Mathematics — Common internal assessment
Students complete a total of four summative internal assessments in Units 3 and 4 that count
toward their overall subject result. Schools develop three of the summative internal assessments
for each senior subject and the other summative assessment is a common internal assessment
(CIA) developed by the QCAA.
The CIA for Essential English and Essential Mathematics is based on the learning described in
Unit 3 of the respective syllabus. The CIA is:
 developed by the QCAA
 common to all schools
 delivered to schools by the QCAA
 administered flexibly in Unit 3
 administered under supervised conditions
 marked by the school according to a common marking scheme developed by the QCAA.
The CIA is not privileged over the other summative internal assessment.
Summative internal assessment — instrument-specific standards
The Essential English and Essential Mathematics syllabuses provide instrument-specific
standards for the three summative internal assessments in Units 3 and 4.
The instrument-specific standards describe the characteristics evident in student responses and
align with the identified assessment objectives. Assessment objectives are drawn from the unit
objectives and are contextualised for the requirements of the assessment instrument.
Clontarf Beach SHS Senior Subjects
Mathematics                    Practical Arts                  Science
General                        General                         General
 General Mathematics           Design                         Biology
 Mathematical Methods          Food & Nutrition               Chemistry
 Specialist Mathematics                                        Marine Science
                               Applied                          Physics
Applied                         Engineering Skills
 Essential Mathematics         Furnishing Skills             Applied
                                Industrial Graphics Skills     Aquatic Practices
                                Fashion                        Science in Practice
                                Hospitality Practices
English
                                Early Childhood Studies
General
 English
 Literature
                               Business and                    The Arts
Applied                         Information                    General
 Essential English
                                Technology                      Drama
                               General
                                Business                      Applied
                                Economics                      Dance in Practice
Humanities                                                      Drama in Practice
General                        Applied                          Music in Practice
 Ancient History               Information & Communication    Visual Arts in Practices
 Geography                      Technology
 Legal Studies
 Modern History               VET
                                Certificate II in Business
Applied                         Certificate III in Business
 Social & Community Studies
 Tourism

                               Health and Physical
                                Education
Languages                      General
                                Physical Education
General
 French                       Applied
                                Sport & Recreation

                               VET
                                Certificate III in Fitness
Subject fee Schedule for Years 11 and 12
          School policy Re Participation

          Note: School policy, endorsed by the P&C, is that prior to any excursions, camps, Senior jersey purchase,
          schools trips, involvement in District Sport etc all SRS payments should be finalised, or if on a Payment Plan -
          payments are up to date.

          If the camps/excursions are part of mandated curriculum activities and subject fees are involved, all SRS
          payments and subject fees should be finalised, or if on a Payment Plan - payments are up to date.

          Exception will be by negotiation with the Principal only.

                    Year 11         Aquatic Practices (AQP)                                 $85               Per Year
                    Year 11         Biology (BSC)                                           $85               Per Year
                    Year 11         Chemistry (CHM)                                         $35               Per Year
                    Year 11         Dance in Practice (DIP)                                 $35               Per Year
                    Year 11         Design (DES)                                            $25               Per Year
                    Year 11         Drama (DRA)                                             $75               Per Year
                    Year 11         Engineering Skills (ESK)                                $45               Per Year
                    Year 11         Fashion (FAS)                                           $45               Per Year
                    Year 11         Food & Nutrition                                        $55               Per Year
                    Year 11         Furnishing Skills (FUR)                                 $55               Per Year
                    Year 11         Hospitality Practices (HPJ)                             $75               Per Year
                    Year 11         Marine Science (MRN)                                    $85               Per Year
                    Year 11         Music in Practice (MUP)                                 $55               Per Year
                    Year 11         Physical Education (PED)                                $25               Per Year
                    Year 11         Sport & Recreation (REC)                                $35               Per Year
                    Year 11         Visual Arts in Practice (VAP)                           $75               Per Year

                    Year 12         Aquatic Practices (AQP)                                 $35               Per Year
                    Year 12         Chemistry (CHM)                                         $35               Per Year
                    Year 12         Dance in Practice (DIP)                                 $35               Per Year
                    Year 12         Drama (DRA)                                             $75               Per Year
                    Year 12         Engineering Skills (ESK)                                $65               Per Year
                    Year 12         Fashion (FAS)                                           $45               Per Year
                    Year 12         Furnishing Skills (FSK)                                 $75               Per Year
                    Year 12         Hospitality Practices (HPJ)                             $75               Per Year
                    Year 12         Marine Science (MRN)                                    $75               Per Year
                    Year 12         Music in Practice (MUP)                                 $55               Per Year
                    Year 12         Physical Education (PED)                                $25               Per Year
                    Year 12         Sport & Recreation (REC)                                $45               Per Year
                    Year 12         Visual Arts in Practice (VAP)                           $75               Per Year

          Please note:
             If accounts are outstanding or organized payment plans are not up-to-date, restrictions may apply for
              students to attend, or participate in, recreational or extra-curricular pursuits and students’ continued
              enrolment in a subject which incurs a subject fee may be at risk.
             User Pays fees for this subject include the cost of attendance at course related camps and excursions. These
              costs are non-refundable. All camps and excursions are curriculum related and, as such, are compulsory for
              all students enrolled in the course. Failure to attend, for any reason, will not result in a refund and may results
              in withdrawal from the subject.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                                     July 2018
                                                                      Page 11
Mathematics
           General Mathematics
           General senior subject                                                                                  General

          General Mathematics’ major domains are                       Pathways
          Number and algebra, Measurement and
          geometry, Statistics, and Networks and                       A course of study in General Mathematics
          matrices, building on the content of the P–10                can establish a basis for further education
          Australian Curriculum.                                       and employment in the fields of business,
                                                                       commerce, education, finance, IT, social
          General Mathematics is designed for                          science and the arts.
          students who want to extend their
          mathematical skills beyond Year 10 but
          whose future studies or employment
                                                                       Objectives
          pathways do not require calculus.                            By the conclusion of the course of study,
                                                                       students will:
          Students build on and develop key
          mathematical ideas, including rates and                       select, recall and use facts, rules,
          percentages, concepts from financial                           definitions and procedures drawn from
          mathematics, linear and non-linear                             Number and algebra, Measurement and
          expressions, sequences, the use of matrices                    geometry, Statistics, and Networks and
          and networks to model and solve authentic                      matrices
          problems, the use of trigonometry to find
                                                                        comprehend mathematical concepts and
          solutions to practical problems, and the
                                                                         techniques drawn from Number and
          exploration of real-world phenomena in
                                                                         algebra, Measurement and geometry,
          statistics.
                                                                         Statistics, and Networks and matrices
          Students engage in a practical approach that
          equips learners for their needs as future                     communicate using mathematical,
          citizens. They learn to ask appropriate                        statistical and everyday language and
          questions, map out pathways, reason about                      conventions
          complex solutions, set up models and                          evaluate the reasonableness of solutions
          communicate in different forms. They
          experience the relevance of mathematics to                    justify procedures and decisions by
          their daily lives, communities and cultural                    explaining mathematical reasoning
          backgrounds. They develop the ability to                      solve problems by applying mathematical
          understand, analyse and take action                            concepts and techniques drawn from
          regarding social issues in their world.                        Number and algebra, Measurement and
                                                                         geometry, Statistics, and Networks and
                                                                         matrices.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 12
Structure
             Unit 1                      Unit 2                       Unit 3                   Unit 4

             Money, measurement          Applied trigonometry,        Bivariate data,          Investing and
             and relations               algebra, matrices and        sequences and            networking
              Consumer arithmetic       univariate data              change, and Earth         Loans, investments
                                          Applications of            geometry                   and annuities
              Shape and
               measurement                 trigonometry                Bivariate data          Graphs and networks
                                          Algebra and matrices         analysis
              Linear equations and                                                             Networks and
               their graphs               Univariate data             Time series analysis     decision mathematics
                                           analysis                    Growth and decay in
                                                                        sequences
                                                                       Earth geometry and
                                                                        time zones

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

          Summative assessments

             Unit 3                                                   Unit 4

             Summative internal assessment 1 (IA1):          20%      Summative internal assessment 3 (IA3):   15%
              Problem-solving and modelling task                      Examination

             Summative internal assessment 2 (IA2):          15%
              Examination

                                             Summative external assessment (EA): 50%
                                                          Examination

          PREREQUISITE:
          A “B” or higher in Year 10 Mathematics or by negotiation with the Head of Department.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                         July 2018
                                                                   Page 13
Mathematical Methods
           General senior subject                                                                                  General

          Mathematical Methods’ major domains are                      Pathways
          Algebra, Functions, relations and their
          graphs, Calculus and Statistics.                             A course of study in Mathematical Methods
                                                                       can establish a basis for further education
          Mathematical Methods enables students to                     and employment in the fields of natural and
          see the connections between mathematics                      physical sciences (especially physics and
          and other areas of the curriculum and apply                  chemistry), mathematics and science
          their mathematical skills to real-world                      education, medical and health sciences
          problems, becoming critical thinkers,                        (including human biology, biomedical
          innovators and problem-solvers.                              science, nanoscience and forensics),
          Students learn topics that are developed                     engineering (including chemical, civil,
          systematically, with increasing levels of                    electrical and mechanical engineering,
          sophistication, complexity and connection,                   avionics, communications and mining),
          and build on algebra, functions and their                    computer science (including electronics and
          graphs, and probability from the P–10                        software design), psychology and business.
          Australian Curriculum. Calculus is essential
          for developing an understanding of the                       Objectives
          physical world. The domain Statistics is used                By the conclusion of the course of study,
          to describe and analyse phenomena                            students will:
          involving uncertainty and variation. Both are
          the basis for developing effective models of                  select, recall and use facts, rules,
          the world and solving complex and abstract                     definitions and procedures drawn from
          mathematical problems.                                         Algebra, Functions, relations and their
                                                                         graphs, Calculus and Statistics
          Students develop the ability to translate
          written, numerical, algebraic, symbolic and                   comprehend mathematical concepts and
          graphical information from one                                 techniques drawn from Algebra,
          representation to another. They make                           Functions, relations and their graphs,
          complex use of factual knowledge to                            Calculus and Statistics
          successfully formulate, represent and solve                   communicate using mathematical,
          mathematical problems.                                         statistical and everyday language and
                                                                         conventions
                                                                        evaluate the reasonableness of solutions
                                                                        justify procedures and decisions by
                                                                         explaining mathematical reasoning
                                                                        solve problems by applying mathematical
                                                                         concepts and techniques drawn from
                                                                         Algebra, Functions, relations and their
                                                                         graphs, Calculus and Statistics.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 14
Structure
             Unit 1                      Unit 2                       Unit 3                      Unit 4

             Algebra, statistics         Calculus and further         Further calculus            Further functions and
             and functions               functions                     The logarithmic           statistics
              Arithmetic and             Exponential                  function 2                 Further differentiation
               geometric sequences         functions 2                 Further differentiation     and applications 3
               and series 1               The logarithmic              and applications 2         Trigonometric
              Functions and graphs        function 1                  Integrals                   functions 2
              Counting and               Trigonometric                                           Discrete random
               probability                 functions 1                                              variables 2
              Exponential                Introduction to                                         Continuous random
               functions 1                 differential calculus                                    variables and the
              Arithmetic and             Further differentiation                                  normal distribution
               geometric sequences         and applications 1                                      Interval estimates for
                                          Discrete random                                          proportions
                                           variables 1

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

          Summative assessments

             Unit 3                                                   Unit 4

             Summative internal assessment 1 (IA1):          20%      Summative internal assessment 3 (IA3):         15%
              Problem-solving and modelling task                      Examination

             Summative internal assessment 2 (IA2):          15%
              Examination

                                             Summative external assessment (EA): 50%
                                                          Examination

          PREREQUISITE:
          A “B” or higher in Year 10 Mathematics or by negotiation with the Head of Department.

          COST:
          Students will require a handheld graphics calculator (no CAS functionality)

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                               July 2018
                                                                   Page 15
Specialist Mathematics
           General senior subject                                                                                  General

          Specialist Mathematics’ major domains are                    Pathways
          Vectors and matrices, Real and complex
          numbers, Trigonometry, Statistics and                        A course of study in Specialist Mathematics
          Calculus.                                                    can establish a basis for further education
                                                                       and employment in the fields of science, all
          Specialist Mathematics is designed for                       branches of mathematics and statistics,
          students who develop confidence in their                     computer science, medicine, engineering,
          mathematical knowledge and ability, and                      finance and economics.
          gain a positive view of themselves as
          mathematics learners. They will gain an
          appreciation of the true nature of
                                                                       Objectives
                                                                       By the conclusion of the course of study,
          mathematics, its beauty and its power.
                                                                       students will:
          Students learn topics that are developed
          systematically, with increasing levels of                     select, recall and use facts, rules,
          sophistication, complexity and connection,                     definitions and procedures drawn from
          building on functions, calculus, statistics                    Vectors and matrices, Real and complex
          from Mathematical Methods, while vectors,                      numbers, Trigonometry, Statistics and
          complex numbers and matrices are                               Calculus
          introduced. Functions and calculus are                        comprehend mathematical concepts and
          essential for creating models of the physical                  techniques drawn from Vectors and
          world. Statistics are used to describe and                     matrices, Real and complex numbers,
          analyse phenomena involving probability,                       Trigonometry, Statistics and Calculus
          uncertainty and variation. Matrices, complex
          numbers and vectors are essential tools for                   communicate using mathematical,
          explaining abstract or complex relationships                   statistical and everyday language and
          that occur in scientific and technological                     conventions
          endeavours.                                                   evaluate the reasonableness of solutions
          Student learning experiences range from                       justify procedures and decisions, and
          practising essential mathematical routines to                  prove propositions by explaining
          developing procedural fluency, through to                      mathematical reasoning
          investigating scenarios, modelling the real
          world, solving problems and explaining                        solve problems by applying mathematical
          reasoning.                                                     concepts and techniques drawn from
                                                                         Vectors and matrices, Real and complex
                                                                         numbers, Trigonometry, Statistics and
                                                                         Calculus.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 16
Structure
          Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical
          Methods.

             Unit 1                      Unit 2                      Unit 3                   Unit 4

             Combinatorics,              Complex numbers,            Mathematical             Further statistical and
             vectors and proof           trigonometry,               induction, and further   calculus inference
              Combinatorics             functions and               vectors, matrices and     Integration and
                                         matrices                    complex numbers            applications of
              Vectors in the plane
                                          Complex numbers 1          Proof by                 integration
              Introduction to proof
                                          Trigonometry and            mathematical            Rates of change and
                                            functions                  induction                differential equations
                                          Matrices                   Vectors and matrices    Statistical inference
                                                                      Complex numbers 2

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

          Summative assessments

             Unit 3                                                   Unit 4

             Summative internal assessment 1 (IA1):          20%      Summative internal assessment 3 (IA3):    15%
              Problem-solving and modelling task                      Examination

             Summative internal assessment 2 (IA2):          15%
              Examination

                                             Summative external assessment (EA): 50%
                                                          Examination

          PREREQUISITE:
          A “B” or higher in Year 10 Extension Mathematics or by negotiation with the Head of Department. Students
          must also study Mathematical Methods. Students in Year 10 Core or Essential Mathematics are not eligible
          to study this subject.

          COST:
          Students will require a handheld graphics calculator (no CAS functionality)

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 17
Essential Mathematics
           Applied senior subject                                                                                  Applied

          Essential Mathematics’ major domains are                     related to general employment and
          Number, Data, Location and time,                             successful participation in society, drawing
          Measurement and Finance.                                     on the mathematics used by various
                                                                       professional and industry groups.
          Essential Mathematics benefits students
          because they develop skills that go beyond
          the traditional ideas of numeracy.                           Objectives
                                                                       By the conclusion of the course of study,
          Students develop their conceptual                            students will:
          understanding when they undertake tasks
          that require them to connect mathematical                     select, recall and use facts, rules,
          concepts, operations and relations. They                       definitions and procedures drawn from
          learn to recognise definitions, rules and facts                Number, Data, Location and time,
          from everyday mathematics and data, and to                     Measurement and Finance
          calculate using appropriate mathematical                      comprehend mathematical concepts and
          processes.                                                     techniques drawn from Number, Data,
          Students interpret and use mathematics to                      Location and time, Measurement and
          make informed predictions and decisions                        Finance
          about personal and financial priorities. This
                                                                        communicate using mathematical,
          is achieved through an emphasis on
                                                                         statistical and everyday language and
          estimation, problem-solving and reasoning,
                                                                         conventions
          which develops students into thinking
          citizens.                                                     evaluate the reasonableness of solutions
                                                                        justify procedures and decisions by
          Pathways                                                       explaining mathematical reasoning
          A course of study in Essential Mathematics
          can establish a basis for further education                   solve problems by applying mathematical
          and employment in the fields of trade,                         concepts and techniques drawn from
          industry, business and community services.                     Number, Data, Location and time,
          Students learn within a practical context                      Measurement and Finance.

          Structure
             Unit 1                      Unit 2                      Unit 3                  Unit 4

             Number, data and            Money, travel and           Measurement, scales     Graphs, chance and
             graphs                      data                        and data                loans
              Fundamental topic:         Fundamental topic:         Fundamental topic:     Fundamental topic:
               Calculations                Calculations                Calculations            Calculations
              Number                     Managing money             Measurement            Bivariate graphs
              Representing data          Time and motion            Scales, plans and      Probability and
              Graphs                     Data collection             models                  relative frequencies
                                                                      Summarising and        Loans and compound
                                                                       comparing data          interest

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 18
Assessment
          Schools devise assessments in Units 1 and 2 to suit their local context.
          In Units 3 and 4 students complete four summative assessments. Schools develop three
          summative internal assessments and the common internal assessment (CIA) is developed by the
          QCAA.

          Summative assessments

             Unit 3                                               Unit 4

             Summative internal assessment 1 (IA1):               Summative internal assessment 3 (IA3):
              Problem-solving and modelling task                  Problem-solving and modelling task

             Summative internal assessment 2 (IA2):               Summative internal assessment (IA4):
              Common internal assessment (CIA)                    Examination

          PREREQUISITE:
          A “C” or higher in Year 10 Mathematics or by negotiation with the Head of Department.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                            July 2018
                                                                  Page 19
English

           English
           General senior subject                                                                              General

          English focuses on the study of both literary texts and non-literary texts, developing students as
          independent, innovative and creative learners and thinkers who appreciate the aesthetic use of
          language, analyse perspectives and evidence, and challenge ideas and interpretations through
          the analysis and creation of varied texts.
          Students are offered opportunities to interpret and create texts for personal, cultural, social and
          aesthetic purposes. They learn how language varies according to context, purpose and audience,
          content, modes and mediums, and how to use it appropriately and effectively for a variety of
          purposes. Students have opportunities to engage with diverse texts to help them develop a sense
          of themselves, their world and their place in it.
          Students communicate effectively in Standard Australian English for the purposes of responding
          to and creating texts. They make choices about generic structures, language, textual features and
          technologies for participating actively in literary analysis and the creation of texts in a range of
          modes, mediums and forms, for a variety of purposes and audiences. They explore how literary
          and non-literary texts shape perceptions of the world, and consider ways in which texts may
          reflect or challenge social and cultural ways of thinking and influence audiences.

          Pathways
          A course of study in English promotes open-mindedness, imagination, critical awareness and
          intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong
          learning across a wide range of contexts.

          Objectives
          By the conclusion of the course of study, students will:
           use patterns and conventions of genres to achieve particular purposes in cultural contexts and
            social situations
           establish and maintain roles of the writer/speaker/signer/designer and relationships with
            audiences
           create and analyse perspectives and representations of concepts, identities, times and places
           make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin
            texts and invite audiences to take up positions
           use aesthetic features and stylistic devices to achieve purposes and analyse their effects in
            texts
           select and synthesise subject matter to support perspectives
           organise and sequence subject matter to achieve particular purposes
           use cohesive devices to emphasise ideas and connect parts of texts
           make language choices for particular purposes and contexts
           use grammar and language structures for particular purposes
           use mode-appropriate features to achieve particular purposes.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                        July 2018
                                                                  Page 20
Structure
             Unit 1                        Unit 2                      Unit 3                   Unit 4

             Perspectives and              Texts and culture           Textual connections      Close study of
             texts                          Examining and              Exploring              literary texts
              Examining and                 shaping                     connections between     Engaging with
               creating perspectives         representations of          texts                    literary texts from
               in texts                      culture in texts           Examining different      diverse times and
              Responding to a              Responding to               perspectives of the      places
               variety of non-literary       literary and non-           same issue in texts     Responding to
               and literary texts            literary texts,             and shaping own          literary texts
              Creating responses for        including a focus on        perspectives             creatively and
               public audiences and          Australian texts           Creating responses       critically
               persuasive texts             Creating imaginative        for public audiences    Creating imaginative
                                             and analytical texts        and persuasive texts     and analytical texts

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

          Summative assessments

             Unit 3                                                   Unit 4

             Summative internal assessment 1 (IA1):          25%      Summative internal assessment 3 (IA3):     25%
              Extended response — written response                    Extended response — imaginative
               for a public audience                                    written response

             Summative internal assessment 2 (IA2):          25%      Summative external assessment (EA):        25%
              Extended response — persuasive                          Examination — analytical written
               spoken response                                          response

          PREREQUISITE:
          A “B” or higher in Year 10 English or by negotiation with the Head of Department.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                   Page 21
Literature
           General senior subject                                                                                  General

          Literature focuses on the study of literary                  Objectives
          texts, developing students as                                By the conclusion of the course of study,
          independent, innovative and creative                         students will:
          learners and thinkers who appreciate the
          aesthetic use of language, analyse                            use patterns and
          perspectives and evidence, and challenge                       conventions of genres to achieve
          ideas and interpretations through the                          particular purposes in cultural contexts
          analysis and creation of varied literary texts.                and social situations

          Students engage with language and texts                       establish and maintain roles of the
          through a range of teaching and learning                       writer/speaker/signer/designer and
          experiences to foster the skills to                            relationships with audiences
          communicate effectively. They make choices
                                                                        create and analyse perspectives and
          about generic structures, language, textual
                                                                         representations of concepts, identities,
          features and technologies to participate                       times and places
          actively in the dialogue and detail of literary
          analysis and the creation of imaginative and                  make use of and analyse the
          analytical texts in a range of modes,                          ways cultural assumptions,
          mediums and forms.                                             attitudes, values and beliefs underpin
                                                                         texts and invite audiences to take up
          Students explore how literary texts shape
                                                                         positions
          perceptions of the world and enable us to
          enter the worlds of others. They explore                      use aesthetic features and stylistic
          ways in which literary texts may reflect or                    devices to achieve purposes
          challenge social and cultural ways of                          and analyse their effects in texts
          thinking and influence audiences.
                                                                        select and synthesise subject matter to
                                                                         support perspectives
          Pathways
          A course of study in Literature promotes                      organise and sequence subject matter to
          open-mindedness, imagination, critical                         achieve particular purposes
          awareness and intellectual flexibility — skills               use cohesive devices to emphasise ideas
          that prepare students for local and global                     and connect parts of texts
          citizenship, and for lifelong learning across a
          wide range of contexts.                                       make language choices for particular
                                                                         purposes and contexts
                                                                        use grammar and language structures for
                                                                         particular purposes
                                                                        use mode-appropriate features to achieve
                                                                         particular purposes.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 22
Structure
             Unit 1                        Unit 2                     Unit 3                       Unit 4

             Introduction to               Texts and culture          Literature and               Independent
             literary studies               Ways literary texts      identity                     explorations
              Ways literary texts are       connect with each         Relationship between        Dynamic nature of
               received and                  other — genre,             language, culture            literary interpretation
               responded to                  concepts and               and identity in literary    Close examination of
              How textual choices           contexts                   texts                        style, structure and
               affect readers               Ways literary texts       Power of language to         subject matter
              Creating analytical           connect with each          represent ideas,            Creating analytical
               and imaginative texts         other — style and          events and people            and imaginative texts
                                             structure                 Creating analytical
                                            Creating analytical        and imaginative texts
                                             and imaginative texts

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

          Summative assessments

             Unit 3                                                   Unit 4

             Summative internal assessment 1 (IA1):          25%      Summative internal assessment 3 (IA3):          25%
              Examination — analytical written                        Extended response — imaginative
               response                                                 written response

             Summative internal assessment 2 (IA2):          25%      Summative external assessment (EA):             25%
              Extended response — imaginative                         Examination — analytical written
               spoken/multimodal response                               response

          PREREQUISITE:
          A “B” or higher in Year 10 English or by negotiation with the Head of Department.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                                July 2018
                                                                   Page 23
Essential English
           Applied senior subject                                                                                  Applied

          Essential English develops and refines                       Objectives
          students’ understanding of language,                         By the conclusion of the course of study,
          literature and literacy to enable them to                    students will:
          interact confidently and effectively with
          others in everyday, community and social                      use patterns and
          contexts. Students recognise language and                      conventions of genres to achieve
          texts as relevant in their lives now and in the                particular purposes in cultural contexts
          future and learn to understand, accept or                      and social situations
          challenge the values and attitudes in these                   use appropriate roles and relationships
          texts.                                                         with audiences
          Students engage with language and texts to
                                                                        construct and explain representations of
          foster skills to communicate confidently and
                                                                         identities, places, events and concepts
          effectively in Standard Australian English in
          a variety of contemporary contexts and                        make use of and explain the ways
          social situations, including everyday, social,                 cultural assumptions, attitudes, values
          community, further education and work-                         and beliefs underpin texts and influence
          related contexts. They choose generic                          meaning
          structures, language, language features and
                                                                        explain how language features and text
          technologies to best convey meaning. They
                                                                         structures shape meaning and invite
          develop skills to read for meaning and
                                                                         particular responses
          purpose, and to use, critique and appreciate
          a range of contemporary literary and non-                     select and use subject matter to support
          literary texts.                                                perspectives
          Students use language effectively to                          sequence subject matter and use mode-
          produce texts for a variety of purposes and                    appropriate cohesive devices to construct
          audiences and engage creative and                              coherent texts
          imaginative thinking to explore their own
                                                                        make mode-appropriate language
          world and the worlds of others. They actively
                                                                         choices according to register informed by
          and critically interact with a range of texts,
                                                                         purpose, audience and context
          developing an awareness of how the
          language they engage with positions them                      use language features to achieve
          and others.                                                    particular purposes across modes.

          Pathways
          A course of study in Essential English
          promotes open-mindedness, imagination,
          critical awareness and intellectual flexibility
          — skills that prepare students for local and
          global citizenship, and for lifelong learning
          across a wide range of contexts.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 24
Structure
             Unit 1                      Unit 2                       Unit 3                     Unit 4

             Language that               Texts and human              Language that              Representations and
             works                       experiences                  influences                 popular culture texts
              Responding to a            Responding to               Creating and shaping      Responding to
               variety of texts used       reflective and               perspectives on            popular culture texts
               in and developed for        nonfiction texts that        community, local and      Creating
               a work context              explore human                global issues in texts     representations of
              Creating multimodal         experiences                 Responding to texts        Australian identifies,
               and written texts          Creating spoken and          that seek to influence     places, events and
                                           written texts                audiences                  concepts

          Assessment
          Schools devise assessments in Units 1 and 2 to suit their local context.
          In Units 3 and 4 students complete four summative assessments. Schools develop three
          summative internal assessments and the common internal assessment (CIA) is developed by the
          QCAA.

          Summative assessments

             Unit 3                                                    Unit 4

             Summative internal assessment 1 (IA1):                    Summative internal assessment 3 (IA3):
              Extended response — spoken/signed response               Extended response — Multimodal response

             Summative internal assessment 2 (IA2):                    Summative internal assessment (IA4):
              Common internal assessment (CIA)                         Extended response — Written response

          PREREQUISITE:
          A “C” or higher in Year 10 English or by negotiation with the Head of Department.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                             July 2018
                                                                   Page 25
Humanities
           Ancient History
           General senior subject                                                                                   General

          Ancient History provides opportunities for                    assumptions, and thinking both creatively
          students to study people, societies and                       and critically.
          civilisations of the past, from the
          development of the earliest human                             Pathways
          communities to the end of the Middle Ages.                    A course of study in Ancient History can
          Students explore the interaction of societies,                establish a basis for further education and
          and the impact of individuals and groups on                   employment in the fields of archaeology,
          ancient events and ways of life, and study                    history, education, psychology, sociology,
          the development of some features of                           law, business, economics, politics,
          modern society, such as social organisation,                  journalism, the media, health and social
          systems of law, governance and religion.                      sciences, writing, academia and research.

          Students analyse and interpret
          archaeological and written evidence. They
                                                                        Objectives
                                                                        By the conclusion of the course of study,
          develop increasingly sophisticated skills and
                                                                        students will:
          understandings of historical issues and
          problems by interrogating the surviving                        comprehend terms, issues and concepts
          evidence of ancient sites, societies,
                                                                         devise historical questions and conduct
          individuals and significant historical periods.
                                                                          research
          They investigate the problematic nature of
          evidence, pose increasingly complex                            analyse historical sources and evidence
          questions about the past and formulate
                                                                         synthesise information from historical
          reasoned responses.
                                                                          sources and evidence
          Students gain multi-disciplinary skills in
          analysing textual and visual sources,                          evaluate historical interpretations
          constructing arguments, challenging                            create responses that communicate
                                                                          meaning.

          Structure
             Unit 1                      Unit 2                      Unit 3                      Unit 4

             Investigating the           Personalities in their      Reconstructing the          People, power and
             ancient world               time                        ancient world               authority
              Digging up the past        Hatshepsut                 Thebes — East and         Schools choose one
              Ancient societies —        Akhenaten                   West, 18th Dynasty        study of power from:
               Slavery                                                 Egypt                      Ancient Egypt — New
                                          Xerxes
              Ancient societies —                                    The Bronze Age              Kingdom Imperialism
                                          Perikles
               Art and architecture                                    Aegean                     Ancient Greece — the
                                          Alexander the Great
              Ancient societies —                                    Assyria from Tiglath        Persian Wars
                                          Hannibal Barca              Pileser III to the fall
               Weapons and                                                                        Ancient Greece — the
               warfare                    Cleopatra                   of the Empire               Peloponnesian War

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                           July 2018
                                                                  Page 26
Unit 1                      Unit 2                      Unit 3                    Unit 4
              Ancient societies —        Agrippina the              Fifth Century Athens     Ancient Rome — the
               Technology and              Younger                     (BCE)                     Punic Wars
               engineering                Nero                       Philip II and            Ancient Rome — Civil
              Ancient societies —        Boudica                     Alexander III of          War and the breakdown
               The family                                              Macedon                   of the Republic
                                          Cao
              Ancient societies —                                    Early Imperial Rome     QCAA will nominate one
                                          Saladin (An-Nasir
               Beliefs, rituals and                                   Pompeii and             topic that will be the basis
                                           Salah ad-Din Yusuf
               funerary practices.                                     Herculaneum             for an external
                                           ibn Ayyub)
                                                                                               examination from:
                                          Richard the Lionheart      Later Han Dynasty
                                                                       and the Three            Thutmose III
                                          Alternative choice of
                                                                       Kingdoms                 Rameses II
                                           personality
                                                                      The ‘Fall’ of the        Themistokles
                                                                       Western Roman            Alkibiades
                                                                       Empire                   Scipio Africanus
                                                                      The Medieval             Caesar
                                                                       Crusades
                                                                                                Augustus

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

          Summative assessments

             Unit 3                                                Unit 4

             Summative internal assessment 1              25%      Summative internal assessment 3 (IA3):         25%
             (IA1):                                                 Investigation — historical essay based on
              Examination — essay in response to                    research
               historical sources

             Summative internal assessment 2              25%      Summative external assessment (EA):            25%
             (IA2):                                                 Examination — short responses to
              Independent source investigation                      historical sources

          PREREQUISITE:
          A “B” or higher in Year 10 Humanities or by negotiation with the Head of Department.

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                               July 2018
                                                                  Page 27
Geography
           General senior subject                                                                                  General

          Geography focuses on the significance of                     Pathways
          ‘place’ and ‘space’ in understanding our                     A course of study in Geography can
          world. Students engage in a range of                         establish a basis for further education and
          learning experiences that develop their                      employment in the fields of urban and
          geographical skills and thinking through the                 environmental design, planning and
          exploration of geographical challenges and                   management; biological and environmental
          their effects on people, places and the                      science; conservation and land
          environment.                                                 management; emergency response and
          Students investigate places in Australia and                 hazard management; oceanography,
          across the globe to observe and measure                      surveying, global security, economics,
          spatial, environmental, economic, political,                 business, law, engineering, architecture,
          social and cultural factors. They interpret                  information technology, and science.
          global concerns and challenges including
          responding to risk in hazard zones, planning                 Objectives
          sustainable places, managing land cover                      By the conclusion of the course of study,
          transformations and planning for population                  students will:
          change. They develop an understanding of
          the complexities involved in sustainable                      explain geographical processes
          planning and management practices.                            comprehend geographic patterns
          Students observe, gather, organise, analyse                   analyse geographical data and
          and present data and information across a                      information
          range of scales. They engage in real-world
          applications of geographical skills and                       apply geographical understanding
          thinking, including the collection and                        synthesise information from the analysis
          representation of data.                                        to propose action
                                                                        communicate geographical
                                                                         understanding.

          Structure
             Unit 1                      Unit 2                      Unit 3                  Unit 4

             Responding to risk          Planning                    Responding to land      Managing
             and vulnerability in        sustainable places          cover                   population change
             hazard zones                 Responding to             transformations          Population
              Natural hazard zones        challenges facing a        Land cover              challenges in
              Ecological hazard           place in Australia          transformations and     Australia
               zones                      Managing the                climate change         Global population
                                           challenges facing a        Responding to local     change
                                           megacity                    land cover
                                                                       transformations

Clontarf Beach State High School Senior Subject Guide 2020 v1.0                                                          July 2018
                                                                  Page 28
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