Clontarf Beach State High School Senior Subject Guide 2020 v1.0
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Clontarf Beach State High School
Senior Subject Guide 2020 v1.0
172142
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 FitnessSubject 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 11Mathematics
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 12Structure
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 13Mathematical 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 14Structure
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 15Specialist 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 16Structure
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 17Essential 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 18Assessment
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 19English
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 20Structure
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 21Literature
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 22Structure
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 23Essential 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 24Structure
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 25Humanities
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 26Unit 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 27Geography
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
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