Sandgate District State High School - Senior Subject Guide
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Sandgate District State High School
Senior Subject Guide
181063
Contents
Principal’s Welcome to the Senior School ____________________________ 1
Senior Education Profile __________________________________________ 2
Senior subjects Information _______________________________________ 3
Vocational education and training (VET) _____________________________ 4
Applied and Applied (Essential) syllabuses ___________________________ 5
General syllabuses ______________________________________________ 7
General (Extension) syllabuses ____________________________________ 8
Senior Curriculum Offerings _______________________________________ 9
QCAA senior syllabuses _________________________________________ 11
General Mathematics ............................................................................. 12
Mathematical Methods ........................................................................... 14
Specialist Mathematics ........................................................................... 16
Essential Mathematics............................................................................ 18
English.................................................................................................... 20
Essential English .................................................................................... 22
Accounting.............................................................................................. 24
Ancient History ....................................................................................... 26
Business ................................................................................................. 28
Geography.............................................................................................. 30
Legal Studies .......................................................................................... 32
Modern History ....................................................................................... 34
Design .................................................................................................... 36
Digital Solutions ...................................................................................... 38
Engineering ............................................................................................ 40
Furnishing Skills ..................................................................................... 42
Hospitality Practices ............................................................................... 44
Information & Communication Technology ............................................. 46
Physical Education ................................................................................. 48
Sport & Recreation ................................................................................. 50
Biology.................................................................................................... 52
Chemistry ............................................................................................... 54
Physics ................................................................................................... 56
Science In Practice ................................................................................. 58
German .................................................................................................. 60
Japanese ................................................................................................ 62
Dance ..................................................................................................... 64
Drama..................................................................................................... 66
Music ..................................................................................................... 68
Visual Art ................................................................................................ 70
Media Arts in Practice............................................................................. 72
Visual Arts in Practice............................................................................. 74
AUR20716 Certificate II in Automotive Vocational Preparation ___________ 76
MEM20413 Certificate II in Engineering Pathways __________________ 78
CHC34015 Certificate III in Active Volunteering ............................................... 80
CHC30113 Certificate III in Early Childhood Education and Care .................... 81
MSF20516 Certificate II in Furniture Making Pathways _________________ 82
SIS30315 Certificate III in Fitness .................................................................... 84
SIT20116 Certificate II in Tourism .................................................................... 85
BSB20115 Certificate II in Business ................................................................. 86
BSB30115 Certificate III in Business ................................................................ 87
BSB50215 Diploma of Business ....................................................................... 88
Principal’s Welcome to the Senior School
Dear Year 10 Students
Welcome to the Senior Phase of Learning (Years 11 and 12) in your education. Sandgate District
State High School’s curriculum offerings reflect our vision: expanding the horizon of all students so
that you can achieve your goals.
Studying under the Australian Curriculum up until the end of Year 10 has provided you the opportunity
to be academically prepared to undertake your senior secondary studies.
The focus of the Senior Phase of Learning is to achieve the Queensland Certificate of Education
(QCE) qualification. Senior schooling provides you with the unique opportunity to tailor a learning
journey specific to your interests, abilities and career aspirations. This is completed through the Senior
Education and Training Plan (SETP) process conducted in Year 10, Term 3. It is important you
choose subjects and courses based on:
• your strengths and abilities
• your interests
• your post-schooling goal (eg university course prerequisites or qualification for a specific job).
Do not choose subjects on the basis of perceived workload or because friends are choosing it.
The SETP process is rigorous. Heads of Department will provide information about QCE attainment,
Years 11 and 12 senior subjects and prerequisites, university entry (including ATAR), vocational
education and training options, school-based apprenticeships and traineeships; as well as VETiS
funded courses, university subjects studied whilst at school and other opportunities offered by external
registered training organisations (eg TAFE).
Actively participate in this process so that you can make the best decisions regarding your senior
phase of learning. Think about your future and take positive steps towards ensuring your time in
Years 11 and 12 is rewarding and prepares you well for your desired Year 12 outcome. There are
many people at school who are here to support you through this: your Deputy Principal, Guidance
Officer, Heads of Department, Senior Schooling department and teachers to name a few.
Remember, unskilled jobs are becoming a smaller part of the economy. The higher the level of
education obtained, the higher the likelihood of:
• Building a career (not just having a job), accessing rewarding career paths and securing higher
wages and salaries
• Experiencing success at future education and training opportunities
• Experiencing good health and happiness
This is when important life decisions are being made. Be actively engaged when information is
provided, speak to adults in your life you respect and people working in the area you are interested in
joining, and above all, take responsibility for the person you wish to become, by making good choices.
I look forward to celebrating your success over the next two years.
Yours sincerely
Phil Campbell
Principal
Sandgate District State High School Queensland Curriculum & Assessment Authority
Senior Subject Guide
Page 1 of 89
Senior Education Profile
Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of
senior studies. This profile may include a:
• Senior Statement
• 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.
Senior Statement
The Senior Statement is a transcript of a student’s learning account. It shows all QCE-
contributing studies and the results achieved that may contribute to the award of a QCE.
If a student has a Senior Statement, then they have satisfied the completion requirements for
Year 12 in Queensland.
Queensland Certificate of Education (QCE)
Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their
senior schooling. Students who do not meet the QCE requirements can continue to work towards
the certificate post-secondary schooling. The QCAA awards a QCE in the following July or
December, once a student becomes eligible. Learning accounts are closed after nine years;
however, a student may apply to the QCAA to have the account reopened and all credit
continued.
Queensland Certificate of Individual Achievement
(QCIA)
The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements
of eligible students who complete an individual learning 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.
Subject Offerings
At Sandgate District State High School, students select six subjects to study. An English, a
Mathematics and four elective subjects. Students who participate in an off-site course, may be
eligible to enrol in an independent learning option class and study five timetabled subjects. This
is only available to students from Year 11, at this stage of year 10, all students will select six
subjects.
Sandgate District State High School Queensland Curriculum & Assessment Authority
Senior Subject Guide
Page 2 of 89
Senior subjects
The QCAA develops senior subject syllabuses - Applied, General and General (Extension).
Results in Applied and General 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.
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.
For more information about specific subjects, students and parents/carers are encouraged to
access the relevant senior syllabuses at www.qcaa.qld.edu.au/senior/senior-subjects.
Applied and Applied (Essential) 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.
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 (Extension) syllabuses
Extension subjects are extensions of the related General subjects and are studied either
concurrently with, or after, Units 3 and 4 of the related General course.
Extension courses offer more challenge than the related General courses and build on the
studies students have already undertaken in the subject.
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.
Applied and Applied (Essential) 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.
Sandgate District State High School
Senior Subject Guide
Page 3 of 89
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.
Vocational education and training (VET)
Some students undertake nationally recognised vocational education and training (VET)
qualifications while they are still at school.
VET is learning which is directly related to work. Nationally recognised qualifications are
developed by industry to give people the knowledge and skills they need to work in a
particular job.
Students can undertake VET at school:
• as part of their school studies - delivered and resourced by a school registered training
organisation (RTO)
• by enrolling in a qualification with an external RTO - funded either by the department's
VET investment budget or through fee-for-service arrangements i.e. where the student
or parent pays for the qualification
• as a school-based apprentice or trainee.
VETis and User Choice Funding
Students undertaking VETiS, funded by the VET Investment budget, can complete one
employment stream qualification at the certificate I or II level. Not all types of certificates are
covered by VETis funding, only those identified in the Priorities Skills List.
Students undertaking a school-based apprenticeship or traineeship may be eligible for funding
through User Choice. Students may only undertake one traineeship or apprenticeship through
this scheme.
School-based delivery - fees
If a fee is required from an external RTO, students will need to pay all current and outstanding
school fees prior to enrolling in the course (a payment plan is acceptable for current fees).
Furthermore, deadlines for payment of the course must be met in order for students to remain in
the course.
Fee information is provided for every course on offer.
Some of the courses may include excursions which incur an additional cost.
Sandgate District State High School
Senior Subject Guide
Page 4 of 89
Unique Students Identifier (USI)
A Unique Student Identifier (USI) must be created by students and supplied to the school before
the end of Year 10 and at the time of enrolment for external programs. Failure to provide a USI
will result in no recognition for completed units.
A form of ID is required when creating the identifier via usi.gov.au. The legal name (without
entering in initials for middle names) must be entered when creating a USI.
Australian Tertiary Admission Rank (ATAR)
eligibility
The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:
• best five General subject results or
• best results in a combination of four General subject results plus an Applied subject result or a
Certificate III or higher VET qualification.
The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.
English requirement
Eligibility for an ATAR will require satisfactory completion of a QCAA English subject.
Satisfactory completion will require students to attain a result that is equivalent to a 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.
Applied and Applied (Essential) syllabuses
Course overview
Applied and Applied (Essential) syllabuses are developmental four-unit courses of study.
Units 1 and 2 of the courses 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.
Sandgate District State High School
Senior Subject Guide
Page 5 of 89
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
For the two Applied (Essential) syllabuses, 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 of these subjects 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.
Sandgate District State High School
Senior Subject Guide
Page 6 of 89
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.
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.
Sandgate District State High School
Senior Subject Guide
Page 7 of 89As 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.
General (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.
Note: In the case of Music Extension, this subject has three syllabuses, one for each of the
specialisations — Composition, Musicology and Performance.
Assessment
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 (Extension) 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%.
Sandgate District State High School
Senior Subject Guide
Page 8 of 89Senior Curriculum Offerings
Subject
Subject Name Pre-requisites Faculty Responsible Head of Department
Type
Accounting General C in Year 10 English and Mathematics Business Teresa Ryan tryan135@eq.edu.au
Ancient History General C in Year 10 English Humanities Krista Cameron kcame34@eq.edu.au
B in Year 10 Science, C in English and Mathematics
Biology General Science Alison Zinserling azins1@eq.edu.au
*HOD interview required if C in Year 10 Science
Business General C in Year 10 English Business Teresa Ryan tryan135@eq.edu.au
Certificate II in Automotive
VET Nil Industrial Technology & Design John Dillon jdill36@eq.edu.au
Vocational Preparation
Certificate II in Engineering
VET Nil Industrial Technology & Design John Dillon jdill36@eq.edu.au
Pathways
Certificate II in Tourism / Humanities Krista Cameron kcame34@eq.edu.au
VET Nil
Certificate II in Business Business Teresa Ryan tryan135@eq.edu.au
Certificate III in Active
VET Nil Humanities Krista Cameron kcame34@eq.edu.au
Volunteering
Certificate III in Business VET C in Year 10 English Business Teresa Ryan tryan135@eq.edu.au
Certificate III in Early
VET Nil Human Movements Jon Hatch jhatc21@eq.edu.au
Childhood Education and Care
Certificate III in Fitness VET C in Year 10 English Human Movements Jon Hatch jhatc21@eq.edu.au
Chemistry General B in Year 10 Science, English and Mathematics Science Alison Zinserling azins1@eq.edu.au
Dance General C in Year 10 English and Dance recommended The Arts Ross Crear rgcre0@eq.edu.au
Design General C in Year 10 English Industrial Technology & Design John Dillon jdill36@eq.edu.au
Digital Solutions General C in Year 10 Digital Technology Information Technology Alastair Smith asmit520@eq.edu.au
Diploma of Business VET B in Year 10 English Business Teresa Ryan tryan135@eq.edu.au
Drama General C in Year 10 English and Drama recommended The Arts Ross Crear rgcre0@eq.edu.au
Engineering General C in Year 10 Mathematics and Science Industrial Technology & Design John Dillon jdill36@eq.edu.au
English General C average in each Term & Semester of Year 10 English English Steven Pender spend3@eq.edu.au
Sandgate District State High School
Senior Subject Guide
Page 9 of 89Essential English Applied Nil English Steven Pender spend3@eq.edu.au
Essential Mathematics Applied Nil Mathematics Susan Jones sjone167@eq.edu.au
Furnishing Skills Applied Nil Industrial Technology & Design John Dillon jdill36@eq.edu.au
General Mathematics General C in Year 10 Maths Mathematics Susan Jones sjone167@eq.edu.au
Geography General C in Year 10 English Humanities Krista Cameron kcame34@eq.edu.au
German General C in Year 10 English and German Humanities Krista Cameron kcame34@eq.edu.au
Hospitality Practices Applied Nil Human Movements Jon Hatch jhatc21@eq.edu.au
Information and
Applied Nil Information Technology Alastair Smith asmit520@eq.edu.au
Communication Technology
Japanese General C in Year 10 English and Japanese Humanities Krista Cameron kcame34@eq.edu.au
Legal Studies General C in Year 10 English Humanities Krista Cameron kcame34@eq.edu.au
Mathematical Methods General B in Year 10 Maths or in consultation with the HOD Mathematics Susan Jones sjone167@eq.edu.au
Media Arts in Practice Applied Nil The Arts Ross Crear rgcre0@eq.edu.au
Modern History General C in Year 10 English Humanities Krista Cameron kcame34@eq.edu.au
C in Year 10 English and Music recommended; Perform on
Music General The Arts Ross Crear rgcre0@eq.edu.au
an instrument or sing
Physical Education General C in Year 10 English and C in HPE or ADP Human Movements Jon Hatch jhatc21@eq.edu.au
Physics General B in Year 10 Science, English and Maths Science Alison Zinserling azins1@eq.edu.au
Science in Practice Applied C in Year 10 Science Science Alison Zinserling azins1@eq.edu.au
Specialist Mathematics General B in Year 10 Maths Mathematics Susan Jones sjone167@eq.edu.au
Sport and Recreation (ADP) Applied Currently in ADP program or special consideration by HoD Human Movements Jon Hatch jhatc21@eq.edu.au
Sport and Recreation (REC) Applied Nil Human Movements Jon Hatch jhatc21@eq.edu.au
C in Year 10 English
Visual Art General The Arts Ross Crear rgcre0@eq.edu.au
B in Year 10 Visual Art/Media Art recommended
Visual Arts in Practice Applied Nil The Arts Ross Crear rgcre0@eq.edu.au
*Subject to sufficient student numbers
Sandgate District State High School
Senior Subject Guide
Page 10 of 89QCAA senior syllabuses
English Health and Physical Education
Applied
Applied
• Sport & Recreation
• Essential English
General
General
• Physical Education
• English
Humanities and Social Sciences Languages
General General
• Accounting • German
• Ancient History • Japanese
• Business
• Geography
• Legal Studies
• Modern History
Mathematics Sciences
Applied Applied
• Essential Mathematics • Science in Practice
General General
• General Mathematics • Biology
• Mathematical Methods • Chemistry
• Specialist Mathematics • Physics
Technologies The Arts
Applied Applied
• Furnishing Skills • Media Arts in Practice
• Hospitality Practices • Visual Arts in Practice
• Information & Communication Technology General
General • Dance
• Design • Drama
• Digital Solutions • Music
• Engineering • Visual Art
General (Extension)
• Music Extension
Sandgate District State High School
Senior Subject Guide
Page 11 of 89General 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.
Sandgate District State High School
Senior Subject Guide
Page 12 of 89Structure
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 formative 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).
Formative assessments
Unit 1 Unit 2
Formative internal assessment 1 (FIA1): Summative internal assessment (FIA4):
• Problem-solving and modelling task • Examination
Summative internal assessment 2 (FIA2):
• Examination
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
Sandgate District State High School
Senior Subject Guide
Page 13 of 89Mathematical Methods
General senior subject General
Mathematical Methods’ major domains are avionics, communications and mining),
Algebra, Functions, relations and their computer science (including electronics and
graphs, Calculus and Statistics. software design), psychology and business.
Mathematical Methods enables students to Objectives
see the connections between mathematics
and other areas of the curriculum and apply By the conclusion of the course of study,
their mathematical skills to real-world students will:
problems, becoming critical thinkers, • select, recall and use facts, rules,
innovators and problem-solvers. definitions and procedures drawn from
Students learn topics that are developed Algebra, Functions, relations and their
systematically, with increasing levels of graphs, Calculus and Statistics
sophistication, complexity and connection, • comprehend mathematical concepts and
and build on algebra, functions and their techniques drawn from Algebra,
graphs, and probability from the P–10 Functions, relations and their graphs,
Australian Curriculum. Calculus is essential Calculus and Statistics
for developing an understanding of the
physical world. The domain Statistics is used • communicate using mathematical,
to describe and analyse phenomena statistical and everyday language and
involving uncertainty and variation. Both are conventions
the basis for developing effective models of • evaluate the reasonableness of solutions
the world and solving complex and abstract
mathematical problems. • justify procedures and decisions by
explaining mathematical reasoning
Students develop the ability to translate
written, numerical, algebraic, symbolic and • solve problems by applying mathematical
graphical information from one concepts and techniques drawn from
representation to another. They make Algebra, Functions, relations and their
complex use of factual knowledge to graphs, Calculus and Statistics.
successfully formulate, represent and solve
mathematical problems.
Pathways
A course of study in Mathematical Methods
can establish a basis for further education
and employment in the fields of natural and
physical sciences (especially physics and
chemistry), mathematics and science
education, medical and health sciences
(including human biology, biomedical
science, nanoscience and forensics),
engineering (including chemical, civil,
electrical and mechanical engineering,
Sandgate District State High School
Senior Subject Guide
Page 14 of 89Structure
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 formative 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).
Formative assessments
Unit 1 Unit 2
Formative internal assessment 1 (FIA1): Summative internal assessment (FIA4):
• Problem-solving and modelling task • Examination
Summative internal assessment 2 (FIA2):
• Examination
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
Sandgate District State High School
Senior Subject Guide
Page 15 of 89Specialist 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
mathematics, its beauty and its power. By the conclusion of the course of study,
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
practising essential mathematical routines to • justify procedures and decisions by
developing procedural fluency, through to explaining mathematical reasoning
investigating scenarios, modelling the real • solve problems by applying mathematical
world, solving problems and explaining concepts and techniques drawn from
reasoning. Vectors and matrices, Real and complex
numbers, Trigonometry, Statistics and
Calculus.
Sandgate District State High School
Senior Subject Guide
Page 16 of 89Structure
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 formative 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).
Formative assessments
Unit 1 Unit 2
Formative internal assessment 1 (FIA1): Summative internal assessment (FIA4):
• Problem-solving and modelling task • Examination
Summative internal assessment 2 (FIA2):
• Examination
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
Sandgate District State High School
Senior Subject Guide
Page 17 of 89Essential 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
Students develop their conceptual By the conclusion of the course of study,
understanding when they undertake tasks students will:
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
processes. • comprehend mathematical concepts and
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
is achieved through an emphasis on • communicate using mathematical,
estimation, problem-solving and reasoning, statistical and everyday language and
which develops students into thinking conventions
citizens. • evaluate the reasonableness of solutions
Pathways • justify procedures and decisions by
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
Sandgate District State High School
Senior Subject Guide
Page 18 of 89Assessment
Schools devise formative 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.
Formative assessments
Unit 1 Unit 2
Formative internal assessment 1 (FIA1): Summative internal assessment 3 (FIA3):
• Problem-solving and modelling task • Problem-solving and modelling task
Summative internal assessment 2 (FIA2): Summative internal assessment (FIA4):
• Examination • Examination
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
Sandgate District State High School
Senior Subject Guide
Page 19 of 89English
General senior subject General
English focuses on the study of both literary Objectives
texts and non-literary texts, developing
students as independent, innovative and By the conclusion of the course of study,
creative learners and thinkers students will:
who appreciate the aesthetic use of • use patterns and
language, analyse perspectives and conventions of genres to achieve
evidence, and challenge ideas and particular purposes in cultural contexts
interpretations through the analysis and and social situations
creation of varied texts.
• establish and maintain roles of the
Students are offered opportunities to writer/speaker/signer/designer and
interpret and create texts for personal, relationships with audiences
cultural, social and aesthetic purposes. They
learn how language varies according • create and analyse perspectives and
to context, purpose and audience, content, representations of concepts, identities,
modes and mediums, and how to use it times and places
appropriately and effectively for a variety of • make use of and analyse the
purposes. Students have opportunities to ways cultural assumptions,
engage with diverse texts to help them attitudes, values and beliefs underpin
develop a sense of themselves, their world texts and invite audiences to take up
and their place in it. positions
Students communicate effectively in
• use aesthetic features and stylistic
Standard Australian English for the purposes
devices to achieve purposes
of responding to and creating texts. They
and analyse their effects in texts
make choices about generic structures,
language, textual features and technologies • select and synthesise subject matter to
for participating actively in literary analysis support perspectives
and the creation of texts in a range of
• organise and sequence subject matter to
modes, mediums and forms, for a variety of
achieve particular purposes
purposes and audiences. They explore how
literary and non-literary texts shape • use cohesive devices to emphasise ideas
perceptions of the world, and consider ways and connect parts of texts
in which texts may reflect or challenge social
• make language choices for particular
and cultural ways of thinking and influence
purposes and contexts
audiences.
• use grammar and language structures for
Pathways particular purposes
A course of study in English promotes open- • use mode-appropriate features to achieve
mindedness, imagination, critical awareness particular purposes.
and intellectual flexibility — skills that
prepare students for local and global
citizenship, and for lifelong learning across a
wide range of contexts.
Sandgate District State High School
Senior Subject Guide
Page 20 of 89Structure
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. At Sandgate, students
create texts similar to those encountered in Units 3 and 4.
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 • Examination — imaginative written
for a public audience response
Summative internal assessment 2 (IA2): 25% Summative external assessment (EA): 25%
• Extended response — persuasive • Examination — analytical written
spoken response response
Sandgate District State High School
Senior Subject Guide
Page 21 of 89Essential English
Applied senior subject Applied
Essential English develops and refines Objectives
students’ understanding of language,
literature and literacy to enable them to By the conclusion of the course of study,
interact confidently and effectively with students will:
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
texts. • use appropriate roles and relationships
with audiences
Students engage with language and texts to
foster skills to communicate confidently and • construct and explain representations of
effectively in Standard Australian English in identities, places, events and concepts
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
technologies to best convey meaning. They • explain how language features and text
develop skills to read for meaning and structures shape meaning and invite
purpose, and to use, critique and appreciate particular responses
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
world and the worlds of others. They actively • make mode-appropriate language
and critically interact with a range of texts, choices according to register informed by
developing an awareness of how the purpose, audience and context
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.
Sandgate District State High School
Senior Subject Guide
Page 22 of 89Structure
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. At Sandgate, students
create texts similar to those encountered in Units 3 and 4.
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): 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) — short • Extended response — Written response
response examination
Sandgate District State High School
Senior Subject Guide
Page 23 of 89Accounting
General senior subject General
Accounting provides opportunities for Pathways
students to develop an understanding of the
essential role accounting plays in the A course of study in Accounting can
successful performance of any organisation. establish a basis for further education and
It involves systematically organising, employment in the fields of accounting,
critically analysing and communicating business, management, banking, finance,
financial data and information for decision- law, economics and commerce.
making.
Students learn fundamental accounting
Objectives
concepts in order to understand accrual By the conclusion of the course of study,
accounting, managerial and accounting students will:
controls, internal and external financial
• comprehend accounting concepts,
statements, and ratio analysis. They
principles and processes
synthesise financial and other information,
evaluate accounting practices, solve • apply accounting principles and
authentic accounting problems, and make processes
and communicate recommendations.
• analyse and interpret financial data and
Students develop numerical, literacy, information
technical, financial, critical thinking, decision-
• evaluate accounting practices to make
making and problem-solving skills. They
decisions and propose recommendations
develop an understanding of the ethical
attitudes and values required to participate • synthesise and solve accounting
effectively and responsibly in a changing problems
business environment.
• create responses that communicate
meaning to suit purpose and audience.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Real world Management Monitoring a Accounting — the big
accounting effectiveness business picture
• Accounting for a • Accounting for a • Managing resources • Cash management
service business — trading GST business for a trading GST • Complete accounting
cash, accounts • End-of-year reporting business process for a trading
receivable, accounts for a trading GST • Fully classified GST business
payable and no GST business financial statement • Performance analysis
• End-of-month reporting for a trading of a public company
reporting for a GST business
service business —
no GST
Sandgate District State High School
Senior Subject Guide
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