Sandgate District State High School - Senior Subject Guide

 
Sandgate District State High School - Senior Subject Guide
Sandgate District State High School
Senior Subject Guide

                                      181063
Sandgate District State High School - Senior Subject Guide
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
Sandgate District State High School - Senior Subject Guide
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
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Sandgate District State High School - Senior Subject Guide
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
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Sandgate District State High School - Senior Subject Guide
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.

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Sandgate District State High School - Senior Subject Guide
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.

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Sandgate District State High School - Senior Subject Guide
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.

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Sandgate District State High School - Senior Subject Guide
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.

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Sandgate District State High School - Senior Subject Guide
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.

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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.

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%.

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Senior 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

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Essential 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
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QCAA 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

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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.

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Structure
  Unit 1                   Unit 2                     Unit 3                    Unit 4

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

Assessment
Schools devise 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 89
Mathematical 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 89
Structure
  Unit 1                   Unit 2                        Unit 3                       Unit 4

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

Assessment
Schools devise 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
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                                                    Page 15 of 89
Specialist Mathematics
General senior subject                                                                                     General

Specialist Mathematics’ major domains are             Pathways
Vectors and matrices, Real and complex
numbers, Trigonometry, Statistics and                 A course of study in Specialist Mathematics
Calculus.                                             can establish a basis for further education
                                                      and employment in the fields of science, all
Specialist Mathematics is designed for                branches of mathematics and statistics,
students who develop confidence in their              computer science, medicine, engineering,
mathematical knowledge and ability, and               finance and economics.
gain a positive view of themselves as
mathematics learners. They will gain an
appreciation of the true nature of
                                                      Objectives
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
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                                                Page 16 of 89
Structure
Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical
Methods.

  Unit 1                    Unit 2                   Unit 3                    Unit 4

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

Assessment
Schools devise 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 89
Essential Mathematics
Applied senior subject                                                                                        Applied

Essential Mathematics’ major domains are                related to general employment and
Number, Data, Location and time,                        successful participation in society, drawing
Measurement and Finance.                                on the mathematics used by various
                                                        professional and industry groups.
Essential Mathematics benefits students
because they develop skills that go beyond
the traditional ideas of numeracy.                      Objectives
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 89
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. 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 89
English
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 89
Structure
  Unit 1                      Unit 2                    Unit 3                     Unit 4

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

Assessment
Schools devise assessments in Units 1 and 2 to suit their local context. 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 89
Essential 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 89
Structure
  Unit 1                    Unit 2                       Unit 3                      Unit 4

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

Assessment
Schools devise assessments in Units 1 and 2 to suit their local context. 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 89
Accounting
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

                                                     Page 24 of 89
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