Senior Subject Guide 2021 - Aspley State High School
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Senior Subject Guide 2021
Aspley State High School
July 2020
172142
Dear Families and Students,
Thank you for your continued support of our school. We are looking forward to working with you
to ensure that the transition from year ten into the Queensland Certificate of Education (QCE)
and Senior Assessment and Tertiary Entrance (SATE) phase of learning is a smooth one.
As you know, students will be graduating under the new QCE and SATE system and will be
required to achieve an Australian Tertiary Admissions Rank (ATAR) for tertiary entrance in 2021.
You will remember that all subjects and syllabuses are new and that there are three internal
assessments (endorsed and confirmed by Queensland Curriculum and Assessment Authority -
QCAA) and one external item. These external assessments are generally worth 25% but in the
case of Mathematics and Science subjects, are worth 50%. Students will complete the external
assessment during the last three weeks of their 2021 school year.
Here at Aspley High, we have prepared a comprehensive program for year ten students to assist
them in planning their pathway into 2021 and beyond. We know that to be successful in any of
the pathways available, senior students will be required to:
Adopt a Growth Mindset to their learning – put in their best effort, seek and act on
feedback and use the strategies we teach them
Challenge themselves to do the course of study they are most capable of and be
comfortable in the knowledge that the best learning happens when it is difficult. They will
know this as my invitation to them to “willingly and deliberately jump into the learning pit”
Engage positively in all classroom learning
Actively complete class learning reviews at home
Develop their collaborative learning skills and their abilities in the 21st Century Skills that
underpin all our senior subjects
172142Senior students need to be self-motivated and mature in their approach to learning. Daily review of classwork and checking for understanding is increasingly important in years ten, eleven and twelve. Students will need to increase their commitment to nightly homework and ensure that they are actively engaged in class learning. We talk to the students about making sure they develop the learning skills to be able to “remember in November what you were taught in January”. They will be required to adopt effective study routines and commit to working in an increasingly independent way. Please read this guide carefully. When selecting subjects - choose carefully. The scope for subject changes continues to be limited in the senior phase. You must be very clear on the expected results required from year ten and the pre-requisites Universities have documented for any course of interest to you. Take advantage of our information and come prepared to the Senior Education Training and Pathway (SETP) planning meetings scheduled in week four to six. We really enjoy working with families and students on designing the “best fit” pathway into the senior phase. We know that each young person has unique abilities, interests and aspirations and will work with them, to find the pathway that best suits them. Best wishes Jacquita Miller, Principal
Contents
Introduction __________________________________________ 2
Senior Education Profile ________________________________ 3
Statement of results ............................................................................................ 3
Queensland Certificate of Education (QCE) ....................................................... 3
Queensland Certificate of Individual Achievement (QCIA) ................................. 3
Senior subjects _______________________________________ 4
Underpinning factors .......................................................................................... 4
Vocational education and training (VET) ............................................................ 5
Australian Tertiary Admission Rank (ATAR) eligibility ........................................ 5
General syllabuses ____________________________________ 6
Structure ............................................................................................................. 6
Assessment ........................................................................................................ 6
Applied syllabuses ____________________________________ 8
Structure ............................................................................................................. 8
Assessment ........................................................................................................ 8
Senior External Examinations............................................................................. 9
Assessment ........................................................................................................ 9
QCAA senior syllabuses _______________________________ 10
Mathematics ..................................................................................................... 11
English .............................................................................................................. 19
Humanities........................................................................................................ 23
Technologies .................................................................................................... 41
Health and Physical Education ......................................................................... 53
Science ............................................................................................................. 57
The Arts ............................................................................................................ 69
172142Introduction
The purpose of this guide is to support schools through the provision of a resource that guides
students and parents/carers in Years 11 and 12 subject selection. It includes a comprehensive list
of all Queensland Curriculum and Assessment Authority (QCAA) subjects that form the basis of a
school’s curriculum offerings.
Schools design curriculum programs that provide a variety of opportunities for students while
catering to individual schools’ contexts, resources, students’ pathways and community
expectations.
The information contained in this booklet is a summary of the approved General, Applied, Senior
External Examinations and Short Courses syllabuses. Schools that require further detail about
any subject should access the syllabuses from the QCAA portal.
Before distribution, it is recommended that schools review, delete and add to the information to
personalise the subject guide for each school context.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 2 of 79Senior Education Profile
Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of
senior studies. This profile may include a:
Statement of results
Queensland Certificate of Education (QCE)
Queensland Certificate of Individual Achievement (QCIA).
For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-
qualifications/sep.
Statement of results
Students are issued with a statement of results in the December following the completion of a
QCAA-developed course of study. A new statement of results is issued to students after each
QCAA-developed course of study is completed.
A full record of study will be issued, along with the QCE qualification, in the first December or July
after the student meets the requirements for a QCE.
Queensland Certificate of Education (QCE)
Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their
senior schooling. 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.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 3 of 79Senior subjects
The QCAA develops four types of senior subject syllabuses — General, Applied, Senior External
Examinations and Short Courses. Results in General and Applied subjects contribute to the
award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation,
although no more than one result in an Applied subject can be used in the calculation of a
student’s ATAR.
Extension subjects are extensions of the related General subjects and are studied either
concurrently with, or after, Units 3 and 4 of the General course.
Typically, it is expected that most students will complete these courses across Years 11 and 12.
All subjects build on the P–10 Australian Curriculum.
General syllabuses
General subjects are suited to students who are interested in pathways beyond senior secondary
schooling that lead primarily to tertiary studies and to pathways for vocational education and
training and work. General subjects include Extension subjects.
Applied syllabuses
Applied subjects are suited to students who are primarily interested in pathways beyond senior
secondary schooling that lead to vocational education and training or work.
Senior External Examination
The Senior External Examination consists of individual subject examinations provided across
Queensland in October and November each year by the QCAA.
Short Courses
Short Courses are developed to meet a specific curriculum need and are suited to students who
are interested in pathways beyond senior secondary schooling that lead to vocational education
and training and establish a basis for further education and employment. They are informed by,
and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A
grade of C in Short Courses aligns with the requirements for ACSF Level 3.
For more information about the ACSF see: https://www.education.gov.au/australian-core-skills-
framework.
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.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 4 of 79General syllabuses and Short Courses
In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by:
21st century skills — the attributes and skills students need to prepare them for higher
education, work and engagement in a complex and rapidly changing world. These include
critical thinking, creative thinking, communication, collaboration and teamwork, personal and
social skills, and information & communication technologies (ICT) skills.
Applied syllabuses
In addition to literacy and numeracy, Applied syllabuses are underpinned by:
applied learning — the acquisition and application of knowledge, understanding and skills in
real-world or lifelike contexts
community connections — the awareness and understanding of life beyond school through
authentic, real-world interactions by connecting classroom experience with the world outside
the classroom
core skills for work — the set of knowledge, understanding and non-technical skills that
underpin successful participation in work.
Vocational education and training (VET)
Students can access VET programs through the school if it:
is a registered training organisation (RTO)
has a third-party arrangement with an external provider who is an RTO
offers opportunities for students to undertake school-based apprenticeships or traineeships.
Australian Tertiary Admission Rank (ATAR)
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.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 5 of 79General syllabuses
Structure
The syllabus structure consists of a course overview and assessment.
General syllabuses course overview
General syllabuses are developmental four-unit courses of study.
Units 1 and 2 provide foundational learning, allowing students to experience all syllabus
objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are
studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress
in a course of study and contributes to the award of a QCE.
Students should complete Units 1 and 2 before starting Units 3 and 4.
Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and
student results contribute to the award of a QCE and to ATAR calculations.
Extension syllabuses course overview
Extension subjects are extensions of the related General subjects and include external
assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the
General course of study.
Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject
matter, learning experiences and assessment increase in complexity across the two units as
students develop greater independence as learners.
The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.
Assessment
Units 1 and 2 assessments
Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These
assessments should reflect the local context. Teachers determine the assessment program, tasks
and marking guides that are used to assess student performance for Units 1 and 2.
Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course
of study. Schools should develop at least two but no more than four assessments for Units 1 and
2. At least one assessment must be completed for each unit.
Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report
levels of achievement to students and parents/carers using grades, descriptive statements or
other indicators.
Units 3 and 4 assessments
Students complete a total of four summative assessments — three internal and one external —
that count towards the overall subject result in each General subject.
Schools develop three internal assessments for each senior subject to reflect the requirements
described in Units 3 and 4 of each General syllabus.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 6 of 79The three summative internal assessments need to be endorsed by the QCAA before they are
used in schools. Students’ results in these assessments are externally confirmed by QCAA
assessors. These confirmed results from internal assessment are combined with a single result
from an external assessment, which is developed and marked by the QCAA. The external
assessment result for a subject contributes to a determined percentage of a students' overall
subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.
Instrument-specific marking guides
Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal
assessments.
The ISMGs describe the characteristics evident in student responses and align with the identified
assessment objectives. Assessment objectives are drawn from the unit objectives and are
contextualised for the requirements of the assessment instrument.
Schools cannot change or modify an ISMG for use with summative internal assessment.
As part of quality teaching and learning, schools should discuss ISMGs with students to help
them understand the requirements of an assessment task.
External assessment
External assessment is summative and adds valuable evidence of achievement to a student’s
profile. External assessment is:
common to all schools
administered under the same conditions at the same time and on the same day
developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes a determined percentage (see specific subject guides —
assessment) to the student’s overall subject result and is not privileged over summative internal
assessment.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 7 of 79Applied syllabuses
Structure
The syllabus structure consists of a course overview and assessment.
Applied syllabuses course overview
Applied syllabuses are developmental four-unit courses of study.
Units 1 and 2 of the course are designed to allow students to begin their engagement with the
course content, i.e. the knowledge, understanding and skills of the subject. Course content,
learning experiences and assessment increase in complexity across the four units as students
develop greater independence as learners.
Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects
contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input
to ATAR calculation.
A course of study for Applied syllabuses includes core topics and elective areas for study.
Assessment
Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a
student’s exit result.
Schools should develop at least two but no more than four internal assessments for Units 1 and 2
and these assessments should provide students with opportunities to become familiar with the
summative internal assessment techniques to be used for Units 3 and 4.
Applied syllabuses do not use external assessment.
Instrument-specific standards matrixes
For each assessment instrument, schools develop an instrument-specific standards matrix by
selecting the syllabus standards descriptors relevant to the task and the dimension/s being
assessed. The matrix is shared with students and used as a tool for making judgments about the
quality of students’ responses to the instrument. Schools develop assessments to allow students
to demonstrate the range of standards.
Essential English and Essential Mathematics — Common internal assessment
Students complete a total of four summative internal assessments in Units 3 and 4 that count
toward their overall subject result. Schools develop three of the summative internal assessments
for each senior subject and the other summative assessment is a common internal assessment
(CIA) developed by the QCAA.
The CIA for Essential English and Essential Mathematics is based on the learning described in
Unit 3 of the respective syllabus. The CIA is:
developed by the QCAA
common to all schools
delivered to schools by the QCAA
administered flexibly in Unit 3
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 8 of 79 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.
Senior External Examinations
Senior External Examinations course overview
A Senior External Examination syllabus sets out the aims, objectives, learning experiences and
assessment requirements for each of these subjects.
Results are based solely on students’ demonstrated achievement in examinations. Work
undertaken before an examination is not assessed.
The Senior External Examination is for:
low candidature subjects not otherwise offered as a General subject in Queensland
students in their final year of senior schooling who are unable to access particular subjects at
their school
adult students (people of any age not enrolled at a Queensland secondary school)
to meet tertiary entrance or employment requirements
for personal interest.
Senior External Examination results may contribute credit to the award of a QCE and contribute
to ATAR calculations.
For more information about the Senior External Examination, see:
www.qcaa.qld.edu.au/senior/see.
Assessment
The Senior External Examination consists of individual subject examinations that are held once
each year in Term 4. Important dates and the examination timetable are published in the Senior
Education Profile (SEP) calendar, available at: https://www.qcaa.qld.edu.au/senior/sep-calendar.
Results are based solely on students’ demonstrated achievement in the examinations. Work
undertaken before an examination is not assessed. Results are reported as a mark and grade of
A–E. For more information about results, see the QCE and QCIA policy and procedures
handbook, Section 10.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 9 of 79QCAA senior syllabuses
Mathematics Technologies
General General
General Mathematics Design
Mathematical Methods Digital Solutions
Specialist Mathematics Applied
Applied Fashion
Essential Mathematics Furnishing Skills
Hospitality Practices
Industrial Technology Skills
English
General Health and Physical Education
English General
Applied Physical Education
Essential English Applied
Sport & Recreation
Science
Humanities
General
General
Biology
Ancient History
Chemistry
Business
Earth & Environmental Science
Economics
Physics
Geography
Psychology
Legal Studies
Applied
Modern History
Science in Practice
Applied
Business Studies
Social & Community Studies
The Arts
Tourism
General
Dance
Drama
Music
Visual Art
Applied
Visual Arts in Practice
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 10 of 79General 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
This subject is incompatible with vocational geometry, Statistics, and Networks and
education pathways. matrices.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 11 of 79Structure
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
Shape and and annuities
measurement trigonometry Bivariate data Graphs and networks
Linear equations and Algebra and matrices analysis
Networks and
their graphs Univariate data Time series analysis decision mathematics
analysis Growth and decay in
sequences
Earth geometry and
time zones
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 20% Summative internal assessment 3 (IA3): 15%
Problem-solving and modelling task Examination
Summative internal assessment 2 (IA2): 15%
Examination
Summative external assessment (EA): 50%
Examination
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 12 of 79Mathematical Methods
General senior subject General
Mathematical Methods’ major domains are physical sciences (especially physics and
Algebra, Functions, relations and their chemistry), mathematics and science
graphs, Calculus and Statistics. education, medical and health sciences
(including human biology, biomedical
Mathematical Methods enables students to
science, nanoscience and forensics),
see the connections between mathematics
engineering (including chemical, civil,
and other areas of the curriculum and apply
electrical and mechanical engineering,
their mathematical skills to real-world
avionics, communications and mining),
problems, becoming critical thinkers,
computer science (including electronics and
innovators and problem-solvers.
software design), psychology and business.
Students learn topics that are developed
systematically, with increasing levels of Objectives
sophistication, complexity and connection,
and build on algebra, functions and their By the conclusion of the course of study,
graphs, and probability from the P–10 students will:
Australian Curriculum. Calculus is essential select, recall and use facts, rules,
for developing an understanding of the definitions and procedures drawn from
physical world. The domain Statistics is used Algebra, Functions, relations and their
to describe and analyse phenomena graphs, Calculus and Statistics
involving uncertainty and variation. Both are
the basis for developing effective models of comprehend mathematical concepts and
the world and solving complex and abstract techniques drawn from Algebra,
mathematical problems. Functions, relations and their graphs,
Calculus and Statistics
Students develop the ability to translate
written, numerical, algebraic, symbolic and communicate using mathematical,
graphical information from one statistical and everyday language and
representation to another. They make conventions
complex use of factual knowledge to evaluate the reasonableness of solutions
successfully formulate, represent and solve
mathematical problems. justify procedures and decisions by
explaining mathematical reasoning
This subject is incompatible with vocational
education pathways. solve problems by applying mathematical
concepts and techniques drawn from
Algebra, Functions, relations and their
graphs, Calculus and Statistics.
Pathways
A course of study in Mathematical Methods
can establish a basis for further education
and employment in the fields of natural and
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 13 of 79Structure
Unit 1 Unit 2 Unit 3 Unit 4
Algebra, statistics Calculus and further Further calculus Further functions and
and functions functions The logarithmic statistics
Arithmetic and Exponential function 2 Further differentiation
geometric sequences functions 2 Further differentiation and applications 3
and series 1 The logarithmic and applications 2 Trigonometric
Functions and graphs function 1 Integrals functions 2
Counting and Trigonometric Discrete random
probability functions 1 variables 2
Exponential Introduction to Continuous random
functions 1 differential calculus variables and the
Arithmetic and Further differentiation normal distribution
geometric sequences and applications 1 Interval estimates for
Discrete random proportions
variables 1
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 20% Summative internal assessment 3 (IA3): 15%
Problem-solving and modelling task Examination
Summative internal assessment 2 (IA2): 15%
Examination
Summative external assessment (EA): 50%
Examination
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 14 of 79Specialist 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
This subject is incompatible with vocational numbers, Trigonometry, Statistics and
education pathways. Calculus.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 15 of 79Structure
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
Vectors in the plane applications of
Complex numbers 1 Proof by integration
Introduction to proof
Trigonometry and mathematical Rates of change and
functions induction differential equations
Matrices Vectors and matrices Statistical inference
Complex numbers 2
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 20% Summative internal assessment 3 (IA3): 15%
Problem-solving and modelling task Examination
Summative internal assessment 2 (IA2): 15%
Examination
Summative external assessment (EA): 50%
Examination
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 16 of 79Essential Mathematics
Applied senior subject Applied
Essential Mathematics’ major domains are
Number, Data, Location and time, Pathways
Measurement and Finance.
A course of study in Essential Mathematics
Essential Mathematics benefits students can establish a basis for further education
because they develop skills that go beyond and employment in the fields of trade,
the traditional ideas of numeracy. industry, business and community services.
Students develop their conceptual Students learn within a practical context
understanding when they undertake tasks related to general employment and
that require them to connect mathematical successful participation in society, drawing
concepts, operations and relations. They on the mathematics used by various
learn to recognise definitions, rules and facts professional and industry groups.
from everyday mathematics and data, and to
calculate using appropriate mathematical Objectives
processes.
By the conclusion of the course of study,
Students interpret and use mathematics to students will:
make informed predictions and decisions
select, recall and use facts, rules,
about personal and financial priorities. This
definitions and procedures drawn from
is achieved through an emphasis on
Number, Data, Location and time,
estimation, problem-solving and reasoning,
Measurement and Finance
which develops students into thinking
citizens. comprehend mathematical concepts and
techniques drawn from Number, Data,
This subject should be selected by students
Location and time, Measurement and
wanting a vocational education pathway.
Finance
communicate using mathematical,
statistical and everyday language and
conventions
evaluate the reasonableness of solutions
justify procedures and decisions by
explaining mathematical reasoning
solve problems by applying mathematical
concepts and techniques drawn from
Number, Data, Location and time,
Measurement and Finance.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 17 of 79Structure
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
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. Schools develop three
summative internal assessments and the common internal assessment (CIA) is developed by the
QCAA.
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Summative internal assessment 3 (IA3):
Problem-solving and modelling task Problem-solving and modelling task
Summative internal assessment 2 (IA2): Summative internal assessment (IA4):
Common internal assessment (CIA) Examination
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 18 of 79English
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.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 19 of 79Structure
Unit 1 Unit 2 Unit 3 Unit 4
Perspectives and Texts and culture Textual connections Close study of
texts Examining and Exploring literary texts
Examining and shaping connections between Engaging with
creating perspectives representations of texts literary texts from
in texts culture in texts Examining different diverse times and
Responding to a Responding to perspectives of the places
variety of non-literary literary and non- same issue in texts Responding to
and literary texts literary texts, and shaping own literary texts
Creating responses for including a focus on perspectives creatively and
public audiences and Australian texts Creating responses critically
persuasive texts Creating imaginative for public audiences Creating imaginative
and analytical texts and persuasive texts and analytical texts
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 25% Summative internal assessment 3 (IA3): 25%
Extended response — written response Extended response — imaginative
for a public audience written response
Summative internal assessment 2 (IA2): 25% Summative external assessment (EA): 25%
Extended response — persuasive Examination — analytical written
spoken response response
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 20 of 79Essential 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.
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 21 of 79Structure
Unit 1 Unit 2 Unit 3 Unit 4
Language that Texts and human Language that Representations and
works experiences influences popular culture texts
Responding to a Responding to Creating and shaping Responding to
variety of texts used reflective and perspectives on popular culture texts
in and developed for nonfiction texts that community, local and Creating
a work context explore human global issues in texts representations of
Creating multimodal experiences Responding to texts Australian identifies,
and written texts Creating spoken and that seek to influence places, events and
written texts audiences concepts
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. Schools develop three
summative internal assessments and the common internal assessment (CIA) is developed by the
QCAA.
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Summative internal assessment 3 (IA3):
Extended response — spoken/signed response Extended response — Multimodal response
Summative internal assessment 2 (IA2): Summative internal assessment (IA4):
Common internal assessment (CIA) Extended response — Written response
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 22 of 79Ancient History
General senior subject General
Ancient History provides opportunities for Pathways
students to study people, societies and
civilisations of the past, from the A course of study in Ancient History can
development of the earliest human establish a basis for further education and
communities to the end of the Middle Ages. employment in the fields of archaeology,
Students explore the interaction of societies, history, education, psychology, sociology,
and the impact of individuals and groups on law, business, economics, politics,
ancient events and ways of life, and study journalism, the media, health and social
the development of some features of sciences, writing, academia and research.
modern society, such as social organisation,
systems of law, governance and religion. Objectives
Students analyse and interpret By the conclusion of the course of study,
archaeological and written evidence. They students will:
develop increasingly sophisticated skills and
comprehend terms, issues and concepts
understandings of historical issues and
problems by interrogating the surviving devise historical questions and conduct
evidence of ancient sites, societies, research
individuals and significant historical periods.
analyse historical sources and evidence
They investigate the problematic nature of
evidence, pose increasingly complex synthesise information from historical
questions about the past and formulate sources and evidence
reasoned responses.
evaluate historical interpretations
Students gain multi-disciplinary skills in
analysing textual and visual sources, create responses that communicate
meaning.
constructing arguments, challenging
assumptions, and thinking both creatively
and critically.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Investigating the Personalities in their Reconstructing the People, power and
ancient world time ancient world authority
Digging up the past Hatshepsut Thebes — East and Schools choose one
Ancient societies — Alexander the Great West, 18th Dynasty study of power from:
Slavery Egypt Ancient Rome — Civil
Early Imperial Rome War and the breakdown
of the Republic
QCAA will nominate one
topic that will be the basis
for an external
examination. It will be:
Augustus
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 23 of 79Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 25% Summative internal assessment 3 (IA3): 25%
(IA1): Investigation — historical essay based on
Examination — essay in response to research
historical sources
Summative internal assessment 2 25% Summative external assessment (EA): 25%
(IA2): Examination — short responses to
Independent source investigation historical sources
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 24 of 79Business
General senior subject General
Business provides opportunities for students Pathways
to develop business knowledge and skills to
contribute meaningfully to society, the A course of study in Business can establish
workforce and the marketplace and prepares a basis for further education and
them as potential employees, employers, employment in the fields of business
leaders, managers and entrepreneurs. management, business development,
entrepreneurship, business analytics,
Students investigate the business life cycle, economics, business law, accounting and
develop skills in examining business data finance, international business, marketing,
and information and learn business human resources management and
concepts, theories, processes and strategies business information systems.
relevant to leadership, management and
entrepreneurship. They investigate the
influence of, and implications for, strategic
Objectives
development in the functional areas of By the conclusion of the course of study,
finance, human resources, marketing and students will:
operations.
describe business environments and
Students use a variety of technological, situations
communication and analytical tools to
explain business concepts, strategies and
comprehend, analyse, interpret and
processes
synthesise business data and information.
They engage with the dynamic business select and analyse business data and
world (in both national and global contexts), information
the changing workforce and emerging digital
interpret business relationships, patterns
technologies.
and trends to draw conclusions
evaluate business practices and
strategies to make decisions and propose
recommendations
create responses that communicate
meaning to suit purpose and audience.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Business creation Business growth Business Business evolution
Fundamentals of Establishment of a diversification Repositioning a
business business Competitive markets business
Creation of business Entering markets Strategic Transformation of a
ideas development business
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 25 of 79Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 25% Summative internal assessment 3 (IA3): 25%
Examination — combination response Extended response — feasibility report
Summative internal assessment 2 (IA2): 25% Summative external assessment (EA): 25%
Investigation — business report Examination — combination response
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 26 of 79Economics
General senior subject General
Economics encourages students to think
deeply about the global challenges facing Pathways
individuals, business and government, A course of study in Economics can establish
including how to allocate and distribute scarce a basis for further education and employment
resources to maximise well-being. in the fields of economics, econometrics,
Students develop knowledge and cognitive management, data analytics, business,
skills to comprehend, apply analytical accounting, finance, actuarial science, law and
processes and use economic knowledge. political science.
They examine data and information to Economics is an excellent complement for
determine validity, and consider economic students who want to solve real-world science
policies from various perspectives. They use or environmental problems and participate in
economic models and analytical tools to government policy debates. It provides a
investigate and evaluate outcomes to draw competitive advantage for career options
conclusions. where students are aiming for management
Students study opportunity costs, economic roles and developing their entrepreneurial
models and the market forces of demand and skills to create business opportunities as
supply. They dissect and interpret the complex agents of innovation.
nature of international economic relationships
and the dynamics of Australia’s place in the Objectives
global economy. They develop intellectual
By the conclusion of the course of study,
flexibility, digital literacy and economic thinking
students will:
skills.
comprehend economic concepts, principles
and models
select data and economic information from
sources
analyse economic issues
evaluate economic outcomes
create responses that communicate
economic meaning.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Markets and models Modified markets International Contemporary
The basic economic Markets and economics macroeconomics
problem efficiency The global economy Macroeconomic
Economic flows Case options of International objectives and theory
Market forces market measures economic issues Economic
and strategies management
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 27 of 79Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 25% Summative internal assessment 3 25%
Examination — combination response (IA3):
Examination — extended
response to stimulus
Summative internal assessment 2 (IA2): 25% Summative external assessment 25%
Investigation — research report (EA):
Examination — combination
response
Senior Subject Guide 2021 Queensland Curriculum & Assessment Authority
Aspley State High School July 2020
Page 28 of 79You can also read
