Senior Subject Guide 2021 - Aspley State High School

 
Senior Subject Guide 2021 - Aspley State High School
Senior Subject Guide 2021

Aspley State High School
July 2020

                            172142
Senior Subject Guide 2021 - Aspley State High School
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

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Senior 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
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Introduction
          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 79
Senior Education Profile
          Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of
          senior studies. This profile may include a:
           Statement of results
           Queensland Certificate of Education (QCE)
           Queensland Certificate of Individual Achievement (QCIA).
          For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-
          qualifications/sep.

          Statement of results
          Students are issued with a statement of results in the December following the completion of 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 79
Senior 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 79
General 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 79
General syllabuses
          Structure
          The syllabus structure consists of a course overview and assessment.

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

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

          Assessment
          Units 1 and 2 assessments
          Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These
          assessments should reflect the local context. Teachers determine the assessment program, tasks
          and marking guides that are used to assess student performance for Units 1 and 2.
          Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course
          of study. Schools should develop at least two but no more than four assessments for Units 1 and
          2. At least one assessment must be completed for each unit.
          Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report
          levels of achievement to students and parents/carers using grades, descriptive statements or
          other indicators.

          Units 3 and 4 assessments
          Students complete a total of four summative assessments — three internal and one external —
          that count towards the overall subject result in each General subject.
          Schools develop three internal assessments for each senior subject to reflect the requirements
          described in Units 3 and 4 of each General syllabus.

Senior Subject Guide 2021                                                     Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                         July 2020
                                                        Page 6 of 79
The three summative internal assessments need to be endorsed by the QCAA before they are
          used in schools. Students’ results in these assessments are externally confirmed by QCAA
          assessors. These confirmed results from internal assessment are combined with a single result
          from an external assessment, which is developed and marked by the QCAA. The external
          assessment result for a subject contributes to a determined percentage of a students' overall
          subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

          Instrument-specific marking guides
          Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal
          assessments.
          The ISMGs describe the characteristics evident in student responses and align with the identified
          assessment objectives. Assessment objectives are drawn from the unit objectives and are
          contextualised for the requirements of the assessment instrument.
          Schools cannot change or modify an ISMG for use with summative internal assessment.
          As part of quality teaching and learning, schools should discuss ISMGs with students to help
          them understand the requirements of an assessment task.

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

Senior Subject Guide 2021                                                     Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                         July 2020
                                                        Page 7 of 79
Applied syllabuses
          Structure
          The syllabus structure consists of a course overview and assessment.

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

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

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

          Essential English and Essential Mathematics — Common internal assessment
          Students complete a total of four summative internal assessments in Units 3 and 4 that count
          toward their overall subject result. Schools develop three of the summative internal assessments
          for each senior subject and the other summative assessment is a common internal assessment
          (CIA) developed by the QCAA.
          The CIA for Essential English and Essential Mathematics is based on the learning described in
          Unit 3 of the respective syllabus. The CIA is:
           developed by the QCAA
           common to all schools
           delivered to schools by the QCAA
           administered flexibly in Unit 3

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 79
QCAA 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 79
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
          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 79
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
              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 79
Mathematical 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 79
Structure
             Unit 1                   Unit 2                      Unit 3                      Unit 4

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

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

          Summative assessments

             Unit 3                                               Unit 4

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

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

                                         Summative external assessment (EA): 50%
                                                      Examination

Senior Subject Guide 2021                                                            Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                                July 2020
                                                            Page 14 of 79
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
          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 79
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
              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 79
Essential 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 79
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

          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 79
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.

Senior Subject Guide 2021                                                          Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                              July 2020
                                                            Page 19 of 79
Structure
             Unit 1                      Unit 2                    Unit 3                   Unit 4

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

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

          Summative assessments

             Unit 3                                               Unit 4

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

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

Senior Subject Guide 2021                                                          Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                              July 2020
                                                            Page 20 of 79
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.

Senior Subject Guide 2021                                                          Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                              July 2020
                                                            Page 21 of 79
Structure
             Unit 1                    Unit 2                    Unit 3                     Unit 4

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

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

          Summative assessments

             Unit 3                                               Unit 4

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

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

Senior Subject Guide 2021                                                           Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                               July 2020
                                                           Page 22 of 79
Ancient 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 79
Assessment
          Schools devise assessments in Units 1 and 2 to suit their local context.
          In Units 3 and 4 students complete four summative assessments. The results from each of the
          assessments are added together to provide a subject score out of 100. Students will also receive
          an overall subject result (A–E).

          Summative assessments

             Unit 3                                          Unit 4

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

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

Senior Subject Guide 2021                                                        Queensland Curriculum & Assessment Authority
Aspley State High School                                                                                            July 2020
                                                          Page 24 of 79
Business
          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 79
Assessment
          Schools devise assessments in Units 1 and 2 to suit their local context.
          In Units 3 and 4 students complete four summative assessments. The results from each of the
          assessments are added together to provide a subject score out of 100. Students will also receive
          an overall subject result (A–E).

          Summative assessments

             Unit 3                                         Unit 4

             Summative internal assessment 1 (IA1):   25%   Summative internal assessment 3 (IA3):      25%
              Examination — 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 79
Economics
          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 79
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      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 79
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