Senior Subject Guide Malanda State High School
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Malanda State High School
Senior Subject Guide
Year 11 2021
Purpose: “Within a supportive learning environment, to ensure all our
students develop the literacy and numeracy skills in junior secondary that will
enable them to successfully meet our Service Commitment within the senior
secondary years”.
172142
Malanda State High School
Contents Introduction_______________________________________1 Senior Education Profile_____________________________2 Statement of Results…………………………………………………………………....2 Queensland Certificate of Education (QCE)………………………………………….2 Queensland Certificate of Individual Achievement (QCIA)…………………………2 Senior Subjects____________________________________2 Underpinning factors……………………………………………………………………3 Vocational education and training (VET)……………………………………………..4 Australian Tertiary Admission Rank (ATAR) eligibility………………………………4 General Syllabuses_________________________________5 Structure………………………………………………………………………………….5 Assessment………………………………………………………………………...……5 Applied Syllabuses_________________________________7 Structure…………………………………………………………………………………7 Assessment……………………………………………………………………………..7 QCAA Senior Syllabuses____________________________9 Mathematics…………………………………………………………………………….10 English…………………………………………………………………………………..18 Humanities……………………………………………...………………………………22 Technologies…………………………………………………………………………...28 Health and Physical Education……………………………………………………….38 Science……………………………………………………………………….…………42 The Arts…………………………………………………………………………...…….52 VET Courses and Other Information__________________54 VET courses and providers..……………………………….…………………………56 Six Subject Senior Policy……………………………………….……………………..65 QCE Credit & Duplication of Learning……………………………………………….66 Distance Education and TAFE Pathways …………………………………………68
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.
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 1 of 68Senior 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 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.
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 2 of 68Typically, 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.
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.
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 3 of 68Applied 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 v1.1 Malanda State High School June 2020
Page 4 of 68General 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 v1.1 Malanda State High School June 2020
Page 5 of 68The 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 v1.1 Malanda State High School June 2020
Page 6 of 68Applied 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 v1.1 Malanda State High School June 2020
Page 7 of 68• 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 Subject Guide v1.1 Malanda State High School June 2020
Page 8 of 68QCAA Senior Syllabuses
Mathematics Technologies
General General
• General Mathematics • Food & Nutrition
• Mathematical Methods Applied
• Specialist Mathematics • Furnishing Skills
Applied • Industrial Technology Skills
• Essential Mathematics • Hospitality Practices
• Information & Communication Technology
English Health and Physical Education
General General
• English • Physical Education
Applied Applied
• Essential English • Sport & Recreation
Humanities Science
General General
• Geography • Agricultural Science
• Modern History • Biology
Applied • Chemistry
• Business Studies • Physics
Applied
• Science in Practice
The Arts
Applied
• Visual Arts in Practice
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 9 of 68General Mathematics
General senior subject General
General Mathematics’ major domains are Pathways
Number and algebra, Measurement and
geometry, Statistics, and Networks and A course of study in General Mathematics
matrices, building on the content of the P–10 can establish a basis for further education
Australian Curriculum. and employment in the fields of business,
commerce, education, finance, IT, social
General Mathematics is designed for science and the arts.
students who want to extend their
mathematical skills beyond Year 10 but
whose future studies or employment
Objectives
pathways do not require calculus. By the conclusion of the course of study,
students will:
Students build on and develop key
mathematical ideas, including rates and • select, recall and use facts, rules,
percentages, concepts from financial definitions and procedures drawn from
mathematics, linear and non-linear Number and algebra, Measurement and
expressions, sequences, the use of matrices geometry, Statistics, and Networks and
and networks to model and solve authentic matrices
problems, the use of trigonometry to find
• comprehend mathematical concepts and
solutions to practical problems, and the
techniques drawn from Number and
exploration of real-world phenomena in
algebra, Measurement and geometry,
statistics.
Statistics, and Networks and matrices
Students engage in a practical approach that
equips learners for their needs as future • communicate using mathematical,
citizens. They learn to ask appropriate statistical and everyday language and
questions, map out pathways, reason about conventions
complex solutions, set up models and • evaluate the reasonableness of solutions
communicate in different forms. They
experience the relevance of mathematics to • justify procedures and decisions by
their daily lives, communities and cultural explaining mathematical reasoning
backgrounds. They develop the ability to • solve problems by applying mathematical
understand, analyse and take action concepts and techniques drawn from
regarding social issues in their world. Number and algebra, Measurement and
geometry, Statistics, and Networks and
matrices.
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 10 of 68Structure
Unit 1 Unit 2 Unit 3 Unit 4
Money, measurement Applied trigonometry, Bivariate data, Investing and
and relations algebra, matrices and sequences and networking
• Consumer arithmetic univariate data change, and Earth • Loans, investments
• Applications of geometry and annuities
• Shape and
measurement trigonometry • Bivariate data • Graphs and networks
• Algebra and matrices analysis
• Linear equations and • Networks and
their graphs • Univariate data • Time series analysis decision mathematics
analysis • Growth and decay in
sequences
• Earth geometry and
time zones
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 20% Summative internal assessment 3 (IA3): 15%
• Problem-solving and modelling task • Examination
Summative internal assessment 2 (IA2): 15%
• Examination
Summative external assessment (EA): 50%
• Examination
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 11 of 68Mathematical Methods
General senior subject General
Mathematical Methods’ major domains are Pathways
Algebra, Functions, relations and their
graphs, Calculus and Statistics. A course of study in Mathematical Methods
can establish a basis for further education
Mathematical Methods enables students to and employment in the fields of natural and
see the connections between mathematics physical sciences (especially physics and
and other areas of the curriculum and apply chemistry), mathematics and science
their mathematical skills to real-world education, medical and health sciences
problems, becoming critical thinkers, (including human biology, biomedical
innovators and problem-solvers. science, nanoscience and forensics),
Students learn topics that are developed engineering (including chemical, civil,
systematically, with increasing levels of electrical and mechanical engineering,
sophistication, complexity and connection, avionics, communications and mining),
and build on algebra, functions and their computer science (including electronics and
graphs, and probability from the P–10 software design), psychology and business.
Australian Curriculum. Calculus is essential
for developing an understanding of the Objectives
physical world. The domain Statistics is used
By the conclusion of the course of study,
to describe and analyse phenomena
students will:
involving uncertainty and variation. Both are
the basis for developing effective models of • select, recall and use facts, rules,
the world and solving complex and abstract definitions and procedures drawn from
mathematical problems. Algebra, Functions, relations and their
Students develop the ability to translate graphs, Calculus and Statistics
written, numerical, algebraic, symbolic and • comprehend mathematical concepts and
graphical information from one techniques drawn from Algebra,
representation to another. They make Functions, relations and their graphs,
complex use of factual knowledge to Calculus and Statistics
successfully formulate, represent and solve
mathematical problems. • 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
Algebra, Functions, relations and their
graphs, Calculus and Statistics.
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 12 of 68Structure
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 v1.1 Malanda State High School June 2020
Page 13 of 68Specialist 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, and
developing procedural fluency, through to prove propositions by explaining
investigating scenarios, modelling the real mathematical reasoning
world, solving problems and explaining • solve problems by applying mathematical
reasoning. concepts and techniques drawn from
Vectors and matrices, Real and complex
numbers, Trigonometry, Statistics and
Calculus.
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 14 of 68Structure
Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical
Methods.
Unit 1 Unit 2 Unit 3 Unit 4
Combinatorics, Complex numbers, Mathematical Further statistical and
vectors and proof trigonometry, induction, and further calculus inference
• Combinatorics functions and vectors, matrices and • Integration and
matrices complex numbers applications of
• Vectors in the plane
• Complex numbers 1 • Proof by integration
• Introduction to proof
• Trigonometry and mathematical • Rates of change and
functions induction differential equations
• Matrices • Vectors and matrices • Statistical inference
• Complex numbers 2
Assessment
Schools devise assessments in Units 1 and 2 to suit their local context.
In Units 3 and 4 students complete four summative assessments. The results from each of the
assessments are added together to provide a subject score out of 100. Students will also receive
an overall subject result (A–E).
Summative assessments
Unit 3 Unit 4
Summative internal assessment 1 (IA1): 20% Summative internal assessment 3 (IA3): 15%
• Problem-solving and modelling task • Examination
Summative internal assessment 2 (IA2): 15%
• Examination
Summative external assessment (EA): 50%
• Examination
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 15 of 68Essential Mathematics
Applied senior subject Applied
Essential Mathematics’ major domains are related to general employment and
Number, Data, Location and time, successful participation in society, drawing
Measurement and Finance. on the mathematics used by various
professional and industry groups.
Essential Mathematics benefits students
because they develop skills that go beyond
the traditional ideas of numeracy. Objectives
Students develop their conceptual By the conclusion of the course of study,
understanding when they undertake tasks students will:
that require them to connect mathematical • select, recall and use facts, rules,
concepts, operations and relations. They definitions and procedures drawn from
learn to recognise definitions, rules and facts Number, Data, Location and time,
from everyday mathematics and data, and to Measurement and Finance
calculate using appropriate mathematical
processes. • comprehend mathematical concepts and
techniques drawn from Number, Data,
Students interpret and use mathematics to Location and time, Measurement and
make informed predictions and decisions Finance
about personal and financial priorities. This
is achieved through an emphasis on • communicate using mathematical,
estimation, problem-solving and reasoning, statistical and everyday language and
which develops students into thinking conventions
citizens. • evaluate the reasonableness of solutions
Pathways • justify procedures and decisions by
explaining mathematical reasoning
A course of study in Essential Mathematics
can establish a basis for further education • solve problems by applying mathematical
and employment in the fields of trade, concepts and techniques drawn from
industry, business and community services. Number, Data, Location and time,
Students learn within a practical context Measurement and Finance.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Number, data and Money, travel and Measurement, scales Graphs, chance and
graphs data and data loans
• Fundamental topic: • Fundamental topic: • Fundamental topic: • Fundamental topic:
Calculations Calculations Calculations Calculations
• Number • Managing money • Measurement • Bivariate graphs
• Representing data • Time and motion • Scales, plans and • Probability and
• Graphs • Data collection models relative frequencies
• Summarising and • Loans and compound
comparing data interest
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 16 of 68Assessment
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 v1.1 Malanda State High School June 2020
Page 17 of 68English
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 v1.1 Malanda State High School June 2020
Page 18 of 68Structure
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 v1.1 Malanda State High School June 2020
Page 19 of 68Essential 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 every day, 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 v1.1 Malanda State High School June 2020
Page 20 of 68Structure
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 v1.1 Malanda State High School June 2020
Page 21 of 68Geography
General senior subject General
Geography focuses on the significance of Pathways
‘place’ and ‘space’ in understanding our
world. Students engage in a range of A course of study in Geography can
learning experiences that develop their establish a basis for further education and
geographical skills and thinking through the employment in the fields of urban and
exploration of geographical challenges and environmental design, planning and
their effects on people, places and the management; biological and environmental
environment. science; conservation and land
management; emergency response and
Students investigate places in Australia and hazard management; oceanography,
across the globe to observe and measure surveying, global security, economics,
spatial, environmental, economic, political, business, law, engineering, architecture,
social and cultural factors. They interpret information technology, and science.
global concerns and challenges including
responding to risk in hazard zones, planning
sustainable places, managing land cover
Objectives
transformations and planning for population By the conclusion of the course of study,
change. They develop an understanding of students will:
the complexities involved in sustainable
• explain geographical processes
planning and management practices.
• comprehend geographic patterns
Students observe, gather, organise, analyse
and present data and information across a • analyse geographical data and
range of scales. They engage in real-world information
applications of geographical skills and
• apply geographical understanding
thinking, including the collection and
representation of data. • synthesise information from the analysis
to propose action
• communicate geographical
understanding.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Responding to risk Planning Responding to land Managing
and vulnerability in sustainable places cover population change
hazard zones • Responding to transformations • Population
• Natural hazard zones challenges facing a • Land cover challenges in
• Ecological hazard place in Australia transformations and Australia
zones • Managing the climate change • Global population
challenges facing a • Responding to local change
megacity land cover
transformations
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 22 of 68Assessment
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 • Investigation — data report
Summative internal assessment 2 (IA2): 25% Summative external assessment (EA): 25%
• Investigation — field report • Examination — combination response
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 23 of 68Modern History
General senior subject General
Modern History provides opportunities for Pathways
students to gain historical knowledge and
understanding about some of the main A course of study in Modern History can
forces that have contributed to the establish a basis for further education and
development of the Modern World and to employment in the fields of history,
think historically and form a historical education, psychology, sociology, law,
consciousness in relation to these same business, economics, politics, journalism,
forces. the media, writing, academia and strategic
analysis.
Modern History enables students to
empathise with others and make meaningful
connections between the past, present and
Objectives
possible futures. By the conclusion of the course of study,
students will:
Students learn that the past is contestable
and tentative. Through inquiry into ideas, • comprehend terms, issues and concepts
movements, national experiences and
• devise historical questions and conduct
international experiences they discover how
research
the past consists of various perspectives
and interpretations. • analyse historical sources and evidence
Students gain a range of transferable skills • synthesise information from historical
that will help them become empathetic and sources and evidence
critically-literate citizens who are equipped to
embrace a multicultural, pluralistic, inclusive, • evaluate historical interpretations
democratic, compassionate and sustainable • create responses that communicate
future. meaning.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Ideas in the modern Movements in the National experiences International
world modern world in the modern world experiences in the
• Australian Frontier • May Fourth • Germany,1914– modern world
Wars, Movement in China, 1945 • Australian engagement
1788–1930s 1919 • Soviet Union, with Asia since 1945
• Age of Imperialism, 1920s–1945 • Cold War, 1945–1991
1848–1914
• Anti-apartheid
movement in South
Africa, 1948–1991
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 24 of 68Assessment
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 — essay in response to • Investigation — historical essay based
historical sources on research
Summative internal assessment 2 (IA2): 25% Summative external assessment (EA): 25%
• Independent source investigation • Examination — short responses to
historical sources
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 25 of 68Business Studies
Applied senior subject Applied
Business Studies provides opportunities for Objectives
students to develop practical business
knowledge, understanding and skills for use, By the end of the course of study, students
participation and work in a range of business should:
contexts. • describe concepts and ideas related to
Students develop their business knowledge business functions
and understanding through applying • explain concepts and ideas related to
business practices and business functions in business functions
business contexts, analysing business
information and proposing and implementing • demonstrate processes, procedures and
outcomes and solutions in business skills related to business functions to
contexts. complete tasks
Students develop effective decision-making • analyse business information related to
skills and learn how to plan, implement and business functions and contexts
evaluate business outcomes and solutions,
• apply knowledge, understanding and
resulting in improved economic, consumer
skills related to business functions and
and financial literacy.
contexts
Pathways • use language conventions and features
to communicate ideas and information
A course of study in Business Studies can
establish a basis for further education and • make and justify decisions for business
employment in office administration, data solutions and outcomes
entry, retail, sales, reception, small • plan and organise business solutions and
business, finance administration, public outcomes
relations, property management, events
administration and marketing. • evaluate business decisions, solutions
and outcomes.
Structure
The Business Studies course is designed around core and elective topics. The elective learning
occurs through business contexts.
Core topics Elective topics
• Business practices, consisting of • Entertainment • Not-for-profit
Business fundamentals,
Financial literacy, Business • Events management • Real estate
communication and Business • Financial services • Retail
technology
• Health and well-being • Rural
• Business functions, consisting of
Working in administration, • Insurance • Sports management
Working in finance, Working with • Legal • Technical, e.g. manufacturing,
customers and Working in
construction, engineering
marketing • Media
• Tourism
• Mining
• Travel
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 26 of 68Assessment
For Business Studies, assessment from Units 3 and 4 is used to determine the student’s exit
result, and consists of four instruments from at least three different assessment techniques,
including:
• at least one project
• no more than two assessment instruments from any one technique.
Project Extended response Examination
A response to a single task, A technique that assesses the A response that answers a
situation and/or scenario. interpretation, number of provided questions,
analysis/examination and/or scenarios and/or problems.
evaluation of ideas and
information in provided stimulus
materials.
At least two different Presented in one of the • 60–90 minutes
components from the following: following modes: • 50–250 words per item on the
• written: 500–900 words • written: 600–1000 words test
• spoken: 2½–3½ minutes • spoken: 3–4 minutes
• multimodal: 3–6 minutes • multimodal: 4–7 minutes.
• performance: continuous
class time
• product: continuous class
time.
Senior Subject Guide v1.1 Malanda State High School June 2020
Page 27 of 68Food & Nutrition
General senior subject General
Food & Nutrition is the study of food in the Objectives
context of food science, nutrition and food
technologies, considering overarching By the conclusion of the course of study,
concepts of waste management, students will:
sustainability and food protection. • recognise and describe food and nutrition
Students explore the chemical and facts and principles
functional properties of nutrients to create • explain food and nutrition ideas and
food solutions that maintain the beneficial problems
nutritive values. This knowledge is
fundamental for continued development of a • analyse problems, information and data
safe and sustainable food system that can • determine solution requirements and
produce high quality, nutritious solutions with criteria
an extended shelf life. Their studies of the
food system include the sectors of • synthesise information and data to
production, processing, distribution, develop ideas for solutions
consumption, research and development. • generate solutions to provide data to
Students actively engage in a food and determine the feasibility of the solution
nutrition problem-solving process to create
• evaluate and refine ideas and solutions to
food solutions that contribute positively to
make justified recommendations for
preferred personal, social, ethical, economic,
enhancement
environmental, legal, sustainable and
technological futures. • make decisions about and use mode-
appropriate features, language and
Pathways conventions for particular purposes and
contexts.
A course of study in Food & Nutrition can
establish a basis for further education and
employment in the fields of science,
technology, engineering and health.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Food science of Food drivers and Food science of Food solution
vitamins, minerals emerging trends carbohydrate and fat development for
and protein • Consumer food • The food system nutrition consumer
• Introduction to the drivers markets
• Carbohydrate
food system • Sensory profiling • Formulation and
• Fat
• Vitamins and reformulation for
• Labelling and food • Developing food
minerals nutrition consumer
safety solutions markets
• Protein • Food formulation for
• Food development
• Developing food consumer markets
process
solutions
Senior Subject Guide v1.1 Malanda State High School June 2020
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