College Subject Handbook 2017 Year 11-12 · College Subject Handbook 2017 Year 11-12 . 2 Contents St Brendan-Shaw College 2017 Year 11 to 12 Student Subject Handbook ... Business

College Subject Handbook 2017 Year 11-12

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Contents St Brendan-Shaw College 2017 Year 11 to 12 Student Subject Handbook .......................................... 4

Requirements to achieve the Tasmanian Certificate of Education (TCE):* ....................................................... 4 Achieving a Tertiary Entrance (TE) Score: .......................................................................................................... 4 Australian Tertiary Admission Rank (ATAR): ...................................................................................................... 4 Tasmanian Assessment, Standards and Certification (TASC)............................................................................. 4

The Year 11 - 12 Subjects offered ...................................................................................................... 6 SUBJECTS ................................................................................................................................................................ 7 Religious Education Faculty ................................................................................................................................... 8

Studies of Religion TASC3C ................................................................................................................................ 8 Religion in Society TASC2A ................................................................................................................................. 9 Making Moral Decision TASC2C ......................................................................................................................... 9 Youth Ministry & Spirituality Options .............................................................................................................. 10 Community Service Learning TASC2A .............................................................................................................. 10

Faculty of Science ................................................................................................................................................. 11 Physical Science TASC3C .................................................................................................................................. 11 Physical Science Foundation TASC2C ............................................................................................................... 11 Life Science TASC2C ......................................................................................................................................... 12 Biology TASC3C ................................................................................................................................................ 13 Environmental Science & Society TASC3C ....................................................................................................... 14 Chemistry TASC4C ............................................................................................................................................ 15 Physics TASC4C ................................................................................................................................................. 16

Mathematic Faculty ............................................................................................................................................. 17 Essential Skills TASC2C - Numeracy .................................................................................................................. 17 Workplace Maths TASC2C ................................................................................................................................ 17 General Mathematics Foundation TASC2C ...................................................................................................... 18 Mathematics Methods Foundation TASC2C .................................................................................................... 18 General Mathematics TASC3C ......................................................................................................................... 19 Mathematics Methods TASC3C ....................................................................................................................... 19 Mathematics Specialised TASC4C .................................................................................................................... 20

Humanities and Social Sciences Faculty ............................................................................................................... 21 Introduction to Sociology and Psychology TASC2C .......................................................................................... 21 Psychology TASC3C .......................................................................................................................................... 21 Sociology TASC3C ............................................................................................................................................. 22 Modern World History TASC3C ........................................................................................................................ 22 Ancient Civilisations TASC3C ............................................................................................................................ 23 Geography TASC3C........................................................................................................................................... 23 Accounting TASC3C .......................................................................................................................................... 24 Economics TASC3C ........................................................................................................................................... 24 Business Studies Foundation TASC2C .............................................................................................................. 25 Business Studies TASC3C .................................................................................................................................. 25 Legal Studies TASC3C ....................................................................................................................................... 26 Legal Studies Foundation TASC2C .................................................................................................................... 26 Working with Children TASC2C ........................................................................................................................ 27 Philosophy TASC3C........................................................................................................................................... 27

English & LOTE Faculty ......................................................................................................................................... 28 English Literature TASC3C ................................................................................................................................ 28 Essential Skills TASC2C - Literacy ..................................................................................................................... 28 English Level 3 TASC3C ..................................................................................................................................... 29 English Writing TASC3C .................................................................................................................................... 29 English Foundations Level 2 TASC2C ................................................................................................................ 29 English Applied TASC2C .................................................................................................................................... 30 Japanese Foundation TASC2C .......................................................................................................................... 30 Japanese TASC3C ............................................................................................................................................. 31

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French Foundation TASC2C .............................................................................................................................. 31 French TASC3C ................................................................................................................................................. 32

Arts Faculty .......................................................................................................................................................... 33 Drama Foundation TASC2C .............................................................................................................................. 33 Drama TASC3C ................................................................................................................................................. 33 Theatre Performance TASC3C .......................................................................................................................... 34 Dance TASC2C .................................................................................................................................................. 35 Production ........................................................................................................................................................ 36 Dance TASC3C .................................................................................................................................................. 37 Music TASC3C ................................................................................................................................................... 37 Contemporary Music TASC2C .......................................................................................................................... 38 Music Technologies TASC2C ............................................................................................................................ 38 Art Production-Foundation TASC2C / Art Production TASC3C / Art Studio Practice TASC4C.......................... 39 Media Production-Foundation TASC2C / Media Production TASC3C .............................................................. 40

Health and Physical Education Faculty ................................................................................................................ 41 Sport Science Foundation TASC2C ................................................................................................................... 42 Sport Science TASC3C ...................................................................................................................................... 42 Health Studies TASC3C ..................................................................................................................................... 43 Physical Recreation TASC1C ............................................................................................................................. 43 Athlete Development TASC2C.......................................................................................................................... 44 Outdoor Education TASC2C ............................................................................................................................. 45

Technology Faculty .............................................................................................................................................. 46 Design and Production TASC2C ........................................................................................................................ 46 Computer Graphics & Design TASC3C / Computer Graphics & Design – Foundation TASC2C ...................... 47 Food & Cooking Essentials TASC1C .................................................................................................................. 47 Food and Nutrition TASC3C ............................................................................................................................. 48 Technical Graphics FoundationTASC2C / Technical Graphics TASC3C............................................................. 49 Workshop Techniques Introduction TASC1C ................................................................................................... 49 Housing and Design TASC3C ............................................................................................................................ 50 Automotive & Mechanical Technologies TASC2C ............................................................................................ 50

Information Technology Faculty .......................................................................................................................... 51 Computer Science TASC3C ............................................................................................................................... 51 Essential Computer Skills TASC2C / Computer Applications TASC2C .............................................................. 51 WORK READINESS TASC1-2C ............................................................................................................................ 52

Vocational Education & Training (VET) ............................................................................................ 53

What is VET? .................................................................................................................................. 53 Structured Workplace Learning: ...................................................................................................................... 53 National Qualifications and Skills: .................................................................................................................... 53

School-Based Apprenticeships & Traineeships .................................................................................................... 54 What is a School-Based Apprenticeship & Traineeship?: ................................................................................ 54

Vocational Education & Training ..................................................................................................... 54 VET Courses on offer in 2017 ............................................................................................................................... 55

Certificate II in Building & Construction (Carpentry) ....................................................................................... 55 Certificate II in Salon Assistant ......................................................................................................................... 56 SIT20312 Certificate II in Kitchen Operations ................................................................................................ 56 FDF20510 Certificate II in Retail Baking Assistance ........................................................................................ 56 SIT30713 Certificate III in Hospitality ............................................................................................................. 56

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Welcome to the

St Brendan-Shaw College 2017 Year 11 to 12 Student Subject Handbook

The following will give parents and students entering Years 11 to 12 in 2017 details of subjects being offered. Every effort is made to accommodate student choices. However, some subjects may not run due to insufficient numbers requesting the subject. Please take the time to read our Subject Handbook and speak to staff on Subject Information Evenings. Should you be unable to attend teachers can be contacted via Caritas Office or email. SENIOR SECONDARY: Some fundamentals. Requirements to achieve the Tasmanian Certificate of Education (TCE):* • 120 Participation points (80 at level 2 or above) (The Planner* is an aid with this.)

o Each course, generally contributes 15 points o Minimum result for each subject is a Preliminary Achievement (PA) o Can count repeated subjects

• Everyday Adult skills in: (The Literacy, Numeracy and ICT “Ticks” in the Planner Tool*) o Reading, writing and communication; o Mathematics; and o Use of computers and the internet

• Pathway Planning (The TCE Planner and subject selection processes is part of this.) *The TCE Planner Tool, available online at http://www.tasc.tas.gov.au/2829, is an invaluable tool. Achieving a Tertiary Entrance (TE) Score: The TCE must be attained to be eligible to receive a TE Score • Once the TCE is achieved a TE Score is calculated using:

o The best 3 pre-tertiary results in the final year of Senior School Study (generally Year 12); plus o The next best 1 or 2 pre-tertiary results

• Repeated subjects cannot be counted twice • Scaling is used to account for courses of differing difficulty Australian Tertiary Admission Rank (ATAR): • A state-wide, percentile ranking based upon TE scores.

o Eg: A Tasmanian student having an ATAR of 90.00 is ranked above 90% (therefore in the top 10.00%) of the age cohort and would be regarded as being equal to a student with an ATAR of 90.00 from any other state.

Tasmanian Assessment, Standards and Certification (TASC) The (TASC) governs all post Year 10 education and training, including assessment, that leads to certified qualifications. Its Website can be accessed at http://www.tasc.tas.gov.au/ (TASC has replaced the Tasmanian Qualifications Authority (TASC), wherever you see TASC, read TASC. This change has just occurred within the last few weeks). Subject Selection Considerations – seeking a TE Score: DO: • Ensure that University pre-requisite courses are attained; • Choose subjects that you are successful in; • Choose subjects that you enjoy. DO NOT: • Look at scaled scores; • Do what your friends do; • Make assumptions about what courses you need to study.

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Why SBSC: • It has been acknowledged that the model that best serves student’s needs is uninterrupted Year

7 to 12 education. • Being known by your teachers is an advantage. • We offer a rounded education, with a rich variety of activities, assisting students to become

deeper thinkers; more selfless; and better citizens. • Our structure and knowledge of our students provides a safety net.

YEAR 8, 9 and 10: Each student studies both Core and Elective subjects.

• Where courses have been written, the Australian Curriculum is the basis for our subjects. • Results in Australian Curriculum Subjects is based upon an end-of-year assessment of

achievement against a published Standard. A “C” is the expected result and should be celebrated. An “A” or “B” is a much more rare result.

• Students are also expected to continue their participation in the Reflection Day as part of a program that runs from Year 7, culminating in the Year 12 Retreat

Core Subjects – Years 9 and 10.

• Values and Traditions (Religious Studies) • English • Mathematics • Science • History • Health and Physical Education

Core Subjects – Year 8. In addition to the Year 9/10 Core subjects, Year 8 students undertake a language. At the College, this is either: French, Japanese; or Indonesian. Elective Subjects

• Students undertake three (3) electives from the subjects described throughout this handbook. • Students are advised that a balanced curriculum from the Key Learning Areas is desirable.

CHANGE OF SUBJECTS – ALL YEAR LEVELS: All change of subject requests must go to the Deputy Principal, Learning and Teaching for approval. All requests are to be made via a Subject Change Request Form and must have parent signature. These forms can be obtained from the Deputy Principals’ Assistant, Mrs Saltmarsh.

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The Year 11 - 12 Subjects offered

On the next page you will find a summary list of all the subjects the students can choose from. For advice about

these subjects, please contact the Careers and Pathways Coordinators.

Year 11 & 12 Subjects

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SUBJECTS Religious Education Faculty

- Studies of Religion TASC3C - Religion in Society TASC2C - Making Moral Decision TASC2A - Youth Ministry and Spirituality Options - Community Service Learning TASC2A

Faculty of Science - Physical Science TASC3C - Physical Science Foundation TASC2C - Life Science TASC2C - Biology TASC3C - Environmental Science & Society

TASC3C - Chemistry TASC4C - Physics TASC4C

Mathematics Faculty - Essential Skills TASC2C – Numeracy - Workplace Maths TASC2C - General Mathematics Foundation

TASC2 - Mathematics Methods Foundation

TASC2C - General Mathematics TASC3C - Mathematics Methods TASC3C - Mathematics Specialised TASC4

Humanities and Social Sciences Faculty - Introduction to Sociology and

Psychology TASC2C - Psychology TASC3C - Sociology TASC3C - Modern World History TASC3C - Ancient Civilisations TASC3C - Geography TASC3C - Accounting TASC3C - Economics TASC3C - Business Studies Foundation TASC2C - Business Studies TASC3C - Legal Studies TASC3C - Legal Studies Foundation TASC2C - Working with Children TASC2C - Philosophy TASC3C

English & LOTE Faculty - English Literature TASC3C - Essential Skills TASC2C - Literacy - English Level 3 TASC3C - English Writing TASC3C - English Foundations Level 2 TASC2C - English Applied TASC2C - Japanese Foundation TASC2C - Japanese TASC3C - French Foundation TASC2C - French TASC3C

Arts Faculty - Drama Foundation TASC2C - Drama TASC3C - Theatre Performance TASC3C - Dance TASC2C - Production - Dance TASC3C - Music TASC3C - Contemporary Music TASC2C - Music Technologies TASC2C - Art Production-Foundation TASC2C / Art

Production TASC3C / Art Studio Practice TASC4C

- Media Production-Foundation TASC2C / Media Production TASC3C

Health and Physical Education Faculty - Sport Science Foundation TASC2C - Sport Science TASC3C - Health Studies TASC3C - Physical Recreation TASC1C - Athlete Development TASC1C - Outdoor Education TASC2C

Technology Faculty - Design and Production TASC2C - Computer Graphics & Design TASC3C /

Computer Graphics & Design – Foundation TASC2C

- Food & Cooking Essentials TASC1C - Food and Nutrition TASC3C - Technical Graphics FoundationTASC2C /

Technical Graphics TASC3C - Workshop Techniques Introduction

TASC1C - Housing and Design TASC3C - Automotive & Mechanical Technologies

TASC2C Information Technology Faculty

- Computer Science TASC3C - Essential Computer Skills TASC2C /

Computer Applications TASC2C - Work Readiness TASC1-2C

VET Opportunities - Certificate II in Building and Construction

(Carpentry) - Certificate II in Salon Assistant - Certificate I in Animal Studies (online) - Certificate II in Animal Studies (online) - Certificate III in Sport and Recreation

(Distance) - Certificate III in Early Childhood Care and

Education (online)

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Religious Education Faculty In Year 11, studying a Religious Education course is compulsory. Students can choose from the following three options available to them. In Year 12, it is not compulsory for students to complete a Religious Education course. However, students may choose to complete any of the following subjects.

YEAR 11 In Year 11, studying a religious education course is compulsory. Students can choose from one of the following four options:

Studies of Religion TASC3C Religion in Society – Foundation TASC2C Learning For Life – Combination of two courses:

o Moral Decision Making TASC 2A o Community Service Learning TASC2A

Youth Ministry & Spirituality – Combination of two courses:

o Youth Ministry & Spirituality o Community Service Learning TASC2A

YEAR 12 In Year 12, it is NOT compulsory for students to complete a religious education course. However, students may choose to complete the following subject if they wish.

Studies of Religion TASC3C It is worth noting here that it IS compulsory for all Year 12 students to attend the Year 12 Retreat.

Studies of Religion TASC3C Course Summary: This course is a pre-tertiary course with points awarded going towards a student’s TE score. Studies of Religion, Level 3, examines the place and function of religious traditions and ethical perspectives in a pluralist society such as Australia within a global context. This course contributes to identifying religions diversity in Australia, the need for inter-faith dialogue and the current contribution that religious traditions make to cultural respect and social equity. In such a complex environment of cultural and religious diversity, religious frameworks can impact on essential debates and emerging issues regarding the interface of religion, ethics and society. The course includes an introduction and five studies: INTRODUCTION TO STUDIES OF RELIGION STUDY ONE RELIGIOUS TRADITIONS AND BELIEFS STUDY TWO SIGNIFICANT CHALLENGE AND CHANGE – HISTORICAL AND CONTEMPORAY STUDY THREE ETHICS AND MORALITY STUDY FOUR THE SEARCH FOR MEANING STUDY FIVE ULTIMATE QUESTIONS It is compulsory for Year 11 students to complete a religious education course and this is one of the three options available. This option is recommended for academic students seeking a TE score and University entrance. The course has a size value of 15 credit points and is Level 3. Activities/Assessment: Studies of Religion has an externally marked end of year exam and an internally marked mid-year exam. Final marks are also based on internal assessments such as essays, assignments and presentations. Previous Experience: To achieve high marks in this subject it is important that you have strong English skills as the course involves a lot of reading, researching and essay writing. While students who already attend the College have a good background from a content point of view (usually having looked at some of these units before although not in as much depth), the subject is as hard as any other pre-tertiary subject so requires commitment from the student participating in it. Future Pathway: Studies of Religion would be useful for students interested in further studies in areas such as religion, political science, philosophy, research, arts, sociology, history and law.

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Religion in Society TASC2A Course Summary: The study of Religion in Society provides an avenue for learners to develop an appreciation of the way that religion influences our lives as members of a particular society and provides them with the skills to be informed and critical thinking members of their society. Students investigate four compulsory modules; Religion in Society, Exploring the Meaning of Life, Religious Citizenship and Applications (expressing religious ideas and understandings about the world). It is compulsory for Year 11 students to complete a religious education course and this is a one of the four options available. This is a non pre-tertiary course so will gain students no points toward their TE score, only an award. The course has a size value of 15 credit points and is Level 2. Activities/Assessment: All assessment is internal. Students will present their understanding and research in a variety of ways, e.g. Power-point presentation, video, collage, dramatic presentation, lecture, speech, magazine article, brochure, photo collage, written response to a stimulus, diary entry, reflective writing, etc. Previous Experience: No previous experience required. Future Pathway: This course can lead to a variety of senior secondary courses, including Studies of Religion, Sociology and Philosophy.

Making Moral Decision TASC2C Course Summary: Making Moral Decisions is a non pre-tertiary course, so students gain no points towards their TE score, only an award. It is a TASC2 subject with a size value of 5. This subject is timetabled for five 50 minute lessons a fortnight. Making Moral Decisions will provide students with the opportunity to investigate the role of belief and values in society and engage in critical enquiry about a range of ideas. The course aims to develop students’ understanding of ethical theories and how these theories are evident in a number of world views practised in Tasmania today. Activities/Assessment: All assessment is internal. You will be assessed through regular assignments and tests together with investigation projects based upon the theory unit. Previous Experience: No previous experience is required for this subject. Future Pathway: This course is designed for students looking for pathways to work and further study. Some vocational links include; social work, journalism, community development, social welfare, chaplaincy, teaching, law and politics. This will also assist students who may be interested in later study relevant to these vocational links.

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Youth Ministry & Spirituality Options

Students enrolling in Learning For Life (A combination of Making Moral Decisions and Community Service Learning A) or Youth Ministry and Spirituality (A combination of Youth Ministry & Spirituality and Community Service Learning A) will only have five 50 minute lessons in the classroom out of 12 lessons a fortnight on that line. It is important to note that the Community Service Learning portion of the subject does not require regular classroom lesson time. However, the work required to be done throughout the year for the subject is the equivalent of four lessons a fortnight (further explanation of this can be found under the Community Service Learning A subject description below). So, there are 7 lessons a fortnight that students enrolled in these subjects do not have a regularly timetabled lesson. For these lessons, the College is exploring ways of providing tutorial assistance for the students. Due to the nature of these options (in particularly Community Service Learning A) there is a ceiling for the number of students that can be enrolled in these subjects. If the number of students selecting these subjects exceeds that ceiling, interested students may be required to submit an application, the process and details of which will be communicated if and when it is required. As indicated in the subject descriptions below, students enrolling in these subjects must be fully committed to both the classroom and practical aspects of the class. If students are not fulfilling these obligations, they may be moved to the ‘Religion in Society’ TASC2 course.

Community Service Learning TASC2A

Course Summary: Community Service Learning is a non pre-tertiary course, so students gain no points towards their TE score, only an award. It is a TASC A subject with a size value of 5. This subject has no regular scheduled classroom lessons. Yet the amount of work completed is the equivalent of a subject that requires four lessons a fortnight. This course allows students to explore what community service means to them, and to those around them, and to develop their service commitment and leadership skills through reflection. It encourages opportunities for students to become proactive members of society and to contribute in a range of relevant and meaningful community service activities, adopt roles and make contributions to society. Students complete at least thirty hours of pre-approved, unpaid service experience and reflect upon their experience. Activities/Assessment: In this subject, students are required to engage in a variety of services to the community to a total of 30 hours. Students keep a log and journal of their service and their thoughts and reflections about that service. Also, students will produce a short and comprehensive report on one of their service activities. The community service activities will be the service students organise in consultation with their contact teacher and of their own initiative. The College will also provide some opportunities for students to undertake some community service activities. As above, there are no regularly scheduled classroom lessons, however, students will check in with their contact teacher at regular intervals. This contact teacher will be the teacher that they have for Making Moral Decisions or Youth Ministry & Spirituality class. Class time from whichever of those two classes the student is enrolled in may also be dedicated to this subject at the discretion of their contact teacher. Previous Experience: This course requires the commitment of students to fully participate and to complete both the practical and academic components of the course. Future Pathway: Students will gain an appreciation of the meaning of real service to others whilst making contacts for themselves and having experiences that may inspire an interest in community service and involvement for the future.

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Faculty of Science Physical Science TASC3C Course Summary: This pre-tertiary subject is designed particularly for students in Year 11 but also may be completed in Year 12. It provides students with a solid background in both Physics and Chemistry, covering such topics as forces, motion, energy, structure and properties of materials, and chemical reactions. Physical Sciences also provides students with a chance to hone their practical skills and investigate Science in the “real world.” It is strongly advised for students wishing to study Physics or Chemistry in Year 12. Activities/Assessment: This is very much a practical subject as the theoretical concepts are demonstrated and supported by a large practical component. Practical skills, accuracy in recording and communicating information in various ways, assignments and tests form the basis of assessment opportunities in this course. Students’ achievement in this subject is assessed against 8 predetermined criteria. The final assessment results from the combination of the 8 criteria internally assessed along with 4 criteria reassessed externally by examination. Previous Experience: Students entering the subject will be expected to have performed very well in Year 10 Science (mainly A’s), and have a demonstrated aptitude and interest in Year 10 Physics and Chemistry units. A sound background in Mathematics, such as that provided by Maths Methods TASC2C, or equivalent is advised. Future Pathway: This subject is used as a preparatory subject for Year 12 Physics or Chemistry, and may be a pre-requisite for some University of Tasmania tertiary courses. Year 10 Year 11 Year 12

Physical Science Foundation TASC2C Course Summary: This non pre-tertiary subject is designed specifically to provide Year 11 students who are not necessarily strong in the Sciences a background in both Physics and Chemistry, enabling them to attempt the pretertiary Physical Science TASC 3 subject in Year 12. Topics such as forces, motion, energy, structure and properties of materials, and chemical reactions and analysis will be studied. Physical Science Foundation also provides students with a chance to develop their practical techniques and problem solving skills to investigate Science in the “real world.” It is strongly advised for students wishing to study Physical Science in Year 12. Activities/Assessment: Students learn how the physical sciences provide a framework for the understanding of physical and chemical phenomena observed in everyday materials, such as household chemicals, metals, plastics and structural materials. A strong emphasis on quantitative techniques and problem solving in applied Chemistry is a strongly emphasised in the course. Previous Experience: This subject is designed for students who would like to attempt Physical Science, but only got C’s in Year 10 Science or feel they need a ‘stepping stone’ before commencing Physical Science in Year 12. Future Pathway: Students may like to pursue Physical Science in Year 12. Year 10 Year 11 Year 12

Physical Sciences TASC3C Chemistry TASC3C Physics TASC3C

Science (A or B)

Physical Science Foundation Physical Science Science (B or C)

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Life Science TASC2C Life Science TASC2 (Human Science Theme) prepares students for entry into pre-tertiary Biology and also compliments the development of other pre-tertiary science skills. By studying Life Science TASC2 in Year 11 and Biology TASC3 in Year 12 students should attain a higher award in Biology TASC3. The course will be oriented towards Human Biology. However, many other areas of Biology will be taught. Course Summary: The following points are the main focus of the Life Science course

human nutrition and diet

cells, tissues and organs

movement of substances in and out of cells

human systems (digestive, respiratory, circulatory and excretory)

biotechnology

transplant technology

classification of plants and animals.

temperature regulation

human evolution

plant structures and processes

ecology

photosynthesis and respiration

Activities/Assessment: Practical work is a very important part of this subject. A large proportion of this subject will be spent doing practical activities. Written assignments and presentations also form part of communicating information. Life Science TASC2 is assessed internally by the teacher. Previous Experience: None required, just an interest in the how the human body works. Future Pathway: Continuing on to Biology TASC 3 would be the usual choice for students in Life Science. Life Science / Biology Recommended Pathway Year 10 Year 11 Year 12 Post Secondary

Science

Environmental

Science

TASC3C

Life Science TASC2C

Biology

TASC3C

TAFE or

University

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Biology TASC3C Course Summary: This course provides a broad overview of many aspects of the study of Biology, and would provide students with an excellent background for tertiary study.

The syllabus covers the following topics:

animal/human systems (digestive, circulatory, reproductive and excretory) with an emphasis on comparative anatomy

defending the body against disease

homeostasis and osmoregulation

genetics and DNA

natural selection and evolution

sexual and asexual reproduction

adaptations of organisms to their environment

Activities/Assessment: Practical work is a very important part of this course, with about 50% of class time being spent doing practical work or analysing second hand data (individually, in pairs or small groups). Researching assignments, class discussion and helping students understand concepts occupy most of the class time. Biology TASC3 is assessed internally by the teacher and externally by a three-hour examination. Previous Experience: Students may proceed directly to Biology TASC3 for either Year 11 or 12: however, it is advised that they complete Life Science TASC2, which largely serves as foundation Biology. Future Pathway: Students may like to pursue tertiary studies in Human Movement or Exercise Science, Science, Medicine, Health Studies and a host of other tertiary options. Biology is not a specific pre-requisite for entry into many tertiary courses, but is highly recommended for many of these Health/Science courses. Check with specific tertiary institutions for their particular pre-requisite subjects. **See Life Sciences/Biology Map for further details

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Environmental Science & Society TASC3C Course Summary: Environmental Science provides an interdisciplinary approach to further the students understanding of ecology, assessing the result of human impact on the environment and how to best manage and redress human impact on the environment and resources from a local, regional and global perspective. Much of the course is studied within the context of current environmental issues, keeping the content of the course very topical and dynamic. Broadly, the areas of focus are on ecology, processes and techniques for measuring environmental quality, sustainable management strategies, human impacts and interdependence on the environment. Activities/Assessment: There is a large practical component of the course, written assignments, some laboratory work and field-based exercises in ecology, forestry and water quality measurement. There are eight criteria, - five of which are also externally assessed on a three hour external written TASC exam. The assessment for internal criteria is based on assignments, group practical work, individual research, communicating information in a variety of forms, data handling and analysis skills. Previous Experience: There are no specific pre-requisite subjects for Environmental Science & Society. Some students find Geography a useful pre-tertiary subject to do in Year 11 as there is some content and skill overlap. Future Pathway: Students interested in careers or further study in the following areas may find the course useful:

Aquaculture Agriculture Agronomy Antarctic Studies

Biology Fisheries Forestry Freshwater Ecology Water Management

Geology Natural Resource Management Ecology Environmental Chemistry

Environmental Science Recommended Pathway Year 10 Year 11 Year 12

Science

SOSE

(A’s & B’s)

Environmental

Science & Society

TASC3C

Geography

TASC3

Biology

TASC3C

Environmental

Science & Society

TASC3C

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Chemistry TASC4C Course Summary: Chemistry is a pre-tertiary subject. This syllabus is designed for students who wish to pursue Chemistry or a related discipline at a tertiary level. Chemistry is about materials, their uses, their structures and properties and how these can be modified by chemical reactions. The study of chemistry enables students to enquire about the use that society makes of its resources, and of the impact of that use on the planet. This syllabus includes the following content areas: 1. Electrochemistry 2. Chemical stoichiometry 3. Organic chemistry 4. Electronic structure and Periodic Table 5. Gas laws and kinetic theory 6. Energy and chemical change 7. Rates of reaction 8. Chemical equilibrium Activities/Assessment: Students’ achievement in this subject is assessed against 8 pre-determined criteria. The final assessment results from the combination of the 8 criteria internally assessed along with 4 criteria re-assessed by external examination. There is a large practical component to the course which supports the understanding and application of the course content, so sound laboratory skills are essential. Previous Experience: Students undertaking this syllabus are strongly advised to have studied Physical Sciences TASC3 or equivalent. A sound background in Mathematics, such as that provided by Maths Methods TASC3, is also desirable. Future Pathway: Chemistry is a central science drawing on the principles of Physics and Mathematics and forms the basis for Agriculture, Biology, Chemical Engineering, Environmental Science, Forestry, Medicine and Pharmacy. Chemistry is used to varying extents in all other scientific disciplines and may be a specific pre-requisite for some tertiary courses. Recommended Pathway Year 10 Year 11 Year 12

Science

(A or B)

Physical

Sciences

Chemistry

TASC3C

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Physics TASC4C Course Summary: This syllabus further develops and extends the study of Physics that students have experienced in Physical Sciences. It provides a wide and detailed coverage of topics including Newtonian Mechanics, Electromagnetism, Waves and Atomic and Modern Physics. Activities/Assessment: Students’ achievement in this subject is assessed against 8 pre-determined criteria. The final assessment results from the combination of the 8 criteria internally assessed along with 4 criteria re-assessed by external examination. There is a large practical component to the course which supports the understanding and application of the course content, so sound laboratory skills are essential. Previous Experience: Students undertaking this syllabus are strongly advised to have studied Physical Sciences TASC3 and Maths Methods TASC2 or equivalent. It is also advised that Maths Methods TASC3 or equivalent be studied concurrently, or before, this syllabus. Future Pathway: Physics is a central science drawing on the principles of Mathematics and forms the basis for a variety of Engineering disciplines (structural, electrical, oceanic, mechanical) Pure Mathematics, and some Health related fields such as Optometry and Radiology. It is used to varying extents in all other scientific disciplines and may be a specific pre-requisite for some tertiary courses. Recommended Pathway Year 10 Year 11 Year 12

Physics

TASC3

Science

(A or B)

Physical Sciences

TASC3

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Mathematic Faculty Pathways Students may follow are:

Essential Skills TASC2C - Numeracy Course Summary: The Essential Skills - Numeracy course is designed for learners who need to develop their everyday adult numeracy skills in order achieve their educational and vocational goals. This course involves the study of: • Arithmetic skills • Geometry • Measurement • Statistics Activities/Assessment: Assessment will consist of assignments, projects and tests.

Previous Experience: Completion of Year 10 Mathematics

Future Pathway: The successful completion of this course provides skills and knowledge for further vocational pursuits.

Workplace Maths TASC2C Course Summary: The emphasis of this non pre-tertiary course is to provide students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings. This course involves the study of 5 topics. These are:

• Calculations, use of algebra, percentages and ratios • Measurement • Tables, graphs, diagrams and data • Money • Time and motion

Activities/Assessment: Assessment will consist of assignments, investigations, workbooks, projects and tests.

Previous Experience: Completion of Year 10 Mathematics or successful completion of Essential Skills TASC2 Numeracy

Future Pathway: The successful completion of this course provides skills and knowledge for further vocational pursuits.

Year 10 Year 11 Year 12

Year 10 Mathematics to Essential Skills TASC2 Workplace Maths TASC2

C grade or better in Year 10 Mathematics

to General MathematicsTASC2 to General Mathematics TASC3

A or B grade in Year 10 Mathematics

to General MathematicsTASC3

A or B grade in Year 10 Mathematics

to Mathematics MethodsTASC2 to Mathematics MethodsTASC3

CA grade or better in Mathematics Methods TASC2

to

Mathematics MethodsTASC3

to

Mathematics Specialised TASC4

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General Mathematics Foundation TASC2C Course Summary: This non pre-tertiary course provides opportunities for students to apply their mathematical knowledge and skills to real-world situations. Students will solve applied problems in the following five areas:

• Linear equations and their graphs • Consumer arithmetic • Shape and measurement • Univariate data analysis • Matrices, graphs and networks

This course also provides suitable mathematical support to the study of other TASC3 courses; for example, Physical Sciences, Business Studies, Sports Science and Health Science.

Activities/Assessment: Assessment will consist of assignments, investigations and tests.

Previous Experience: This course is designed for students who have achieved a C grade or better in Year 10 Mathematics or successfully completed Workplace Maths TASC2

Future Pathway: The successful completion of this course provides the foundation for the study of General Mathematics TASC3 and for many VET fields.

Mathematics Methods Foundation TASC2C

This course may become a pre-tertiary subject in 2017 (awaiting clarification from TASC)

Course Summary: This non pre-tertiary course focuses on the acquisition of knowledge and the development of skills in the following areas: • Algebraic processes • Functions and their graphs • Calculus • Probability Students will apply reasoning, interpret information, communicate using appropriate mathematical language and use technology to solve problems. Activities/Assessment: Assessment will consist of assignments, investigations and tests. Previous Experience: This course is designed for students who have achieved an A or B grade in Year 10 Mathematics. Future Pathway: The successful completion of this course provides a foundation for the study of Mathematical Methods TASC3 and disciplines in which mathematics has an important role, including engineering, the sciences, economics, health and social sciences.

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General Mathematics TASC3C Course Summary: This pre-tertiary course provides opportunities for students to apply their mathematical knowledge and skills to real-world situations. Students will solve applied problems in the following five areas: • Bivariate data analysis • Growth and decay in sequences • Finance • Trigonometry • Networks and decision mathematics Students will apply reasoning, interpret information, communicate using appropriate mathematical language and use technology to solve practical problems. Activities/Assessment: Assessment will consist of assignments, investigations, tests and exams. Previous Experience: This course is designed for students who have achieved an A or B grade in Year 10 Mathematics or have successfully completed General Mathematics TASC2. Future Pathway: This course is designed for learners who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE.

Mathematics Methods TASC3C Course Summary: This pre-tertiary course is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at the tertiary level. The major themes of this course are: • Functions and graphs • Circular (trigonometric) functions • Calculus • Statistics and probability These areas of mathematics are developed systematically, with increasing levels of sophistication and complexity. Activities/Assessment: Assessment will consist of assignments, tests and exams Previous Experience: Successful completion of Mathematics Methods Foundation TASC2. Future Pathway: Students may study Mathematics Specialised TASC4, either concurrently with, or on successful completion of this course. Tertiary studies involving mathematics and statistics and their applications including engineering, the sciences, economics, health and social sciences.

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Mathematics Specialised TASC4C Course Summary: This pre-tertiary course is designed for students with a strong interest in Mathematics. This course provides opportunities to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. The four topics of study are:

• Sequences and series • Complex numbers • Matrices • Calculus

Activities/Assessment: Assessment will consist of assignments, tests and exams Previous Experience: Students may study Mathematics Specialised TASC4, either concurrently with, or on successful completion of Mathematics Methods TASC3. Future Pathway: Tertiary studies involving mathematics, statistics, all sciences and associated fields, economics or engineering.

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Humanities and Social Sciences Faculty

Introduction to Sociology and Psychology TASC2C Course Summary: This subject investigates human social relationships, mental functions and behaviours. The course provides a broad overview of the disciplines of sociology and psychology stressing major terms, concepts, and some basic theoretical perspectives from both disciplines. This course introduces students to concepts that are explored further in TASC3 Sociology and Psychology. The course includes a combination of theoretical and practical units, providing students with basic research knowledge, skills and methods. This course enables students to undertake a range of units throughout the year, including the following introductory units; Socialisation, Conformity and Deviance, Dreaming and Sleep, Brain and Intelligence, Non-verbal Communication, Sport Psychology, Family and Stratification. Activities/Assessment: Students will be assessed internally through enquiry, discussion, written and oral reports and analysis of evidence both individually and in groups. Students are also required to complete an independent research project on either Youth Culture or Personal Perceptions. Previous Experience: Students do not require any previous experience. Future Pathway: Students who successfully complete this subject would be encouraged to enrol in a TASC3 Sociology and/or Psychology course.

Psychology TASC3C Course Summary: Psychology is a discipline of Behavioural Sciences which studies human behaviour. The skills and competencies developed include understanding behaviour, the acquisition and communication of information, and an understanding of methods of enquiry in Psychology. Students will develop an understanding of the relationship between thoughts, feelings and behaviour, and how these are underpinned by environmental and biological factors. Activities/Assessment: As a pre-tertiary subject, Psychology will be assessed internally through enquiry, discussion, written and oral reports and analysis of evidence both individually and in groups. It will be assessed externally by a Psychological Investigation Project completed in third term, and an examination in November. Previous Experience: Completion of Introduction to Sociology and Psychology would be an advantage but not a necessary pre-requisite to enrolling in Psychology. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).


Business, Enterprise and Technology

to Business Studies Foundation TASC2 Business Studies TASC3 Economics TASC3 Accounting TASC3

to Business Studies TASC3 Economics TASC3 Accounting TASC3

Introduction to Sociology and Psychology

to Introduction to Sociology and Psychology TASC2 Sociology TASC3 Psychology TASC3

to Sociology TASC3 Psychology TASC3

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Sociology TASC3C Course Summary: Sociology provides an overview of the structure of society, exploring the relationship between the individual and the social world. The course focuses on contemporary Australian society. This includes description and analysis of the patterns and organisations that shape human behaviour in contemporary social life. This syllabus examines Socialisation, Conformity and Deviance, Inequality and Sociological Institutions, including: Education, Family, Work and Media. Sociology focuses on developing skills in analysis and problem solving, communicating ideas and information, researching topical issues and the application of sociological knowledge and skills. Activities/Assessment: As a pre-tertiary subject, Sociology will be assessed internally through enquiry, discussion, written and oral reports and analysis of evidence both individually and in groups. It will be assessed externally by a Sociological Investigation Project completed in third term, and an examination in November. Previous Experience: Completion of Introduction to Sociology and Psychology would be an advantage but not a necessary pre-requisite to enrolling in Sociology. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

Modern World History TASC3C Course Summary: Modern World History emphasises an analysis of war and peace and the political and social forces that have helped shape modern times. Students will acquire historical knowledge, skills and understanding through the study of various aspects of modern world history. The syllabus examines modern democratic and totalitarian political systems; national and global conflicts and their resolution; nationalism and its consequences; the transformation of social, political and economic life; the regional shifts in power; the rise of China as a world power; international terrorism and globalisation; and the changing nature and influence of ideologies. Activities/Assessment: As a pre-tertiary subject, Modern World History will be assessed internally through enquiry, discussion, written and oral assignments and analysis of evidence both individually and in groups. It will be assessed externally by an examination in November. Previous Experience: Students do not require any previous experience. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

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Ancient Civilisations TASC3C Course Summary: Ancient Civilisations involves detailed study of one or two of the three great civilisations of the Ancient Mediterranean world: Egypt; Greece; and Rome. Such study provides students with the knowledge of an ancient civilisation that has influenced the ideas, beliefs and values of modern society. The core unit will consist of an introduction to the geography, climate, religious and political systems, historical outline, basic chronology and the nature of the surviving evidence for the civilisation understudy. Special emphasis is placed on the interpretation of primary evidence, such as archaeological finds and ancient texts, and the insights these give to ancient life. In addition to the history, geography and political systems of the chosen civilisation, students will investigate a range of issues related to that culture. Activities/Assessment: As a pre-tertiary subject, Ancient Civilisations will be assessed internally through enquiry, discussion, written and oral assignments and analysis of evidence both individually and in groups. It will be assessed externally by an Individual Research Folio and an examination in November. Previous Experience: Students do not require any previous experience. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

Geography TASC3C Course Summary: Geography is the study of patterns and interactions between people and their environments. It incorporates active inquiry and research skills using maps, graphics, texts and fieldwork. Geography develops understanding of topical issues and of the interactions and consequences of spatial decisions. Students have the opportunities to investigate and discuss many topical issues such as the consequences of the growth of major cities, the impact of refugee movements and what measures might help to feed the world’s population. Geography encourages students to develop skills in critical analysis and to become better informed decision makers. Activities/Assessment: As a pre-tertiary subject, Geography will be assessed internally through enquiry, discussion, written and oral assignments both individually and in groups. It will be assessed externally by an examination in November. Previous Experience: Students do not require any previous experience. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

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Accounting TASC3C Course Summary: Accounting is concerned with the collection, analysis and communication of financial information about organisations which operate in the private, public and not for profit sectors. With respect to business, accounting information is critical to those stakeholders who need to make decisions and plans about businesses and for managers who need to control those businesses. The subject contains a strong practical emphasis, and examines: recording financial information, reporting of financial information, controls through financial information, decision making and current issues in Accounting. Activities/Assessment: As a pre-tertiary subject, Accounting will be assessed internally through real world investigations, assessments, tests and group tasks. It will be assessed externally by an examination in November. Previous Experience: Completion of Business, Enterprise and Technology would be an advantage but not a necessary pre-requisite to enrolling in Accounting. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

Economics TASC3C Course Summary: Economics examines how wealth is created and how resources are allocated and distributed to different groups in society. Students of economics will develop greater understanding of individual, business and government behaviour. This involves learning economic terminology, concepts, tools and principles. Students of this course will investigate contemporary economic issues using both economic ideas and knowledge of the features of the Australian economic system. This involves the study of issues central to how the Australian economy operates namely growth, inflation, employment and overseas events. Skills, knowledge and the inquiry process will be used to enable students to identify, collate, analyse and evaluate information from multiple sources and to form evidence based conclusions. Activities/Assessment: As a pre-tertiary subject, Economics will be assessed internally through assignments, tests and group tasks. It will be assessed externally by an examination in November. Previous Experience: Completion of Business, Enterprise and Technology would be an advantage but not a necessary pre-requisite to enrolling in Economics. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

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Business Studies Foundation TASC2C Course Summary: Business Studies Foundation is an introduction to the operation of small business in Australia. It examines the ways people within business manage resources to achieve the objectives of the organisation. While the acquisition of knowledge and skills is essential, it is the application of students’ understanding that is at the centre of this course. Activities/Assessment: Students will be assessed internally through assignments, discussions, written and oral reports and group tasks. Students are also required to complete an independent folio project completing an authentic business task. Previous Experience: Completion of Business, Enterprise and Technology would be an advantage but not a necessary pre-requisite to enrolling in Business Studies Foundation. Future Pathway: Students who successfully complete this subject would be encouraged to enrol in the TASC3 Business Studies course.

Business Studies TASC3C Course Summary: Business Studies is the study of the nature, aims and functions of business. Students will develop understanding of business organisations and the markets they serve. They will consider the internal workings and management of business and the processes of decision-making. Students will learn about the establishment and sustainability of business, and be made aware of economic, environmental, ethical, governmental, legal, social and technological issues associated with business activity. Students will also plan and implement an inquiry into a contemporary business issue. The syllabus examines: The Nature of Business, Key Business Functions, Establishing and Sustaining a Business and Inquiry into a current business issue. Activities/Assessment: As a pre-tertiary subject, Business Studies will be assessed internally through assignments, tests and group tasks. It will be assessed externally by an examination in November. Previous Experience: Completion of Business, Enterprise and Technology and/or Business Studies TASC2 would be an advantage but not a necessary pre-requisite to enrolling in Economics. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

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Legal Studies TASC3C Course Summary: Legal Studies explores the main structures and processes of the Australian legal and political system and (to a lesser extent) International law. The legal processes in Australia involve individual rights, responsibilities and participation in our legal and political system to ensure that governments and individuals work within a framework of justice and freedom, based upon the rule of law, separation of powers and procedural fairness. This syllabus examines our system of government, the different ways of making our law, adjudication and enforcing criminal law. Changing the law is highlighted throughout the year by following and discussing topical legal and political issues, giving learners the opportunity to gauge the law in action and a strong applied dimension to their learning. Activities/Assessment: As a pre-tertiary subject, Legal Studies will be assessed internally through assignments, discussions, tests, oral presentations and group tasks. It will be assessed externally by an examination in November. Previous Experience: Completion of TASC2 Legal Studies Foundation would be an advantage but not a necessary pre-requisite to enrolling in TASC3 Legal Studies. Future Pathway: Students who successfully complete this subject will receive a score that can contribute to their Australian Tertiary Admission Rank (ATAR).

Legal Studies Foundation TASC2C Course Summary: Legal Studies Foundation examines rights and responsibilities, giving students a basic overview of the law, which consequently teaches students to become active citizens. This course informs students of the law on day to day living issues such as consumer law, motor vehicle law and property law. Students are able to gain skills such as research and forming argument, critical thinking and applying knowledge to real world issues and ideas. There will be opportunities to visit the courts in action. Activities/Assessment: Students will be assessed internally through research, discussions, oral and written presentations. Previous Experience: Students do not require any previous experience. Future Pathway: Students who successfully complete this subject would be encouraged to enrol in the TASC3 Legal Studies course.

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Working with Children TASC2C Course Summary: This course is designed to equip students with a broad set of practical skills, attitudes and essential knowledge centred on caring for children in a wide range of situations. This course is designed to allow for flexibility and an individualised approach is encouraged. This design element gives the opportunity to focus the specific course on the areas of most interest or need for a particular group. This course acknowledges and allows for different modes of learning and experience, both inside and outside the classroom, enabling real-world education to take place. Activities/Assessment: Students will be assessed internally through assignments, discussions, written and oral reports, practical activities and group tasks. Students will also be involved in childcare sessions at local centres and schools. Previous Experience: Students do not require any previous experience. Future Pathway: Successfully completing this subject may assist students in career pathways related to: working as a carer in a childcare centre, Early Childhood Teacher, Primary School Teaching and any other occupation that deals with childhood development, for example: Nursing, Speech Therapy, Paediatric Care, Social Worker, Psychology, Occupational Therapy and Dietician.

Philosophy TASC3C Course Summary: This course is a pre-tertiary course with points awarded going towards a student’s TE score. The subject is studies over one year. This subject would interest those who see themselves as deep thinkers and would like to explore some of the big questions in life. Topics covered include an introduction to philosophy, ethics and morality, free will and epistemology amongst other options. A major value of philosophy is that it teaches not what to think, but how to think. The skills it develops are the ability to critically analyse, to solve problems, to engage with and to question prevailing views and to express thoughts clearly and precisely. It is important to note that this subject itself does not satisfy the College’s requirement for students to complete a Religious Education course in senior secondary. If a student selects this course, they must still choose another from the Religious Education faculty. Activities/Assessment: Philosophy has an externally marked exam at the end of year and an internally marked mid-year exam. Final marks are also based on internal assessments over the course of the year, such as essays, assignments and presentations. Previous Experience: No previous experience is required for this subject. Future Pathway: Philosophy is an extremely useful subject for those considering careers in the law, advocacy, politics, journalism and many other areas which require skills of analysis and critical evaluation.

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English & LOTE Faculty

English Literature TASC3C Course Summary: English Literature TASC3C is a pre-tertiary subject for students interested in reading, viewing and analysing texts. It uses a variety of approaches to investigate texts and their contexts (for example the culture, politics, society and historical period in which they were created). English Literature shares with the other English courses an emphasis on gaining awareness of all aspects of texts and language; there is a particular focus in this course on the study of texts, and in particular, historical/cultural contexts as well as compositional features. Students study a variety of novels, plays, including Shakespeare, film and poetry. Activities/Assessment: An independent study is undertaken, where students choose an associated topic and conduct analytical or investigative work, as well as creatively responding to the topic. Products from these studies are submitted for external marking as a folio of work. There will also be a two-hour exam. Previous Experience: It would be expected that applicants have obtained an A or B in Year 10 English or completed the General English TASC2 course. Future Pathway: This course is highly recommended for students who wish to study English at university.

Essential Skills TASC2C - Literacy Course Summary: The Essential Skills - Literacy course is designed for learners who need to develop their everyday adult literacy skills in order to achieve their educational and vocational goals. Activities/Assessment: • Understanding and interpreting everyday texts • Communicating information, ideas and opinions in speaking and writing • Working individually and collaboratively on set tasks • Reflecting on your own learning Previous Experience: None required Future Pathway: Students who successfully complete this subject may enrol in English Applied.


English A’s and/or B’s to English Literature TASC3C or English Level 3

to English Level 3 or English Literature TASC3C or English Writing TASC3C

English C’s and/or D’s

to English Pathways Level 2

to English Literature TASC3C or English Level 3 or English Writing TASC3C

English C’s and/or D’s to English Applied TASC2C

English Writing to English Writing TASC2 or 3C to English Writing TASC3C

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English Level 3 TASC3C English Communications will be replaced in 2017 by a new subject –English Level 3 (Pre-Tertiary). Students will be able to undertake this subject if; they have satisfactorily completed either General English or another Pre-tertiary English subject in Year 11 in 2016 or if they have completed Year 10 English with either a high ‘B’ or an ‘A’ result. Pre-requisite entry level: Successful completion of English Foundations Level 2 (English General ENG215115) attaining an award of CA or above, and/or successful completion of Year 10 Australian Curriculum English attaining an A award. A Year 10 award of a high B may be nominated for consideration.

English Writing TASC3C Course Summary: English Writing TASC3C is a specialist pre-tertiary writing syllabus. This syllabus aims to develop students’ skills in the exploration of ideas through writing. Students investigate texts (for example conduct an author study) and create their own, producing a significant body of original work, which is externally assessed. There is emphasis on developing skills in crafting writing, both through workshop processes and investigation of other writers’ approaches. Students are expected to write in a variety of ways and in different forms and to share their ideas and drafts. Activities/Assessment: As part of their study, students undertake personal reading and viewing programs designed to support and extend their work, responding personally, creatively and critically. A folio of writing is submitted by students for external assessment. If students are unable to meet the standards for TASC3C they may be assessed at TASC2C. Previous Experience: It would be expected that applicants have obtained an A or B in Year 10 English or completed the General English TASC2 course or English Writing TASC2 course. Future Pathway: This course is highly recommended for students who wish to study English at university.

English Foundations Level 2 TASC2C In 2017, two new senior English subjects will be introduced. At level 2,(Non-Pre- Tertiary), ‘General English’ will be replaced by ‘English Foundations – Level 2’. It is expected that, unlike 2016 and previous, most completing Year 10 students will take this subject in Year 11. Students will only be permitted to advance to English Level 3 in Year 11 if they have achieved ‘A’ or high ‘B’ grades in Year 10 English. Completing Year 10 students will still be able to advance to English Writing – Level 3 or English Literature – Level 3 in Year 11. However, advancement into English Literature from Year 10 will still require a grade of at least ‘B’. Pre-requisite entry level: An award of B/C/D in Year 10 Australian Curriculum English.

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English Applied TASC2C Course Summary: This course is designed to consolidate and refine the skills and knowledge needed by learners to become confident, competent and engaged users of English in many contexts including everyday individual, community, and workplace contexts. This course will develop learners’ language and literacy skills to enable them to communicate successfully, both orally and in writing. These skills will also allow them to enjoy and use language for practical purposes, and for leisure and pleasure. Activities/Assessment: Assessment is based on written and oral tasks, individual and group activities and includes work negotiated with the teacher. Self and peer assessment is also included. Pre-requisite entry level: An award of C/D/E in Year 10 Australian Curriculum English Future Pathway: There is no designated pathway for English upon completion of this course.

Japanese Foundation TASC2C Course Summary: Learners will use Japanese to communicate with others by: • listening and responding to spoken Japanese • communicating in spoken Japanese • reading and responding to written Japanese • expressing ideas and information in written Japanese Activities/Assessment: Students will be assessed on their ability to communicate (write & speak) and comprehend (read & listen) the language, as well as being able to understand how languages and cultures inter-relate and influence each other. Students will be required to complete an end of year exam in reading, writing, speaking and listening, which will be internally assessed. Previous Experience: This Foundation course is suitable for learners who have had some prior exposure to Japanese and who wish to develop their skills, knowledge and understanding of Japanese language and culture. Most students study at a non-pre-tertiary level (JPN 215114) in Year 11 and continue onto the pre-tertiary level in Year 12 (JPN 315114). However, if a student has achieved exceptional results in Year 10, they may, after consultation with the teacher and the Deputy Principal: Learning and Teaching, attempt the pre-tertiary syllabus in Year 11. Future Pathway: This course provides a pathway to the study of Japanese, TASC level 3 and to enrol in University of Tasmania College Languages Program (CALP). Successful participation in this course results in students being accredited with points towards their first year of university.

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Japanese TASC3C Course Summary: Learners will use Japanese to communicate with others by: • listening and responding to spoken Japanese • communicating in spoken Japanese • reading and responding to written Japanese • expressing ideas and information in written Japanese Activities/Assessment: Students will be assessed on their ability to communicate (write & speak) and comprehend (read & listen) the language, as well as being able to understand how languages and cultures inter-relate and influence each other. Students will sit a mid-year (internally assessed) and end of year (externally assessed) exam in reading, listening, speaking and writing. Previous Experience: This TASC level 3 course is designed for learners who have successfully completed TASC level 2 Japanese – Foundation, or its equivalent. Future Pathway: This course provides a pathway to the study of Japanese at tertiary level, and to various Vocational Education and Training packages that include Japanese components/units of competency.

French Foundation TASC2C Course Summary: Learners will use French to communicate with others by: • listening and responding to spoken French • communicating in spoken French • reading and responding to written French • expressing ideas and information in written French Activities/Assessment: In the classroom emphasis is put on French as a means of communication. The student is encouraged to use the language, both written and oral, and to explore the language using song, film, poetry, newspapers and magazines as well as the more traditional textbooks. Students will be assessed on their ability to communicate (write & speak) and comprehend (read & listen) the language. . Previous Experience: This Foundation course is suitable for learners who have had some prior exposure to French and who wish to develop their skills, knowledge and understanding of French language and culture. Most students study at a non-pre-tertiary level in Year 11 and continue onto the pre-tertiary level in Year 12. Future Pathway: This course provides a pathway to the study of French TASC level 3 and to enrol in University of Tasmania College Languages Program (CALP). Successful participation in this course results in students being accredited with points towards their first year of university.

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French TASC3C Course Summary: Learners will use French to communicate with others by: • listening and responding to spoken French • communicating in spoken French • reading and responding to written French • expressing ideas and information in written French Activities/Assessment: Students will be assessed on their ability to communicate (write & speak) and comprehend (read & listen) the language. . Previous Experience: This TASC level 3 course is designed for learners who have successfully completed TASC level 2 French Foundation, or its equivalent. Future Pathway: This course provides a pathway to the study of French at tertiary level.

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Arts Faculty

Drama Foundation TASC2C Course Summary: Students undertaking Drama - Foundation will explore and experiment with the elements of drama such as: voice; movement; improvisation; and role play. Personal confidence, skills, knowledge and understanding are developed through a range of drama tasks. Students are involved in gathering of information, reflecting and rehearsing to enable public performance. Activities/Assessment: Students undertaking the Drama – Foundation will participate in a range of practical drama-making experiences, both solo and in a group situation. They will be to be able to work from memory and to set appropriate goals for achieving deadlines. Drama tasks will be both student-devised and based on text. Ongoing and regular reflection will be carried out. These reflections, which may be written or oral or a combination of both as appropriate, will provide indications of the student's progress through the various performance and skills development tasks. Students must attend a range of live theatre performances and produce appropriate reflective/analytical responses. Previous Experience: It is recommended that students will have completed at least one of the Year 9 or 10 drama courses. Future Pathway: Drama foundation provides a base that enables students to progress through into Drama TASC3 standard the following year.

Drama TASC3C Course Summary: This course is designed to provide students with practical and creative opportunities to acquire skills, knowledge and understanding as well as to experience a high level of complexity in theatrical skills. Through a practical and theoretical study of Drama, students are exposed to a wide range of experiences and stagecraft. Activities/Assessment: Students undertaking this course will participate in a range of practical drama experiences, both solo and in a group situation. Tasks will be based on text but student devised work may also be included. Students are required to participate in a major public performance based either on a published text or a piece of student devised theatre which is experimental in form, structure or theme. Students are required to write about this production for both internal and external assessment purposes. Students must work from memory in all performance presentations. Students will be required to undertake a role as part of an ensemble in the rehearsal and performance of a text based production for a public performance. A second performance experience will be for external assessment purposes. Students will record regular reflections about their learning over the course of the year. These reflections will provide an indication of the student’s progress through the drama performance and skills development tasks. Students will attend a minimum of three live theatre performances and submit a written response on each performance viewed, employing formal essay style. Previous Experience: It is recommended that students will have completed at least Year 10 drama or Drama Foundation in Year 11. Future Pathway: If this subject is completed in Year 11 students may go on to the Theatre Performance course in Year 12. These courses may be valuable experience for students wishing to enter into higher education Performing Arts or the Arts industry in general.

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Theatre Performance TASC3C Course Summary: This course is designed to provide students with practical and creative opportunities to acquire skills, knowledge, understanding and experience. The course encompasses a comprehensive programme of theatre performance. Working individually and as a member of a group, students present polished performances and dramatic monologues to a variety of audiences. Vocal skills are developed and students explore a range of texts and dramatic techniques. Live theatre performances are attended and critically analysed. Within the context of these various studies students are expected to operate as much as possible like members of a theatre company, while teachers operate much like directors. Activities/Assessment: Theatre Performance students will work as an individual, as a member of small groups and a part of two whole class productions to a public audience. Theatre Performance students will participate in a range of practical drama tasks, develop work, both self-devised and based on text, as an individual and as a member of an ensemble. It is recommended that solo performance work involve at least three performances of a monologue from a published play text for internal assessment over the course of the year. Theatre Performance students will work accurately from memory for all performance work. Theatre Performance students will keep a reflective journal of their learning, performance and theatrical experiences over the year. It is recommended students complete an Individual Reflective Study based on their class major production. A second IRS will be completed for external assessment purposes, which will include a reflection on their exam monologue. Theatre Performance students will undertake a role as part of an ensemble in the rehearsal and performance of two text based productions to a public audience. Theatre Performance students will engage in research of the history of theatrical styles and genres in relation to the texts studied, and demonstrate this understanding through written presentations and practical interpretation. Previous Experience: It is recommended that students have successfully completed Drama TASC3. Future Pathway: This course may be valuable experience for students wishing to enter into higher education Performing Arts or the Arts industry in general.

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Dance TASC2C Course Summary: Dance is designed to provide opportunities for students to gain experience in the aspects of dance skills dance-making, performance and dance appreciation. Through studying this course, students will extend their awareness of the dance-making process both as individuals and as part of a group. They will be introduced to different approaches to dance-making and will also have the opportunity to develop their own performance and movement skills. Activities/Assessment: Students will continue to develop skills and understanding in all aspects of dance, from choreography, technique and performance to appreciation, via reflection, appraisal and understanding dance styles and contexts. They will also undertake tasks that will encourage them to develop their reflective skills in relation to their own work and the work of others, including that of professional choreographers. Criterion-based assessment is a form of outcomes assessment which identifies the extent of student achievement at an appropriate end-point of study. Although assessment – as part of the learning program - is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Previous Experience: It is recommended that students have successfully completed at least one of the Year 9 or 10 courses. Future Pathway: This course is a pathway for students intending to proceed to further studies in TASC level 3 Dance Choreography and Performance, as well as industry-based courses. Students also acquire life skills and knowledge that provides access to employment in the entertainment industry, dance, theatre and the visual and performing arts.

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Production Course Summary: The college has gained a reputation for its professional, quality shows for a number of years and showcases the talents of our students in the performing arts in drama, dance and music from Years 9-12. Our students have relived many different stories and have developed creative interpretations of a range of characters and genres in music. In taking this course students develop self-confidence and skills and knowledge about the many aspects of the production process; including the auditions, rehearsals and performances. Undertaking this course students should:

Gain an understanding of creating performance, production and music performances.

Develop musical skills in singing and performing as part of a band, movements and styles in dancing, the imagination of an actor

Develop skills in singing, dancing, acting and creating

Develop skills in backstage, make-up, lighting and sound.

Gain an understanding of the process involved in the stage, props, program and the vision and creative input of designers and artists.

*Please note: At the conclusion of Production week Senior Secondary students will revert to a study line. Activities/Assessment: Senior Secondary students are able to enrol in the UTAS Production course which will give them a 12.5% credit for University elective studies Australia wide and they are also able to receive 15pts towards their TCE. There is no formal assessment for 9/10 students in Production, however, students will be required to complete a self-assessment and reflection on their experiences throughout this journey, forming the basis of a report for this subject. Previous Experience: Students must have demonstrable ability in at least one or preferably more of the performing arts subjects (singing/music, acting, dancing). As such students who elect this subject may be required to audition prior to being formally accepted into this course. Students will be advised on an individual basis of any audition requirements. Future Pathway: This subject will provide valuable experience for any students considering a career in the performing arts.

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Dance TASC3C Course Summary: This course is designed to provide students with practical and creative opportunities to acquire skills, knowledge, understanding and experience in dance choreography, performance and appreciation at the highest level of complexity offered by TCE courses. Through studying this course, students will develop personal skills and knowledge through practical and theoretical activities and specific projects in choreography (dance-making), performance (including the principles of technique applied to movement and performance skills) and dance appreciation. Activities/Assessment: Students will be involved in learning activities that place emphasis on the following: • Dance Technique Interpretation refers to the application of technique and performance quality

to dance work. It is fundamental to develop dance technique because the body portrays meaning to the dance idea. The work communicates to the audience through the dancer’s body, and technique is essential in order to provide a clear interpretation of the work.

• Choreography • Performance • Dance Appreciation. Assessment will occur through internal and external exams where students will independently choreograph a solo with a duration of 2-4 mins and a group piece with a duration of 4-7 mins. Alongside this students will be expected to present a folio of work which includes 2 reflective essays and 1 comparative essay for external assessment. Previous Experience: It is recommended that students have studied Level 2 Dance or have prior dance and/or movement experience before enrolling in this subject. Future Pathway: This course is a pathway for students intending to proceed to further studies in TASC level 3 Dance Choreography and Performance, as well as industry-based courses. Students also acquire life skills and knowledge that provides access to employment in the entertainment industry, dance, theatre and the visual and performing arts.

Music TASC3C Course Summary: This course will provide an in-depth study in Music where performance, listening, analytical and creative skills are further developed through the investigation of a broad range of musical concepts and styles. Students will undertake a core module plus one or more of the following optional units: solo performance, improvisation/composition/arrangement, ensemble, theory and musicianship and negotiated study. Activities/Assessment: You will be assessed through regular assignments and tests with investigation projects based upon the unit. Previous Experience: This course is for students who undertake private lessons and will need to have AMEB level 4-5 in Theory and AMEB level 5-6 with your chosen instrument. Future Pathway: This course may prepare students for tertiary music studies, or provide the basis of professional or recreational musical activities.

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Contemporary Music TASC2C Course Summary: This syllabus is designed to provide you with the development of technical skills in regards to your instrument and performance skills. The development in basic theoretical knowledge and a Historical component of the Blues and Blue Fusion genre in Music are both components of this course. This syllabus is designed more for the development of the individual student, meaning, there is room for the Teacher and Student to negotiate a program best suited to the student’s skill level and interests. Activities/Assessment: Students will be assessed regularly by means of theoretical tasks: chord structure, chord progression and chord functions, simple melody and harmony concepts, simple and compound metres, and keys. Instrumental techniques and performance skills will be taught individually and within a band setting. Previous Experience: It would be expected that students have completed Year 10 Music successfully or are continuing with private tuition. Future Pathway: Non tertiary courses, or the UTAS Performance course.

Music Technologies TASC2C Course Summary: This course is designed to allow learners opportunities to develop foundation skills across a wide range of aspects of audio design. Learners will carry out tasks and activities that involve developing a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills relevant to the wider audio/music technology industry. Activities/Assessment: This course aims to provide learners with:

• a basic understanding of the music technology production processes and post-production skills • practical skills in music technology • an understanding of the role audio engineering and music technology has in the contemporary arts.

Previous Experience: As this is a new course for 2016, no previous music experience is required, although familiarity with your chosen instrument and some basic theory knowledge would be an advantage. Future Pathways: This foundation course provides knowledge and skills that prepare learners for the UTAS course Music Technology.

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Art Production-Foundation TASC2C / Art Production TASC3C / Art Studio Practice TASC4C

Year 9 Year 10 Year 11 Year 12 Visual Arts to Visual Arts to Art Production-Foundation to Art Production

Visual Arts to Visual Arts to Art Production to Art Studio Practice

Visual Arts to Media Arts to Art Production-Foundation to Art Production

Media Arts to Media Arts to Art Production-Foundation to Art Production

Media Arts to Media Arts to Art Production to Art Studio Practice Course Summary: The Art Production-Foundation course is designed to extend and consolidate the creative skills students have developed in Years 7 to 10. Art Production-Foundation and Art Production will provide opportunities for students to undertake practical projects in a variety of two, three and four-dimensional media which may include; drawing, painting, sculpture, ceramics, printing, mixed media, digital art, digital photography and digital art video. All students will be required to maintain a visual art diary where conceptual ideas are documented, inspirational artwork and artists are recorded, and the evolution of a major body of work is presented. Students will demonstrate their ability to research, analyse and communicate their understanding of art and culture by producing written assignments and essays, as well as participating in group critique sessions, presentations and individual interviews. Students in all courses will be required to mount a display of work undertaken during the year. Activities/Assessment: Students will be assessed according to TASC criteria. Assessments will be undertaken of practical projects, personal visual art diaries, guided art theory assignments and an exhibition of student work. Students working towards an award in Art Production and Art Studio Practice will be externally assessed. Previous Experience: There is no prerequisite for Art Production-Foundation and Art Production. It is advisable for students undertaking these courses to have undertaken one or two years of Media Arts and/or Visual Art in Years 9 and 10, have good verbal and written communication skills and an interest in and curiosity about contemporary art and art history. Art Studio Practice has a prerequisite of a successful completion of Art Production. Future Pathway: Students who successfully complete Art Production or Art Studio Practice courses may consider further studies in areas including, but not limited to: fine art, graphic design, photography, video/film production, sculpture, art history, textile design, industrial design, fashion design, interior decorating and craft.

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Media Production-Foundation TASC2C / Media Production TASC3C Year 9 Year 10 Year 11 Year 12 Media Arts to Media Arts to Media Production-Foundation to Media Production

Media Arts to English Writing to English Communications to Media Production

Media Arts to CAD to Media Production-Foundation to Media Production

Media Arts to English Writing to English Literature to Media Production Course Summary: Media Production Foundation is a non-pre-tertiary course suitable for students who are interested in undertaking Media Production TASC3C the following year. Most students are encouraged to complete this course of study over two years as the technical and theoretical requirements of the course are demanding. Students are required to be proficient in industry-standard editing or publishing software and in script and creative writing for a successful outcome. Students are required to analyse and criticise a broad range of media products and will develop a detailed understanding of Australian and international media and its impact on and contribution to society. Students will develop research skills, form their own opinions and be able to articulate their knowledge and ideas verbally and with written confidence. Students may choose to specialise in either video/film production or print production. Activities/Assessment: Students will be assessed according to TASC Criteria. Assessments undertaken will be of three practical media projects. Students will present a folio of work which includes a news production, an advertisement and either a documentary or drama video/film production or a twelve page printed magazine for external assessment. Documentation of the initiation, planning and production of the two minor and one major projects and a complete log of all work undertaken during the creative process is required. Students will complete a two hour mid-year examination and a two hour end of year external examination. Previous Experience: There are no prerequisites for these courses. It is advisable for students undertaking Media Production and/or Media Production-Foundation to have at least one year of Media Arts, well developed computer skills and good verbal and written communication skills. Future Pathway: Students who successfully complete the Media Production-Foundation course can continue to develop their skills to the highest level during their final year with Media Production. Students successfully completing Media Production may consider further studies in areas including, but not limited to: journalism, communications, television and film production, graphic design, photography, advertising, marketing and public relations.

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Health and Physical Education Faculty The flow chart shows possible progressions from options available within the HPE faculty. They are not definitive and discussion with staff is the most appropriate way of determining the most appropriate pathway.

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Sport Science Foundation TASC2C Course Summary: Sport Science Foundation is a course offered by TASC for those who wish to pursue a career in the fitness or recreation industry and for those who intend to be involved in sporting organisations. It will encompass both theoretical and practical based learning, promoting health benefits for the learner Activities/Assessment: Foundation is for students to develop an understanding of the importance of physical activity, sport, recreation and fitness in their lives as well as an understanding of how the body functions and the factors that influence sporting performance. This course provides opportunities to apply theory in a practical context through participating in, and organising sporting events, as well as participating in practical laboratory activities. This course is designed to encourage and support students in their involvement in sport as participants, administrators, coaches, umpires or in associated support roles. Students will develop knowledge and skills which will assist them to help others participate in sports and recreational activities. The course will also provide the students with knowledge and understanding of the anatomy and physiology of the human body, fitness and performance factors including sport psychology. Assessment for this course is Internal. The school is responsible for reporting the students’ ratings on each criterion to TASC. Previous Experience: There is no previous experience required for Sport Science Foundation. The course is designed to provide a pathway from 9/10 Human Performance, especially if you found the concepts taught in 9/10 Human Performance difficult to grasp. Future Pathway: This course will provide relevant background and experience for students who plan to undertake Sport Science TASC 3. It will also provide students who may find the demands of a pre-tertiary subject too great, the opportunity to study in this field.

Sport Science TASC3C Course Summary: This syllabus is designed for students who wish to expand their skills and understanding in sport science through a theoretical and applied understanding of the factors which influence sporting performance. This includes the areas of physiology of exercise, skill acquisition and the psychological factors that affect sporting performance. Each student will be required to conduct investigative work associated with at least one optional topic and participate in laboratory activities. Activities/Assessment: Internal assessments of all criteria will be made by the school. Schools will report the students' rating for each criterion to the TASC. External - designated criteria in Sport Science 3 will be externally assessed with a three hour written examination and will be used in addition to those provided from the school to determine the final award. Previous Experience: It is expected that students have participated in some theoretical work as part of their Health and Physical Education background and have an interest in this subject area. Elective Subjects available at the College (in Year 9 and 10) which would be valuable prerequisites include Human Performance. For those having not studied a HPE elective in 9/10, the Sport Science Introduction course could be a good starting point. Future Pathway: The syllabus is designed to prepare students for tertiary study in particular the sports sciences and related fields such as physiotherapy, nursing and movement sciences.

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Health Studies TASC3C Course Summary: This subject is for students who wish to develop knowledge and skills in health and health related issues through the investigation of personal, Australian and Worldwide health issues. Influences of personal, cultural, social, political, economic and spiritual values on health care and promotion will be investigated. This Health Studies course begins with an introduction to the concept of health. Through this introductory unit, Introduction to Health, students will learn about internal and external influences on health and develop an understanding of the range of issues affecting health outcomes for individuals and different population groups. Students then study personal health, framed in the context of risk taking and its impact on personal health and wellbeing. Through the study of Australia’s health, students will learn about key socio-cultural, political and environmental factors impacting on the health and wellbeing of all Australians. Students then study Global health, exploring the opportunities, freedoms, limitations and barriers which enable people to live full, productive and creative lives within their communities. Activities/Assessment: This course consists of four units all of which must be covered. Unit One Introduction to Health

Unit Two Personal Health

Unit Three Australia’s Health

Unit Four Worldwide Health Internal - assessments of all criteria will be made by the school. External – designated criteria in Health Studies 3 will be externally assessed and will be used in addition to those provided from the school to determine the final award. Future Pathway: Health Studies provides a strong basis for further vocational and / or tertiary study in areas including Health and Allied Health Careers, Education, Human Movement, Childcare, Exercise Science and Health Science.

Physical Recreation TASC1C Course Summary: Physical Recreation is a TASC level 1 course, with an emphasis on participation. Students are exposed to in individual and group activities as well as developing movement skills and fitness. The focus of the course is to engage students in physical activity that promotes immediate and lifelong benefits. Activities/Assessment: The course comprises of foundation concepts and practical units. While the course is practical in nature there will be some theoretical components. Students will participate in a variety of activities from the following groups: • Individual Activities (Eg: Tennis, Badminton, Swimming…) • Team / Group Activities (Eg: Cricket, Softball, Basketball …) • Recreational / Leisure Activities: (Eg: Golf, Lawn Bowls, Walking…) • Fitness and Health: (Eg: Jogging / Running, Circuit Training, Resistance Training…) All assessment is internal. There are 5 competencies that are assessed in the course. Students must be deemed competent on all 5 to be issued with a pass. Previous Experience: Active involvement in HPE classes in Year 10, showing a willingness to get in and be active.

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Athlete Development TASC2C Course Summary: Athlete Development aims to encourage the development of theoretical and practical competencies necessary for improving athletic performance. Students who have demonstrated a desire to improve performance levels in a chosen sport or sports will be provided with a balance of applied knowledge and skill development. Applications: Students wishing to participate in Athlete Development must complete the application form available from the Physical Education Department. Applications must be returned by the due date. Applications will be assessed and students will be notified of the outcomes. Activities/Assessment, Athlete Development consists of three modules: • Module 1 - Specialist and Technical Coaching/Training • Module 2 - Physical Preparation and Performance Measurement • Module 3 - Sports Knowledge Tutorials. Internal assessment of all criteria will be made by the school. Previous Experience, Students must:

• Play in a recognised sporting competition in the year they undertake the course • Be involved in a physical preparation and technical training program • Undertake appropriate fitness tests during their program of study. These will be at the beginning and

towards the end of the course • Regularly meet with their teacher and their coach. The coach must be qualified in the student’s sport

or be nominated by the sport’s peak body • Maintain a Training Diary.

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Outdoor Education TASC2C Course Summary: Outdoor Education is designed to foster the development of independence and self-sufficiency within the context of outdoor recreational activities. Skills and knowledge will be developed through theoretical learning and experiences in a range of outdoor activities. Whilst the College covers the majority of the cost associated with Outdoor Education, there may be a need for a co-contribution that will not exceed $250 from the students who study in this area. Activities/Assessment: Students will undertake five or more outdoor activities, including but not limited to; day bushwalking, orienteering, surfing, snorkelling, kayaking, fishing, small wheel activities and indoor rock climbing. In undertaking these practical activities and reflecting on them, students will develop technical activity skills and associated safety and best practice processes. Students undertaking this course may, throughout the year, be asked to make small monetary contributions towards some activities. All assessment is internal. There are six criteria that are assessed in the course. Students must be deemed satisfactory on 5 of the 6 criteria to be issued with a satisfactory achievement (SA). Previous Experience: The capacity to demonstrate fundamental movement skills applicable to selected outdoor activities is required in the course. Teamwork and interaction with others is a fundamental aspect of this course. Students considering undertaking this course must be aware of the complexity of the content and the high level of physical activity required. Pre-requisite: Students undertaking this course must be able to do the following: • Demonstrate a swimming / water safety requirement as a prerequisite. 200m in 8 minutes in the pool + 10 min survival swim in overhead water. A similar scenario at the beach will also be completed. Future Pathway:Students completing Outdoor Education may use it as a basis for a wide range of personal, vocational and further education and training options. The vocational pathways after the completion of this course include, but are not limited to: guiding; adventure tourism; natural sciences; defence forces; training academies; and Registered Training Organisations.

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Technology Faculty Some subjects in this faculty may allow students to complete a project of their own choosing. If the cost is unusually expensive the student may be asked to make a contribution.

Design and Production TASC2C Course Summary: Design and Production develops skills in the design and construction of products within an area of specialisation including: composite materials, metal, wood and plastics. An understanding and skills in handling the nominated material will be gained through to producing items in response to design briefs. Activities/Assessment: Learners will develop an understanding of the design process to generate well-considered responses to the briefs. Students learn to draw on a range of strategies to plan, generate and realise commercial and domestic products. They will use a diverse range of techniques to communicate their intentions and their design proposals including colour visuals, orthographic, working drawings, sketches, digital, virtual or three-dimensional presentations. Learners will submit a design folio and complete products exhibiting competent technical skills and processes in working with their chosen materials. Review and evaluation of processes and products will be undertaken. Through the study of design fundamentals and the application of the design process in the production of objects and samples, the learner will develop skills and knowledge relevant to industry, cultural, personal and domestic contexts. Students are assessed against 5 criteria. Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Future Pathway: Students studying this subject may continue to careers that involve design, construction, art or architecture.

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Computer Graphics & Design TASC3C / Computer Graphics & Design – Foundation TASC2C

Course Summary: This course consists of three compulsory content areas.

1. Contemporary Design with Digital Technologies 2. Computer Graphics and Digital Content Areas

This part of the course again consists of three compulsory content areas. The three areas are: a. 3D modelling b. Digital Imaging or Interactive design, (mobile, Internet & disc based media) c. Animation or Video, motion graphics and postproduction editing or Game Design and Production

3. Extended Design Project. Students must develop the following core skill through their participation in this course: the ability to apply design thinking and processes culminating in the production of effective solutions using computer graphics, and associated digital technologies. Activities/Assessment: Students will respond to a number of design briefs that cover the content specified above. Further, they will be required to research designers, design contemporary and past design movements, as well as the concepts and processes of design in a digital context. Previous Experience: There are no pre-requisites for this course but students are encouraged to complete Computer Graphics & Design – Foundation before moving to the Pre-Tertiary course. Future Pathway: On successful completion of this course, students will have attained the knowledge and skills to progress to tertiary study and/or Vocational Education and Training pathways in the areas of engineering, architecture, computing, visual arts and design.

Food & Cooking Essentials TASC1C Course Summary, Students will:

• Identify and select foods and recipes consistent with the Australian Guide to Healthy Eating • Develop an awareness of the importance of food variety, eating to appetite and physical activity • Gain an understanding of the recommended proportions of food groups to promote long term health • Develop an awareness of the benefits of healthy eating and consequences of imbalances in the intake

of energy, fat, sugar, salt and fibre • Enhance decision making skills as a food consumer through an awareness of the economic and

nutritional values in the food selection • Develop skills in basic personal budgeting and economical strategies for providing food • Develop skills in preparing basic foods and recipes for meals and snacks suitable for independent living • Demonstrate skills in safe and hygienic food storage, preparation and handling procedures • Apply personal and kitchen hygiene principles in practical situations • Develop knowledge in essential requirements for a basic home kitchen.

Activities/Assessment: Students will be assessed by practical, written and oral tasks. This is a very practical based subject and students are required to participate in practical tasks on a regular basis.

9/10 Computer Graphics and Design Computer Graphics and Design

Computer Graphics and Design

Food & Cooking

Essentials

General Interest

Kitchen Hand

Hospitality Industry

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Food and Nutrition TASC3C This is a pre-tertiary subject which aims to provide students with a background to study food and health related university courses. It also assists students to identify and undertake careers in food and health related industries along with developing knowledge and skills to enhance their own health and wellbeing. Students are required to work independently and cooperatively showing initiative, ingenuity and resourcefulness. This is a theory based subject. Course Summary: The five major components of the course are: Nutrition • brief overview of digestion and metabolism;

• functions and sources of food nutrients; • the impact of diet on health.

Diet Analysis:

• nutritional requirements at different stages of the life cycle, health and activity levels;

• diet analysis; • menu, recipe and diet modification; • recommended dietary intakes; • food selection tools

Food Choice

– factors affecting food choice: • physiological factors • psychological factors • social factors • economic factors

Health Promotion

– develop and understand how nutrition promotion strategies influence the health of individuals and groups:

• nutrition promotion • food legislation

Food Issues:

• global food security and food ethics • ecological sustainability

Activities/Assessment: Students will be assessed through regular assignments, presentations and tests together with investigation projects based upon the theory of the unit. Previous Experience: There are no prerequisites for this course. However, current or previous studies in the areas of Food Studies non pre-tertiary, Health and Sport Science are an advantage. Future Pathway: Future vocational pathways include Nutrition, Medical areas, Dietician, Hospitality and Fitness.

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Technical Graphics FoundationTASC2C / Technical Graphics TASC3C Course Summary: Units covered include Plane Geometry, Solid Geometry, Descriptive Geometry, Structural analysis, Dimensioning, Standard Drawing Practice, Materials and Equipment, Freehand Sketching, Perspective drawing, Orthographic drawing, Pictorial drawings, Rendering, The Design Process and Principles, Students are required to undertake a major inquiry in an area or areas of interest demonstrating the design process. Areas of study may include: mechanical, civil and electrical engineering, aerospace, marine engineering and architecture, automotive, landscape and domestic architecture, product design and surveying.

Activities/Assessment: Assessment is Criterion based and according to TASC guidelines. Assessment items include written tests, assignments as well as production of a folio. Future Pathway: Technical Graphics provides a strong basis for further vocational and / or tertiary study in areas such as engineering, architecture and related areas within the manufacturing industry.

Workshop Techniques Introduction TASC1C Course Summary: This course is designed for senior secondary learners to develop basic skills in their area/s of specialisation: These specialisations may include: Composite materials, Glass, Metal, Motor Vehicle Bodyworks, Plastics, Textiles or Wood. It is possible for a learner to study more than one of these specialisations during the course. Specialisations are not differentiated in the qualifications available in this course. Students are expected to develop skills including: planning and sequencing, material preparation, dismantling, construction/reassembling, bending and forming, repairing/servicing, cutting and shaping, combining materials, joining and fixing as well as planning and drawing. Activities/Assessment: Learners will complete: • at least one major product (which includes a range of processes) • at least one minor product. The major product/s will be a fully finished/resolved item. The minor product/s may be sample or practice pieces. The products will be made following a given plan or design constraints. Assessment is criterion based and is applied against demonstrated skills, completion of projects and safety.

9/10 Technical Graphics

Technical Graphics Foundation TASC2C

Technical Graphics Foundation TASC3C

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Housing and Design TASC3C Course Summary: Housing and Design looks at traditional and contemporary house design and addresses the issues of passive solar design, energy consumption and ergonomics in relation to comfortable living. There is NO Foundation course available. Activities/Assessment: Students will develop their own major piece of work as an externally assessed folio of their choice. Previous Experience: While no previous experience is required, it is an advantage if students have previously studied design subjects. Future Pathway: This syllabus is intended for students who intend to proceed to further studies in Environmental Design, Interior Design, Urban Planning, Education or Social Work. Housing and Design has strong links with the Science, Technologies and Arts learning areas. It complements senior secondary courses in art, graphics (including computer graphics) and environmental science, depending on students’ pathways.

Automotive & Mechanical Technologies TASC2C Course Summary: Automotive and Mechanical Technologies focuses on understanding how and why mechanical vehicles, plant and equipment work. Through practical activities learners use specialist tools and equipment to identify mechanical faults and complete system maintenance, repairs and adjustments. Learners complete practical challenges and develop technical knowledge and skills in a structured workshop setting. The course consists of three (3) compulsory core areas of knowledge and skills in: Safety, Tools and equipment, Mechanical and Automotive Operations. These core areas of knowledge and skills are applied to five (5) compulsory content areas: Mechanical and automotive components and systems, Principles of operation, Servicing and repairs, Fault finding, problem solving and analysis, Social and Environmental Impacts as well as ONE compulsory Project. Practical work is an integral part of the course as a whole. Activities and Assessment: Practical work will include dismantling and re-assembling mechanical components to service and repair mechanical systems, undertaking basic fault finding processes as well as a major project. Written work must include a Project Proposal and a Project Journal. Assessment is against seven criteria. Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Future Pathway: Automotive and Mechanical Technologies develops knowledge and skills useful to a wide variety of learners including those with an interest in vocational pathways in which mechanical knowledge and problem solving is integral such as automotive, agricultural or motorsport areas. It prepares learners for tertiary studies in mechanical engineering, mechatronics and applied science in conjunction with senior secondary learning in pre-tertiary level mathematics and physics.

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Information Technology Faculty

Computer Science TASC3C Course Summary: This course is based around the language Java. As such there is an emphasis on practical programming. Students attempting this course should have good problem solving skills and have the ability to think logically. Previous Experience: No previous experience is required. However, students who have studied the Programming strand of Computing in Year 11 or Year 9/10 Computing will find parts of the course much easier. A good result from Year 10 Middle Maths and/or a reasonable standard of Maths in Year 11 would be advantageous. Activities/Assessment: Students will be given the opportunity to develop skills and knowledge of Java by writing a number of Applets to run in the body of web pages. Whilst developing these skills and knowledge, students will also study the more theoretical aspects of logic, algorithm analysis, representation of data and a simplified machine language. Computer Science is externally assessed. Nine predetermined criteria are used for assessment throughout the four terms. Five of these criteria are re-assessed in a three hour external exam at the end of the year. Future Pathway: This course is aimed at students planning to follow career paths where Computing will play an important role. This might be in the Programming, Multimedia, Engineering or General Computing professions. It is a very important subject to study if students are looking at any kind of computing degree.

Essential Computer Skills TASC2C / Computer Applications TASC2C Course Summary: This course of study is suitable for all students in Year 11 or 12, regardless of their computing background. Students can study this subject to broaden their understanding of IT, gain important computing skills or simply for fun. The course gives students the opportunity to develop their everyday adult skills in use of computers and the internet in order to achieve their educational and vocational goals. Activities/Assessment: Practical topics will include file management, word processing, spreadsheets, graphics, internet and email. Students will also study some theory including common hardware tools, ergonomics, copyright and safe use of the internet and social media. Learners must undertake study in one of the following application themes:

• Information Processing • Business • Information Management • Publishing

• Multimedia • System Management and Support • Programming and Control

It is most likely that only the “Programming and Control” theme will be offered next year. This theme covers: • Knowledge and understanding of relevant concepts, for example, problem solving and planning,

language constructs (linear or object oriented), development of good programming habits, user and device interfaces, the concept of data types, control sequences (branching, loops) and available functions and procedures and their parameters.

• Related social and ethical issues, such as the importance of documentation and structure, academic integrity, intellectual property and copyright, viruses and the consequences of program malfunctioning.

• Related skills in applied digital technology, for example skills in program planning and development, flowcharts or storyboards, third party software for program development, program coding, editing, compiling/interpreting and device interfaces.

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WORK READINESS TASC1-2C Course Summary: This course aims to prepare students for employment and is aimed at preparing and assisting students seek, gain and keep employment. The course is aimed at providing a holistic approach to work readiness, acknowledging the importance of personal factors such as self-confidence in preparing students for employment. It places the student at the centre of learning and skills development. Activities/Assessment:

• work related numeracy • workplace literacy • workplace communications technology • knowledge of self • knowledge of the workplace

• safety in the workplace • interpersonal communication that contributes to

productive, working relationships and outcomes • teamwork • actively seek work • performance in the workplace

Previous Experience: This course does not require any previous experience. Future Pathway: While this course is designed primarily to prepare students for employment, there may be some who still need additional work preparation. There are a range of courses delivered by registered training organisations that build on the learning achieved in this course. Relevant courses include return to study, employability skills, foundation studies, as well as Certificates II, III or IV vocational training courses. Importantly, there are work preparation courses that cover similar content to this course but at a greater breadth and depth. Such courses provide an obvious pathway for students leaving this course who need further preparation for work. People progressing from the Work Readiness course into relevant nationally accredited courses should seek recognition for the learning they already have demonstrated.

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Vocational Education & Training (VET) What is VET? Vocational Education and Training (VET) refers to education and training that focuses on delivering skills and knowledge required for specific industries. It is a learning option for young people in the senior phase of learning. It is a vocationally oriented school program designed to meet the needs of industry. How does VET work? A VET in Schools program is usually made up of: Units of Competency: • Delivered by a qualified trainer in partnership with a registered training organisation. Structured Workplace Learning: • Students will participate in two blocks of work placement with an employer industry specific to the

student’s chosen course. One two week block and a one week block. • Structured workplace learning enables the student to demonstrate acquired skills and knowledge in an

industry setting. During the work placement, a student will have specific tasks to undertake in order to demonstrate competence. All students will be given a diary which is required to be kept during work placement. Students will be visited on site by the trainer or VET Coordinator once during each placement. Students are covered by the College’s insurance whilst on placement. Students are not to be paid as this is work experience in their chosen field. If payment is received, insurance becomes null and void.

Participating in VET can: Increase students’ learning potential: • Broadens TCE options • Develops students’ capacity to make decisions and solve problems • Helps students to gain confidence and improve communication and interpersonal skills through learning

in an adult environment • Fosters positive feedback by enabling students to demonstrate specific skills and competency • Matches student interests and career directions through the provision of strong pathways National Qualifications and Skills: • Upon successful completion of the program, students are awarded a Nationally Accredited Vocational

Training Certificate or Statement of Attainment • VET qualifications may articulate directly into further education and training at TAFE Prepare Students For The Workforce: • Multiplies post-school opportunities • Provides the opportunity to trial a career. Helps students to explore possible areas of interest which

promote further study and work choices • Allows a student to develop strong links with industry and local community employers; i.e. students

may be offered part-time/casual work • Helps students gain knowledge of employers’ expectations and real working conditions • Develops students’ capacity for cooperation, teamwork and leadership skills development • Provide credit points towards the attainment of a TCE, and/or the attainment of a nationally recognised

VET qualification • Combines senior school studies and accredited vocational education and training • Supports student transitions to employment, vocational and higher education pathways. Other benefits of participating in VET include (but not limited to): • Obtaining practical experience from work • Gaining familiarity on how workplaces operate • Developing employability skills • Developing and improving interpersonal skills • Allowing students to explore the potential career path they would like to pursue Assessment of VET programs: Students must achieve ALL elements of a competency and ALL parts of the performance criteria of the elements in a module/competency to be deemed ‘competent’. If this is not achieved a result of ‘not yet competent’ is recorded and no Statement of Attainment or Certificate is issued. Only competencies that have a result of ‘competent’ will contribute to a Certificate or Statement of Attainment.

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School-Based Apprenticeships & Traineeships What is a School-Based Apprenticeship & Traineeship?: School-based apprenticeships and traineeships provide an opportunity for students in Years 11 and 12 to participate in training and work as paid employees while completing senior schooling. The paid employment component to be completed is a minimum of 7.5 hours per week but no more than 15 hours per week, with a minimum of 720 hours to be achieved each year. The day and hours are negotiated between the College, the student and the employer. The training component is managed by the nominated registered training organisation (RTO). A student cannot remain in a school-based traineeship or apprenticeship after they have left school or completed their compulsory schooling. However, some traineeships/apprenticeships will continue after the student has finished school. In these circumstances parties to the training contract will decide if the trainee/apprentice will continue full-time or part-time. The school-based trainee/apprentice has certain obligations: • Committing to the full term of the training contract • Be enrolled as a Year 11 or 12 student • Complete a minimum of 720 hours of paid employment while at school on a regular basis, integrated

with training during one full year • Fulfil school, work and training responsibilities where agreed in the training contract and the training

plan • Notify all parties of any variation to school, work or training schedule, whether through sickness, other

personal issues or withdrawal School-based apprenticeships & traineeships support: • Transitions from school to work and promote education, training and employment opportunities for

high school students • Provide students with opportunities to develop skills and knowledge relating to actual employment

situations • Allow students to start, and in some cases complete a vocational qualification while still at school • Improve post-schooling employment and training pathways for students • Improve links between education and industry, school and the local community

Vocational Education & Training Can Assist Students With:

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VET Courses on offer in 2017 Certificate II in Building and Construction (Carpentry) – 2 Years Certificate II in Salon Assistant Certificate I in Animal Studies (online) Certificate II in Animal Studies (online - Cert I is pre-requisite) Certificate III in Sport and Recreation (Distance) Certificate III in Early Childhood Care and Education (online)

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Certificate II in Building & Construction (Carpentry) Course Code: 22216VIC This course covers many aspects of the carpentry trade and is a perfect starting point for a career in the building and construction industry. This program covers the “hands-on” skills and knowledge required for carpentry at the entry level, including the safe use of most of the tools and equipment used by carpenters.

Pre-requisites: There are no prerequisites for this qualification. Assessment: Practical assessments; Project work; Work placement

Areas covered include: • Communication • Teamwork • Problem solving • Initiative and Enterprise

• Planning and Organising • Self-management • Learning • Technology

Units: Total units: 24 (12 core and 12 electives) Competency Code Competency Name Pre-Requisites

Core Units:

CPCCOHS1001A Work Safely in the Construction Industry NIL

VU20955 Workplace Safety and Site Induction CPCCOHS1001A

HLTAID002 Provide Basic Emergency Life Support NIL

VU20956 Building Structures NIL

VU20957 Calculations for the Construction Industry NIL

VU20958 Prepare for Work in the Construction Industry NIL

VU20959 Communication Skills for the Construction Industry NIL

VU20960 Introduction to Scaffolding and Working Platforms CPCCOHS1001A

VU20961 Levelling CPCCOHS1001A

VU20962 Quality Principles for the Construction Industry NIL

VU20963 Safe Handling and Use of Plant and Selected Portable Power Tools

CPCCOHS1001A

VU20964 Workplace Documents and Plans NIL

Elective Units:

VU20971 Carpentry Hand Tools CPCCOHS1001A

VU20972 Carpentry Power Tools CPCCOHS1001A

VU20973 Basic Setting Out CPCCOHS1001A

VU20974 Sub-Floor Framing CPCCOHS1001A

VU20975 Wall Framing CPCCOHS1001A

VU20976 Roof Framing CPCCOHS1001A

VU20977 External Cladding CPCCOHS1001A

VU20978 Installation of Window and Door Frames CPCCOHS1001A

VU20979 Interior Fixings CPCCOHS1001A

VU20980 Introduction to Demolition CPCCOHS1001A

VU20981 Formwork for Concreting CPCCOHS1001A

VU20982 Basic Environmental Sustainability in Carpentry CPCCOHS1001A All students complete CPCCOHS1001A Work Safely in the Construction Industry (White Card) at the beginning of

the year. This is a pre-requisite prior to work placement.

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Certificate II in Salon Assistant

Course Code: SHB20216 Discover Hair and Beauty as a pathway in the Hairdressing Industry. Specifically designed for Year 11 and 12 students, this program offers practical sessions including hair styling, braiding, applying basic colour and participating in a photo shoot. Students will receive a Statement of Attainment for the units completed and points will be credited towards the TCE.

The new Certificate II in Hairdressing is called SHB20216 Cert II in Salon Assistant, there are 12 units must be completed in the new SHB package. This is a preparatory qualification which provides a defined and limited range of basic skills and knowledge used in hairdressing salons by individuals who provide assistance with client services. These routine and repetitive tasks are completed under direct supervision and with guidance from hairdressers who manage the client service. The combined skills and knowledge do not provide for a job outcome as a hairdresser and this qualification is intended to prepare individuals for further training. The units are below for 2017. Prerequisites: There are no prerequisites for this qualification. Assessment: Practical assessments; Project work; Work placement Units: Total units: 12 (eight core and five electives – subject to change) Unit Code Unit Name

Core Units:

BSBWHS201 Contribute to health and Safety of self and other

SHBHBAS001 Provide shampoo and basin services

SHBHDES001 Dry hair to Shape

SHBHIND001 Maintain and organize tools, equipment and work areas

SHBXCCS001 Conduct salon financial transactions

SHBXCCS003 Greet and prepare clients for Salon services

SHBXIND001 Comply with organizational requirements within a person services environment

SHBXIND002 Communicate as part of a Salon team

Elective Units:

SHBHBAS002 Provide head, neck and shoulder massages for relaxation

SHBHCLS001 Apply hair colour products

SHBHDES002 Braid hair

SHBXCCS004 Recommend products and services.

ALL VET STUDENTS WILL COMPLETE A FIRST AID CERTIFICATE.

The following VET courses are available for Year 11 and 12 students to enrol in at Marist Regional College in Burnie. Students must organise their own transport to and from Burnie. SIT20312 Certificate II in Kitchen Operations

FDF20510 Certificate II in Retail Baking Assistance

Total Course Length: 2 years SIT30713 Certificate III in Hospitality

https://training.gov.au/Training/Details/BSBWHS201

https://training.gov.au/Training/Details/SHBHBAS001

https://training.gov.au/Training/Details/SHBHDES001

https://training.gov.au/Training/Details/SHBHIND001

https://training.gov.au/Training/Details/SHBXCCS001


https://training.gov.au/Training/Details/SHBXIND001

https://training.gov.au/Training/Details/SHBXIND002

https://training.gov.au/Training/Details/SHBHBAS002

https://training.gov.au/Training/Details/SHBHCLS001

https://training.gov.au/Training/Details/SHBHDES002


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Notes:

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