Ipswich Grammar School Curriculum Handbooks3-ap-southeast-2.amazonaws.com/digistorm-websites/... · Ipswich Grammar School Subject Selection Year 11, 2018 Page | 4 AUTHORITY-REGISTERED

Ipswich Grammar School Curriculum Handbook

Ipswich Grammar School Subject Selection Year 11, 2018 Page | 1

Dear Parents and Students

The transition from Year 10 to Year 11 is sometimes a big step for some students and it is of the

utmost importance that students consult with the Deputy Headmaster, Dean o f Teach ing &

Learn ing , Head of Year, Heads of Departments and Career Advisor with their subject selection and

possible career pathways.

The IGS curriculum is designed and tailored to provide a seamless transition for each boy, with the end goal

that every student achieves his desired post-school destination. This is achieved by broadening the

experiences of the boys through an innovative, relevant and engaging curriculum.

Students will be asked to develop a Senior Education and Training Plan (SETP). The aim of this SETP is to set

out a student’s planned course of education and training through the Senior Phase of Learning. These plans

will help students decide on their course of study from Year 10 onwards but they will be flexible enough

to allow for change.

Our goal is to help every boy achieve his desired destination at the end of Year 12, whether this be an

OP pathway to university, a Selection Rank pathway such as school based apprenticeships, vocational studies

on campus, as well as a combination of on and off-campus arrangements, including work placement.

An individually tailored program for boys in the Senior Phase of learning is developed to assist them to

achieve these goals.

Parents and caregivers are vital in the preparation of the SETP and will be required to attend an interview

with their son and sign the plan to make sure they support their son’s plan for education and training.

When developing the SETP you will need to consider:

Subjects that support your desired pathway

Subjects that are pre-requisites for tertiary study

Subjects which you enjoy, obtain good marks and will challenge you

Subjects that give you field positions in required fields for tertiary study.

Finally, choices made now may impact on your son’s future, so for this reason they must be informed and

realistic.

Yours sincerely

Susan Shaw

Dean of Teaching and Learning


DEPARTMENTS

Mr Richard Morrison Headmaster/ CEO

Mr Tony Dosen Deputy Headmaster

Mr John Chalvatzis Dean of Students

Ms Susan Shaw Dean of Teaching & Learning

Mr Robert Charles Career Advisor

English/Languages Mr John Acutt

Mathematics Mrs Ann Marie Turner

Science Mr Robert Slider

Humanities Mrs Kate Pitty

Technologies Mr Stephen Butterfield

Physical Education Mr Mike Murray

The Arts Ms Annette Joyce

Assisted Learning Mr Gregor Cameron

Counselling Dr Mark Taylor

MAKING CAREER DECISIONS

Step 1 - Understand the basic concepts

Career decision-making is not magic.

No one else can make the decision for you.

You must be actively involved in the process. It is never too late to start.

There is not one ‘ideal’ occupation for you. There may be several occupations that will give you the

satisfaction you want from work.

In all likelihood you will have several occupations during your working lifetime. The career decision you are

making now is not necessarily a lifetime decision.

Step 2 - Look inwards – develop a profile of yourself

What do you want from a job? Think about it. Do you want to: Work with other people or by yourself?

Work outdoors or indoors?

Sit at a desk or be physically active?

Work with ideas or apply ideas (hands on) or do both? Help people in some way?

Make a lot of money?

Be always learning on the job? Have lots of variety and activity?

Have a structured, predictable workday? Feel that the job you have is a secure job?

Work intensely on a project and see it through to the end? Feel you are contributing to the community?

Work with particular things or people e.g. engines, animals, children, the elderly, etc.?

What do you do best? What are your strengths? Are they in

Humanities, Mathematics, Science, etc.?

Working with ideas, words, things, etc.?

Working with people? Working with your hands?

Working with computers or machines?

What other things influence your decision? Perhaps:

The opinions of family and friends?

The availability of employment? Your age?

Staying in the local area?

A physical or medical condition?

What occupational ideas have you already thought of? You can add to these ideas by completing a career

questionnaire from one of the following websites.

myfuture – My guide www.myfuture.edu.au

Australian Careers – http://joboutlook.gov.au/

http://www.myfuture.edu.au/

http://joboutlook.gov.au/


Step 3 - Look outwards – gather information

Read about the jobs in your occupational ideas list. The following resources will help you and explore and provide

you with some more information.

myfuture – www.myfuture.edu.au

Job Outlook – www.jobsearch.gov.au/joboutlook

University guide – www.goodcareersguide.com.au

QTAC Tertiary Prerequisites – all Year 10 students will receive a copy in Term 3

Evaluate the information you are reading. Does it fit with the profile you have developed of yourself in Step 2? Your

eventual aim is to come up with three or four possible occupations that will give you satisfaction and will use your

strengths.

Next you need to talk to people who are already employed in the occupations on your list. Do not be afraid to do

this, as most people are prepared to help you with your career research if you are polite, prepared with questions,

and do not waste their time. Use your own networks (parents’ friends, your friends, parents, neighbours, etc.) to contact

people in jobs you are interested in.

Develop questions to ask them. Some possible questions are:

What do you do in a typical work day?

What do you like about the job?

What do you dislike about the job?

What is the recommended training to prepare for the job? Are there alternative training pathways?

Are there people in the same occupation who do different things from you?

Is there someone else you think I should speak to?

Where do you go from here in this job?

It is helpful to discuss your findings with a friend or relative who knows you well and you feel comfortable talking with.

Other people’s insights can sometimes help us clarify our thinking. Talk to people – the Deputy Headmaster, Dean

of Teaching and Learning, Career Advisor, Head of Year, Heads of Departments, teachers, relatives and friends.

Attend University Open Days and the Tertiary Studies Expo.

Step 4 - Prioritise the jobs

By this time, you should be able to put the jobs you have selected in order of your preference.

Step 5 - Plan a training pathway

Because of your research, you will already know the various pathways to obtaining your occupational goal. Select

the pathway that best suits you. This information will now make it easier for you to start completing your Senior

Education Training Plan (SETP).

Step 6 - Act on your plan

Seek assistance from the Career Advisor, Dean of Teaching and Learning or Deputy Headmaster if you need help with

this process.

AUTHORITY SUBJECTS (OP)

Accounting

Biology

Chemistry

Chinese

Drama

Earth Science

Economics

Engineering Technology

English

German

Graphics

Health Education

Information Processing & Technology

Information Technology Systems

Japanese

Legal Studies

Mathematics A

Mathematics B

Mathematics C

Modern History

Music

Music Extension

Physical Education (SPE)

Physics

Visual Art

OVERVIEW OF SUBJECTS OFFERED 2018

http://www.myfuture.edu.au/

http://www.jobsearch.gov.au/joboutlook

http://www.goodcareersguide.com.au/


AUTHORITY-REGISTERED SUBJECTS (NON-OP)

English Communication

Manufacturing – Certificate II in Engineering Pathways

Certificate I in Construction

Industrial Graphics Skills

Pre-Vocational Mathematics

Visual Arts in Practice

(Authority-Registered School Subjects cannot be used in the calculation of a Field Position)

Certificates/Diplomas

Certificate III in Fitness

Certificate IV in Fitness

Certificate III in Sport & Recreation

Certificate II in Conservation and Land Management (CALM)

Certificate II in Rural Operations (Beef Cattle Production)

Diploma of Agriculture

Diploma of Business (12 & 24 month options)

Pathways A – OP eligible students - Six (6) Authority subjects & QCS

B – OP eligible and/or Selection Rank – Mixture of Authority subjects and VET (Vocational Education & Training)

C – World of Work – OP ineligible – Mixture of Authority subjects and Authority-registered subjects and VET

The Senior course of study in Years 11 & 12 is a 4 semester program. There are many different ways to achieve learning

goals:

OP Eligible Pathway

• Minimum 5 Authority subjects

• All boys will study 6 subjects

Non OP Pathway

• 99 being the highest

• Maximum achievable is 91 (OP 6 equivalent)

• Must complete less than 20 Semesters of Authority subjects

• Combination of Authority, Authority Registered and/or VET subjects

• Students have exactly the same eligibility to apply to QTAC providing they reach the cut-offs and meet pre-requisites

Authority Subjects

Authority Subjects are those which contribute to the 20 semester units of Queensland Curriculum & Assessment

Authority (QCAA) subjects that are required to be eligible for an Overall Position (OP) and also contribute to the

Queensland Certificate of Education (QCE) credits. In these subjects, work will be classified as formative (in most

subjects this will be Year 11 work) or summative assessment. For students who complete the entire two-year course;

formative assessment means that this assessment does not contribute to your OP and in most subjects, this occurs in

Year 11. Summative assessment means this contributes towards your OP and for most subjects this occurs in Year 12.

Students will be informed whether assessment is formative or summative within each subject.

Authority Registered Subjects

Authority Registered Subjects are those offered by QCAA but do not contribute to the 20 semester units required for an

OP but do contribute towards a selection rank and QCE credits.

OP Eligibility

To be eligible for an OP, a student must study 20 semester units of Authority Subjects over the two years of Senior studies.

A minimum of three subjects must be studied for four semesters each. All students at IGS commencing an OP pathway

will select six subjects. The best five subjects will count towards the OP. This sixth subject provides a backup for the

student. An OP student may also select five Authority Subjects as well as an Authority Registered Subject or VET modules

and still be OP eligible. OP students must also sit the Queensland Core Skills Test (QCST) and remain at school until

the prescribed date in November of their final year.

SENIOR PATHWAY OPTIONS - 2018


Selection Rank

Students who are OP Ineligible or Non-OP exit with a selection rank which entitles them to tertiary entrance in

Queensland. An OP ineligible student is accorded the same eligibility as an OP student providing they meet prerequisites

and admission cut-offs. The selection rank is calculated on Authority, Authority Registered and VET courses. This option

provides a more flexible pathway for a student who does not wish to follow the traditional academic course of study.

Vocational Education & Training in Schools

What is VETiS?

Vocational Education and Training in Schools (VETiS) is delivery of nationally recognised qualifications to school

students, providing them with the skills and knowledge required for employment in specific industries. VETiS

qualifications can be undertaken in Years 10, 11 & 12, and can count towards the Queensland Certificate of Education

(QCE).

VETiS options

There are a variety of options available to students to undertake VETiS:

1. as part of their school studies, delivered and resourced by a school registered training organisation (RTO)

2. through fee-for-service arrangements where a parent/student pays for the qualification with an external RTO

3. enrolling in a qualification with an external RTO which is funded by the Department of Education and Training

Please note - The VET investment budget provides funding for students to complete one VETiS qualification while

at school. The expense of any subsequent qualifications will be met by parents.

School-based Apprenticeships and Traineeships

Some students may opt to undertake a school-based traineeship/ apprenticeship. This would require the students to

attend work in the chosen field one day a week and also study the required modules. Students who complete their

traineeship/ apprenticeship usually gain either a Certificate II or Certificate III. For more information, please contact

the Career Advisor.

Selecting Subjects & Pathways

Making decisions on which subjects to study for Senior is rarely easy. Students need to consider carefully their choice

and keep open as many doors as possible. Think carefully about: academic strengths and weaknesses; what

subjects are enjoyable, interesting and personally rewarding; Year 10 academic results in similar subjects; capacity

to improve on current results; possible university or TAFE prerequisites; advice from subject teachers. Students should

also consider the QCE requirements – particularly literacy & numeracy achievements.

University Options During Senior

High-achieving boys at IGS have the opportunity to experience university and extend their studies in Year 12. Students

study one or two university subjects as part of their Senior program. Such opportunities assist students with

their transition to University as well as gaining both academic and QCE credit.

Variable Progression

IGS students may also be given the opportunity to study Year 11 and 12 over three years within a Variable Progression

Rate (VPR) course of study. The VPR program is designed to assist individual students to design a senior secondary

curriculum, which meets his learning needs. A VPR program can make it possible for each boy to meet the rigour

and demands of Year 11 and 12 at a pace and timing appropriate to them.


SELECTING YOUR SUBJECTS

Above all, choose subjects that you will do well in and that you enjoy. Research has shown that to get the highest OP

of which you are capable, you should study the subjects that you enjoy and at which you do well. It is all very well to

keep all your options open by taking specific prerequisite subjects, however, by doing subjects that you find too difficult

or that are not suited to you, you may actually reduce your options in terms of your results and consequently the OP you

achieve. Please consider if a university or TAFE course you want to do has a prerequisite subject you find too difficult

at school, how will you be able to achieve what is required by that course at the university level?

At IGS, it is compulsory to study either English or English Communication. You need to also consider how best to meet

the numeracy requirements of the QCE. These could include one of three options; Mathematics B, Mathematics A or

Pre Vocational Mathematics.

You may choose any combination of eight (8) subjects in preference order (including English or English Communication),

of which you will eventually study six (6). The school will endeavor to give you your choices in preference order but there

is no guarantee.

You cannot do Mathematics C unless you also do Mathematics B. Of course, you CAN take Mathematics B without

Mathematics C.

Students’ results in Year 10 subjects such as Mathematics and English may be used as indicators of success in

other subjects.

CHANGE OF SUBJECTS – Years 11 & 12

Rationale: There are occasions when students in the Senior years of schooling (Years 11 & 12) may have a need to change

subjects in their academic program. A change of subject may have a number of implications and both students and parents

need to be aware of these.

Points for Consideration:

1. Year 12 students – no changes will be processed after the end of the third week of Term One.

2. Year 11 students – no changes will be processed after the end of the third week of Term One.

3. OP eligibility – Students who want to be OP eligible must study 20 semester units of Authority subjects, including

at least three (3) subjects for four (4) semesters each and must sit the Queensland Core Skills (QCS) test.

4. Students need to have read subject material in the Subject Selection Handbook to have knowledge of course

content, assessments and other associated matters pertaining to subjects.

5. Consultation must occur with students, parents and Careers Advisor or Dean of Teaching and Learning, as well

as the appropriate Heads of Department, Head of Year and Deputy Headmaster.

6. Once a subject has been changed, it is the responsibility of the student to organize his study and time management

to cover the work missed.

7. Students are reminded that making too many subject changes could affect OP eligibility or QCE certification.

INCOMPATIBLE SUBJECTS - If incompatible subjects are studied concurrently, the QCAA will certify only one of these. In

the case of Senior subjects, the Subject Achievement Indicator (SAI) of only one of the incompatible subjects studied will be

considered for inclusion in calculations leading to the student’s university entrance.

Mathematics A is incompatible with - Mathematics C

English Communication is incompatible with - English

COMMON CURRICULUM ELEMENTS

There are 49 Common Curriculum Elements

They underpin the Qld Senior Curriculum i.e. they are taught and learned as you study your subjects.

Queensland Core Skills Test is a test of the Common Curriculum Elements.

The Senior Curriculum comprises more than the content of particular subjects. There is a significant overlap of elements

between subjects. For example, even though the content of English and Biology is quite different, a student will be required

to “analyze”, “justify” and “discuss” (among other things) in both subjects. Elements like these are also found in other

subjects, hence the term common curriculum elements. A student will be exposed to these elements a number of times in

the course of Senior Studies.


The Common Curriculum Elements are:

Recognizing letters, words and other symbols Empathizing

Finding material in an indexed collection Comparing, contrasting

Recalling/ remembering Classifying

Interpreting the meaning of words or other symbols Interrelating ideas/ themes/ issues

Interpreting the meaning of pictures/illustrations Deducing

Interpreting the meaning of tables/

diagrams/maps/graphs

Inferring

Translating from one form to another Interpolating

Using correct spelling, punctuation, grammar Extrapolating applying strategies to trial and test

ideas and procedures

Using vocabulary appropriate to a context Applying a progression of steps to achieve the

required answer

Summarizing, condensing written text Generalizing from information

Compiling lists/ statistics Hypothesizing

Recording/ noting data Criticizing

Compiling results in a tabular form Analyzing

Graphing Synthesizing

Calculating with or without calculators Judging/ evaluating

Estimating numerical magnitude Creating/ composing/ devising

Approximating a numerical value Justifying

Substituting in formulae Perceiving patterns

Setting out/ presenting/ arranging/ displaying Visualizing

Structuring/ organizing extended written text Identifying shapes in 2 & 3 dimensions

Structuring/ organizing a mathematical argument Searching and locating items/information

Explaining to others Observing systematically

Expounding a viewpoint Gesturing

Sketching and drawing Manipulating/operating/using equipment

CHOICE OF SUBJECTS

It is most important to choose Senior Subjects carefully as your decisions may affect your careers pathway but also

your success at school and feelings about school. This handbook is a resource which will assist students, teachers

and parents with subject selections. When choosing subjects, careful consideration should be made. In choosing

subjects, consider these:

Subjects in which you have shown some ability and aptitude

Subjects you enjoy

Subjects which may satisfy prerequisites for possible courses of study

Subjects that help you reach your career and employment goals.

SOME QUESTIONS TO ASK

Do I really want to go on to tertiary study? What are my interests?

Do I want to work first? What type of occupation am I aiming for?

GATHERING INFORMATION

Have a few career choices in mind Talk to Heads of Departments

Investigate career pathways Don’t choose a subject because of peer influence

Seek assistance, ask for advice Select prerequisite subjects needed for preferred courses.

Read information about subject offerings Check your eligibility for tertiary entrance

Consider subjects in which you have both an interest and demonstrated ability.

SUBJECT CATEGORIES - Authority Subjects & Study Area Specifications have the following characteristics:

The syllabus for the subject has been approved by the QCAA (formerly QSA)

The Work Program has been accredited by the Studies Authority

The Assessment of the student achievement has been certified by the Authority

Authority subjects lead to an OP and SAS subjects gain Tertiary Entrance rank

The subject appears on your Senior Statement

Some subjects include vocational competencies up to Certificate Level III.

The syllabuses for all Authority subjects studied in Years 11 and 12 are arranged in half-year semester units, so

that a student studying a subject continuously over two years will complete four semester units per subject.


In some cases, a student may wish to change a subject. Such changes are not made lightly and permission to

change will depend on such factors as student ability, student attitude, prerequisites for further study after Year

12, the Authority requirements for at least three subjects to be unchanged for four semesters, existing class sizes

and also school facilities. Those students wishing to change subjects must consult with the relevant teachers (and/or

Head of Department), Career Advisor, Deputy Headmaster, Dean of Teaching and Learning and/or Head of Year.

QUEENSLAND CERTIFICATE OF EDUCATION

Students in Year 10 work towards the Queensland Certificate of Education (QCE). To be eligible for a QCE, a student

must be enrolled with a school and registered with the QCAA (formerly the QSA). For most students, the QCE will

be achieved over Years 11 and 12. Others may not achieve it until after they finish Year 12. The total amount of

learning required is at least twenty credits. This reflects an amount of learning that could be reasonably achieved

by most young people over a two-year, full-time program of study in the Senior Phase of Learning.

What is a credit? A credit is the minimum amount of learning at the set standard that can contribute to the QCE.

A credit has two elements: an amount of learning and a set standard. For example, a credit for a school subject

is one semester (amount of learning) at Sound Achievement (set standard) or a credit for a Certificate II

qualification is 25% (amount of learning) of the competencies (set standard). Some learning achievements will

be recorded in the Learning Account but will not be a credit because they either do not have the required

amount of learning or they do not meet the set standard. For example, a Very Limited Achievement in a school

subject does not meet the set standard to be a credit.

This qualification will recognize more learning options. Students can design a program of study to match

their career goals. There is more flexibility in what, where and when learning occurs. Not all the learning need

take place at school. Some learning can be with a registered training provider, in a workplace or with a

community group. The list of options is in the table.

The Senior Statement is an official record of all the learning achievements in a Learning Account. It details what

learning was attempted, the standard achieved and, where and when the learning took place. The QCAA will

issue the Senior Statement to young people who:

have met the requirements for the Queensland Certificate of Education, or

are attending a school, and have banked at least one achievement in their Learning Account, and are

enrolled at a school until the prescribed date at the end of Year 12, or

have completed a pattern of study which makes them OP eligible.

The QCE complements the Government’s “learning or earning” laws which mean everyone is required to

complete Year 10 at school and go on to complete a further two years of education and training. For more

information:

contact your school

visit the QCAA website at www.qcaa.qld.edu.au

visit the Careers Information Service at www.studentconnect.qcaa.qld.edu.au

visit the Department of Employment and Training at www.det.qld.gov.au for information about school-

based apprenticeships and traineeships.

FREQUENTLY ASKED QUESTIONS

What is the difference between the QCE and the Senior Statement?

The Senior Statement is a record of all your learning achievements banked to your Learning

Account. It records the details of where and when the learning took place and the level of your achievement. The

QCE, on the other hand, is awarded only when a specified study pattern has been achieved, that is at least 20

credits including completed courses of study at a set standard and a literacy and numeracy requirement.

The Tertiary Entrance Statement - At the completion of Year 12, the student who has studied five Authority

subjects (three of which must be studied for the four semesters), also receives a Tertiary Entrance Statement if he

sat for the Core Skills Test in Year 12. This Statement will be issued by the Tertiary Entrance Procedures Authority

and will show the student’s Overall Position (OP) as one of twenty-five bands from 1 (highest) to 25, and up

to five Field Positions (FPs) reported as one of ten bands numbered from 1 (highest) to 10.

What if students want to change subjects halfway through Years 11 and 12? Students can change some, but not

all subjects. To get a complete Student Education Profile, students need to do at least three (3) subjects over all

four (4) semesters, while the best five subject results will count towards the Overall Position and the Field Position.

What if a student repeats Year 12? Students who repeat Year 12 will have their tertiary entrance eligibility

determined by their achievements solely in the Year 12 repeat year.

http://www.qcaa.qld.edu.au/

http://www.studentconnect.qcaa.qld.edu.au/

http://www.det.qld.gov.au/


TERTIARY ENTRANCE

STUDENT EDUCATION PROFILE - This profile consists of four components reported on at least two documents.

1. Achievement levels in Authority, Authority-Registered and SAS and VET competencies subjects/ modules

studied and,

2. The Queensland Core Skills Test result.

An overall position (OP) and Field Positions (FPs) are recorded on the Tertiary Entrance Statement issued by

the Tertiary Entrance Procedures Authority.

How it Works - The Student Education Profile provides tertiary institutions and potential employers with a wide

range of information about school leavers i.e. their abilities and their achievements whilst at school. Universities

and TAFE Colleges then adopt a ‘profile approach’ to the selection of students rather than look at a single score.

This information is:

Satisfactory completion of prerequisite subjects

Overall Position (OP)

Field Positions (FPs) if required

Additional criteria, if required e.g. achievements in prerequisite subjects, school reports, other

information supplied by the applicant and interviews.

Note: Some courses require an interview, audition or folio of work (Visual and Performing Arts Courses)

QUEENSLAND CORE SKILLS TEST - The QCS Test is compulsory for all students who want an OP. The test is

designed to assess the Common Curriculum Elements (CCE) that are related to and embedded in the Qld Senior

Curriculum. The Test has four papers using three types of response.

1) Writing task

2) Short Response

3) Multiple Choice

Students are given their individual results as one of five grades, A (highest) to E (lowest) which is recorded on

the Senior Statement. The QCS Test is used as part of the scaling process intended to make OPs and FPs

dependent on an individual’s school achievement and not dependent on the group. The QCS Test result is not

used for standard admission to tertiary courses



Subject Index Years 11 & 12

ENGLISH ........................................................................................................................................................................... 13

English Communication ....................................................................................................................................................................... 14

German ................................................................................................................................................................................................... 15

Japanese .................................................................................................................................................................................................. 16

Chinese .................................................................................................................................................................................................... 17

THE ARTS ......................................................................................................................................................................... 18

Visual Art................................................................................................................................................................................................ 18

Visual Arts in Practice ........................................................................................................................................................................... 18

Drama ...................................................................................................................................................................................................... 19

Music ....................................................................................................................................................................................................... 20

SCIENCE ........................................................................................................................................................................... 21

Biology .................................................................................................................................................................................................... 21

Chemistry ............................................................................................................................................................................................... 22

Earth Science .......................................................................................................................................................................................... 23

Physics ..................................................................................................................................................................................................... 24

Certificate III in Agriculture ................................................................................................................................................................. 27

Diploma in Agriculture ........................................................................................................................................................................ 27

HUMANITIES .................................................................................................................................................................. 29

Accounting ............................................................................................................................................................................................. 29

Diploma of Business .............................................................................................................................................................................. 30

Economics ............................................................................................................................................................................................... 31

Legal Studies .......................................................................................................................................................................................... 32

Modern History ..................................................................................................................................................................................... 33

TECHNOLOGY ................................................................................................................................................................ 35

Graphics .................................................................................................................................................................................................. 35

Information Processing & Technology (IPT) ...................................................................................................................................... 36

Information Technology Systems (ITS) .............................................................................................................................................. 37

Engineering Technology ....................................................................................................................................................................... 38

Manufacturing – Certificate II in Engineering Pathways ................................................................................................................. 39

Certificate I in Construction ................................................................................................................................................................. 40

Industrial Graphics Skills ..................................................................................................................................................................... 41

MATHEMATICS ............................................................................................................................................................. 42

Mathematics A ....................................................................................................................................................................................... 42

Mathematics B ........................................................................................................................................................................................ 43

Mathematics C........................................................................................................................................................................................ 44

Pre-Vocational Mathematics ................................................................................................................................................................. 45

HEALTH & PHYSICAL EDUCATION ........................................................................................................................ 46

Health Education ................................................................................................................................................................................... 46

Physical Education ................................................................................................................................................................................ 47

Certificate III in Fitness ......................................................................................................................................................................... 48

Certificate III in Sport & Recreation ..................................................................................................................................................... 49



ENGLISH

English

Overview:

In the Senior years, the subject English focuses on the study of language and texts. Students focus on

developing their understanding of English and how to use it accurately, appropriately and effectively for a

variety of purposes and different audiences. English offers students opportunities to enjoy language and be

empowered as purposeful, creative and critical language users who understand how texts can convey and

transform personal and cultural perspectives. English is suited to students who are interested in pathways

beyond Year 12 that lead to work, vocational education or tertiary studies. It is worth noting that successful

completion of four semesters of English (or equivalent) is a prerequisite for admission to many university

courses.

Course Structure

Semester Units of Work Assessment

1 Truth: Part 1

Australian Novel

Expository Oral (3 – 4 min)

Persuasive text 700 words

Analytical Exposition (unseen test)

2 “Macbeth”

Australia in Poetry and Film

Imaginative text

Persuasive Oral (3 – 4 min)

3 Vignette

Poetry

Hamlet

Imaginative text

Expository Oral (4 – 5 min)

Unseen test, Analytical Exposition

4 Novel Study

Film Study

Persuasive Oral (4 – 5 min) Persuasive Text

Imaginative Text

Recommended Year 10 subject/s: C in English

ENGLISH


English Communication Overview:

The aim of English Communication is to improve students’ potential for participation in fundamental life

roles, i.e. those related to work and community life and to leisure and recreation. Students will develop

their ability in the composition and comprehension of English language texts which are directly related

to workplace competencies, provide information and opinion on matters of current community and national

interest and provide enjoyment.

The course has three strands – Work, Community and Leisure. These will be addressed over the two years.

Units of work will be attempted that fall into these broad categories. Students will develop their spoken

communication skills, their confidence in writing various texts and their technology skills. Students will also

undertake some “traditional” English units that will be modified to suit student needs in English

Communication.

Various techniques are used to evaluate a students’ progress over the two year course. There is an emphasis

on spoken communication and brief written texts.

English Communication is designed for students who may not have achieved a “Pass” in Year 10 English or

who do not necessarily wish to continue in tertiary studies. This subject does not fulfil the English pre-

requisite for diploma and degree courses and does not contribute to obtaining a university entrance score

(an OP). Please note there may be a ceiling placed on numbers because of staffing and availability of resources.

Course Structure


1 How to get that Job

Heroes

Ancestors

1a – Resume

1b – Job application letter

2a – Persuasive Speech

2b – PowerPoint slide show

3 – Digital story about a family member

2 Nutting out a Novel

Lights, Camera, Action

1a – Recount of event in novel (oral)

1b – Reading Journal

2 – Film Review (oral)

3 Who Cares?

What’s on the Box?

1a – Letter to the Editor 1b – Persuasive speech

2 – Critical review of a popular TV show (oral)

4 IGS Travel

Poetry and Lyrics

1a – Booklet of workplace documents

1b – Travel itinerary

1c – Informative Speech

2 – Critical analysis of a favourite song or poem

Recommended Year 10 subject/s: nil


German

Overview:

Learning additional languages widens horizons, broadens cognitive and cultural experience, develops

communicative and intercultural competence and opens up new perspectives for learners, as well as for their

own language and cultural practices. Learning another language extends, diversifies and enriches learners’

cognitive, social and linguistic development. By the end of Year 12, students will be able to communicate

comfortably in German in real life contexts, and display a deeper cultural understanding, as well as

knowledge of the everyday language conventions. In an increasingly diverse and communicative world,

having the ability to speak another language opens up a range of new opportunities that they would

otherwise not have.

Course Structure


1

Term 1

Leisure and Holidays

Health, Food and Fitness

Term 2

Culture and Homeland

Reading

Speaking

Listening

Writing

2 Term 3

The Environment

Term 4

Education and Work

Listening

Speaking

Reading

Writing

3 Term 1

Who am I?

Living with Technology

Term 2

Living in a Modern World – Social Issues in Society

Reading

Writing

Speaking

Listening

Reading

4 Term 3

Germany 1918 to Present- Germany at war and the East and

West

Term 4

Gender and Politics

Speaking

Writing

Listening

**depends on results

** Term 4 Semester 4 topic can be substituted with a different topic depending on

student interest and level

Recommended Year 10 subject/s: C in Year 10 German


Japanese Overview:

As a result of learning a second or subsequent language, students develop knowledge, understanding

and skills for successful participation as global citizens in the 21st century. Communicating in another

language expands students’ horizons as both national and global citizens. Senior Japanese is an extension

of the students’ receptive skills and further development of fluency and correctness in both oral and written

expression. To achieve competence in the areas of reading and writing, by the end of Year 12, students will

have acquired knowledge of over 200 kanji. Students will gain a greater understanding of Japanese traditions

and way of life through materials of cultural significance and by learning the language in ‘realistic’ settings.

Course Structure


1 Term 1

Exchange students

Term 2

Family Life and Celebrations

Listening (exam)

Speaking (interview)

Reading (exam)

Writing (500 character essay)

2 Term 3

Leisure and Fitness

Term 4

Social and Environmental Issues

Listening (exam)


Reading (exam)


3 Term 1

Travel

Term 2

The Last Year of School

Listening (exam)


Reading (exam)


4 Term 3

Tourism and part-time jobs

Term 4

Living in Japan

Listening (exam)


Reading (exam)


Recommended Year 10 subject/s: C in Japanese, competently read and write Hiragana and Katakana script


Chinese

Overview:

Chinese will be offered as a senior subject at Ipswich Grammar School in 2018. To enable students to engage

with Asia, the ability to communicate in one or more Asian languages is seen as a necessary skill.

The national policy statement also identifies the ability to interact effectively and confidently with Asian

people, within and outside Australia as a goal for the end of young people’s schooling. Chinese is a valuable

language for Australians to learn. Modern Standard Chinese is the most widely spoken language in the world,

with more than 1.3 billion people speaking it as their first language. In addition, over 230 million people

speak Chinese as a second or third language.

Modern Standard Chinese is one of the five official languages of the United Nations.

China has a long and rich history encompassing many aspects of literature, art, architecture, music, and

philosophy. Its influence has gone beyond China to other parts of the world. In particular, China has made a

significant contribution to the development of the cultures of other Asian societies, such as Japan, Korea,

and Vietnam. Since the 1840s, Australian society has been enriched and enlivened by the contribution of

Chinese communities. Students have many opportunities to interact with and experience Chinese language

and culture. China, along with other Chinese-speaking countries and regions, such as Taiwan, Singapore and

Hong Kong, is among the largest, most dynamic and fastest growing economies in the world. Modern

Standard Chinese is a language of trade and commerce in these countries.

Course Structure


1 Ourselves: personal description, personality,

Family relationships, health and fitness

Study or work

Education

Reading

Writing

Listening

Speaking

2 Health

Today’s News-Current affairs

Tourism and Hospitality

Speaking

Reading

Writing

Listening

3 The World Around Us

Our Environment

Living in China

Relationship-love and marriage

Listening

Speaking

Reading

Writing

4 Art and Literature

History-people & events

Festivals, celebrations and special occasions

Listening

Reading

Speaking

Writing

Reading

Writing


THE ARTS

Visual Art

(OP Subject)

Overview:

There are four units of work in Year 11. The first two units are described as “Bodies of Work” and are designed

to explore ways of expressing ideas through a variety of techniques and media. Experimentation and exploration

allow the artist the opportunity to learn new methods through the process of inquiry and hands-on experience.

To this end, these “Bodies of Work” could have multiple smaller solutions to one common theme. Units 3 & 4

continue to explore and experiment but have a definite resolution; a “Finished” piece of work.

Course Structure


1 Extending Reality – 2-dimensional/experimental

Truth to Material – 3-dimensional/experimental

Body of Practical Work

Written assignment and Exam

2 Personal Commentary – Making a Statement Body of Practical Work

Assignment & Written exam on unseen artworks

3 ‘Adversity’ Folio of Work

Written assignment and Exam

4 ‘Good Fortune’ Folio of Work

Assignment and Written exam on seen artworks

Recommended Year 10 Subject/s: C+ in English

Visual Arts in Practice

(Non OP Subject)

Overview:

Visual artworks are created for a purpose and in response to individual, group or community needs in one or

many contexts; including socio-cultural, economic, educational, geographical and historical. Visual artworks use

and push the limits of technologies, are responses to and expressions of time and place, and are limited only

by circumstance and imagination. The course runs over four semesters and during that time students will engage

with artists to improve their understanding of where and how Visual Arts can impact the community.

Course Structure


1 2 - Dimensional Studies Product – 5 works that explore 2D Media

Written – Annotated Visual Diary

Product – Printed Book

2 3 - Dimensional Studies Product – Experiments and resolved 3D sculpture

Written – Annotated Visual Diary

Product – Clay sculpture

3 ‘Heritage’ Written – Annotated Visual Diary

Product - Photography and one other 2D product

4 ‘Up Close’ Written – Annotated Visual Diary

Product – Two pieces of wearable art

Recommended Year 10- Subject: nil

THE ARTS


Drama

Overview:

Drama provides students with a diverse range of learning experiences through the general objectives

of Forming, Presenting and Responding. Drama offers opportunities for students to create dramatic work

that raises questions, celebrates and reflects upon their own lives. In the Senior years, the subject focuses

on various play texts and styles of Drama and is a combination of practical and theoretical studies. The general

objectives require that students create, shape, present and respond to drama individually and in groups.

Drama is an excellent vehicle for developing skills such as confidence, communication, team-work and self-

discipline for a variety of careers, and within the creative industry context.

Course Structure


1 “Australian Voices” – an exploration of

Community and Verbatim Theatre.

“Understanding the Origins” – Ancient Greek

Theatre

Individual Scriptwriting Task (800-1000 words)

Individual analysis of live theatre (800–1000 words)

Group Presenting Task encompassing both Greek

Theatre and Physical Theatre 2–3 mins

2 “Australian Stories” – Realism and Modern

Australian Drama

“Australian Drama through Cinematics”

– a study of Cinematic Theatre.

Individual Directing Task 4-6 mins

Group Presenting Task Australian play text 2–3 mins

Individual analysis of live theatre (800-1000 words)

3 “The Playwright’s Voice” – The study of

Elizabethan and Shakespearean Theatre

“In the Mind of the Critic” – The study of

Political Theatre

Group Presenting Task Shakespearean Drama 3-5 mins

Individual analysis of live theatre (1000-1200 words)

One-Man-Show 6-8 mins

Individual analysis of Live Theatre (1000-1200 words)

4 “The Boys’ Code” – Extended Study – Public

Performance

Group Presenting Task for Public Audience 3-5 mins

Individual Scriptwriting Task (1000 – 1200 words)

Recommended Year 10 subject/s: C+ in English


Music

Overview

Music is an important part of life. It makes a profound contribution to the development of personal, social

and cultural identities. It offers a unique form of self-expression and communication and it has the capacity

to facilitate cultural understanding. Very importantly, it also assists in the development of higher level

thinking skills and it has been repeatedly proven that the study of Music enhances academic ability.

Fundamental to the study of Music is the development of creativity and expressiveness, which goes hand in

hand with fostering self-discipline, concentration, listening skills and fine motor skills.

Over the two-year course, the program seeks to develop a broad and integrated understanding and

appreciation of Music through the ‘experience of music’ framework which enables students to develop

cognitive processes by which the brain gives meaning to sounds – that is, audition. Through the ‘experience

of music”, students develop musical competencies in seven key areas, which are approached through the three

focus areas –musicology, composing and performing. The focus areas are equally weighted.

The course gives students the aspiration to pursue a lifelong involvement with music after secondary

education whether for leisure, interest or career. Students are encouraged to join at least one of the many

school’s ensembles. These include: Concert Band, Stage Band, Voices of Grammar, Orchestra and Guitar Groups.

Course Structure


1 From the Classics to Rock Composing task 1

Musicology extended writing task 1

2 The Singer and the Song

In the Mood for Film

Performance task- Solo/ensemble task 1


Performance – Solo/ensemble task 2

Composing task 2

3 New Sounds, New Horizons Composing task 1

Performing task 1


4 Music in the Theatre

Jazz it Up

Composing task 2

Performing task 2


Negotiated task

Recommended Year 10 subject/s: B in Music, must currently play a musical instrument, or by interview.


Biology

Overview:

Biology is the study of life. We are living things, and we depend on other living things in our daily lives. Living

things are a major part of this planet too, and have great effects on it. It is very important therefore, to have

some understanding of the living world and how we fit into it.

Biology is also a part of the study of natural science. To understand what biological knowledge really is and

why it is so dynamic, you need to know how scientists work. Being able to do some of the things scientists do

can be very helpful in everyday life and in many vocations.

Course Structure

Semester

Units of Work

Assessment

1 What is Life?

Diversity

Cell Biology

Extended Response Task

Written Test

2 Cell Biology

Reproduction

Genetics

Extended Experimental Investigation Journal + Report

Written Test

3 Ecology – Field Trip

Physiology 1


Written Test

4 Physiology 2

Evolution


Written Test

Recommended Year 10 subject/s:

C in Biology, C in Preparatory Mathematics B or B in Foundation Mathematics

Should be studying Biology in Year 10.

SCIENCE


Chemistry

Overview:

Chemistry helps us to understand the links between the macroscopic properties of the world and the subatomic

particles and forces that account for those properties. The application of chemistry enables us to make sense of

the physical world.

Understanding and applying chemical concepts, models, procedures and intellectual processes aids in

humankind’s management of the planet’s limited resources and could provide the key to our continuing survival.

Chemistry can provide a uniting feature across most scientific undertakings especially where “traditional”

science boundaries are becoming blurred.

The study of Chemistry provides students with a means of enhancing their understanding of the world around

them, a way of achieving useful knowledge and skills and a stepping stone for further study. It adds to

and refines the development of students’ scientific literacy.

Course Structure


1 Matter and the Periodic Table

Bonding and Stoichiometry


Written Test

2 Energy

Organic Chemistry

Extended Experimental Investigation

Journal + Report

Written Test

3 Oxidation and Reduction

Complex Equilibria


Written Test

4 Polymers

Human Biochemistry

Extended Response Task Written

Test

Recommended Year 10 subject/s: C+ in Chemistry, C+ in Preparatory Mathematics B

Note – Should also be eligible to study Mathematics B in Year 11.


Earth Science

Overview:

The “study of Earth Science with an environmental focus enriches students’ lives by enabling them to

understand, interpret, and appreciate the geological environment in which they live.” Specifically, the course

aims to give students a substantial understanding of Earth Systems and their inter-relationships. This should

enable students to make informed decisions about the environment of which they are an integral part. The

course forms a basis for careers in the Earth Sciences or related fields as well as fostering interest in hobbies

that students can continue into adult life.

Course Structure


1 Mineralogy (minerals and gemstones)

Petrology (rocks – how the earth has changed over time)

Mineral and gemstone ID (practical)

End of term exam

End of term exam

2 Basic Earth Resources – Soil and Water

Economic Geology: Metals, Coal & Oil Oceanography

EEI Bremer water quality – Field Trip

End of term exam

Research assignment

End of term exam

Noosa Field Trip report

3 Astronomy: Stars, galaxies and the universe (is there

anybody out there?)

Palaeontology (fossils and the history of the earth)

EEI Sunspots

End of term exam

Fossil ID (practical)

End of term exam

4 Earth Hazards (keeping safe in a turbulent world)

Geological mapping and geologic history

Research assignment

End of term exam

End of term exam

Recommended Year 10 subject/s: C+ in Earth Science, C in English

Should be studying Earth Science in Year 10


Physics

Overview:

Two clear reasons emerge for the study of Physics at Senior level. First, it is the study of the universe and

how it works, and second, its applications have produced and continue to produce benefits to our society.

The study of Physics gives students a means of enhancing their understanding of the world around them, a

way of achieving useful knowledge and skills, and a stepping stone for further study. An understanding of

Physics adds to and refines the development of students’ scientific literacy. Participating in a course of study

derived from the Physics syllabus, working scientifically and enacting scientific inquiries, investigations and

experiments will immerse students in both the practical and the conceptual aspects of the discipline.

Course Structure

Semester

Units of Work

Assessment

1 Kinematics & Dynamics (1&2D) & SHM

Momentum, Mechanical Energy & Gravity

Supervised Exam T1

Supervised Exam T2

2 Electro-static Force and DC Circuits Thermal

Physics

Extended Experimental

Investigation

Supervised Exam T3

Supervised Exam T4

3 Waves, Optics & Optical Instruments Electro-

magnetism & Electronics

Extended Experimental

Investigation

Supervised Exam T1

Supervised Exam T2

4 Atomic, Nuclear and early Quantum Physics Special

Relativity

Supervised Exam T3

Supervised Exam T4

Recommended Year 10 subject/s: B in Preparatory Mathematics B, B in Physics

Should be studying Physics in Year 10.

Note – Should also be eligible to study Mathematics B in Year 11.


Certification in Agriculture

1. AHC21010_CERTIFICATE II IN CONSERVATION AND LAND

MANAGEMENT (CALM)

Packaging Rules Completion of fifteen (15) units made up of two (2) core units and thirteen (13) elective units.

ELECTIVE UNITS

a minimum of four (4) units must be selected from elective group A

a minimum of six (6) units must be selected from elective groups A or B

a maximum of three (3) units may be selected from units aligned to Certificates II or III in AHC10 or from any

other currently endorsed training package or accredited course. Selected units must be relevant to job

outcomes in conservation and land management.

CORE UNITS

AHCOHS201A

AHCWRK209A

Participate in OHS processes

Participate in environmentally sustainable work practices

GROUP A GROUP B

AHCNAR201A Carry out natural area restoration works AHCARB205A Operate and maintain chainsaws

AHCPGD201A Plant trees and shrubs AHCCHM201A Apply chemicals under supervision

AHCPMG201A Treat weeds AHCINF202A Install, maintain and repair fencing

AHCPCM201A Recognise plants AHCMOM202A Operate tractors

AHCWRK205A Participate in workplace communications AHCMOM203A Operate basic machinery and

equipment

AHCNSY203A Undertake propagation activities

OTHER AHCSOL201A Determine basic properties of soil

and/or growing media

AHCMOM212A Operate quad bikes (other) AHCWRK207A Collect and record production data


2. AHC21210_CERTIFICATE II IN RURAL OPERATIONS (Beef Cattle Production)

Packaging Rules Completion of fifteen (15) units made up of two (2) core units and thirteen (13) elective units.

ELECTIVE UNITS

a minimum of seven (7) units must come from Certificate II in the AHC10 endorsed training package

a maximum of six (6) units may be selected from units aligned to Certificates II or III from up to three (3) other

currently endorsed training packages or accredited courses. Selected units must be relevant to job outcomes in

Agrifood industries.

CORE UNITS ELECTIVE UNITS (AHC10 Cert II)

AHCOHS201A Participate in OHS processes AHCARB205A Operate and maintain chainsaws

AHCWRK209A Participate in environmentally sustainable

work practices

AHCCHM201A Apply chemicals under supervision

AHCINF202A Install, maintain and repair fencing

AHCMOM202A Operate tractors

AHCMOM203A Operate basic machinery and equipment

AHCWRK205A Participate in workplace communications

AHCSOL201A Determine basic properties of soil and/or

growing media

AHCWRK207A Collect and record production data

AHCMOM212A Operate quad bikes (other)

AHCLSK202A Care for health and welfare of livestock

AHCLSK211A Provide feed for livestock

AHCPMG201A Treat weeds

ELECTIVE UNITS (AHC10 Cert III)

AHCLSK316A Prepare livestock for competition

AHCLSK302A Establish pastures and crops for livestock


Certificate III in Agriculture Opportunities also exist for students to undertake school based traineeships.

Diploma in Agriculture Overview: Delivered in conjunction with:

AHC50110 Diploma in Agriculture

Overview

The Diploma of Agriculture reflects the role of personnel working on farms and stations who manage

enterprise production units and employees and sole operators of agribusinesses who provide crop

production advice and services to production enterprises. Graduates may find employment across a variety

of sectors. Possible job titles include Farm Production Manager, Station or Property Manager, Agronomist

or Station/property manager.

This course is designed to be completed online over two years providing students with the flexibility to

complete the study around busy study loads. Students who successfully complete our Diploma of

Agriculture can apply for credit in an agricultural degree at university.

For students wanting to attend the University of New England, our articulation agreement means that

including specific units in your Diploma https://my.une.edu.au/courses/2015/courses/BAGFS/qatc-

articulation-diploma-of-agriculture.html can provide an alternative study pathway into the Bachelor of

Agrifood Systems, leading to a career pathway in food and fibre production. Other universities may offer

credit transfer from the Diploma of Agribusiness Management or Diploma of Agriculture, but students will

need to approach the university to discuss their own credit arrangements.

VET FEE-HELP is available for this course for eligible students. Students can also make up-front payment

for their tuition fees (currently the fee is approximately $2900) using a variety of payment methods

including direct debit, electronic funds transfer and centrepay.

https://my.une.edu.au/courses/2015/courses/BAGFS/qatc-articulation-diploma-of-agriculture.html



Units of Competency Diploma in Agriculture

AHC50110 DIPLOMA OF AGRICULTURE

Total of 10 units are required for this qualification

AHCBUS505A Develop a Marketing Plan

AHCBUS502A Market Products and Services

AHCBUS507A Monitor and review business performance

AHCBUS506A Develop and review a business plan

AHCAGB501A Develop climate risk management strategies

AHCAGB Develop a whole farm plan

AHCLSK502A Arrange Marketing of Livestock

AHCLSK504A Develop livestock health and welfare strategies

AHCLSK503A Develop and implement a breeding strategy

AHCLSK505A Develop production plans for livestock

Further Study Graduates may wish to study for higher qualifications in Agriculture. This qualification grants advanced

standing in the Bachelor of Agrifood Systems at University of New England. (See below). Similar

arrangements have been made with CQU and are currently being negotiated with USQ. Advanced

standing may be granted at UQ this is via direct negotiation.

Bachelor of Agrifood Systems

Articulation Program - Queensland Agricultural Training Colleges - Overview Course cps

Advanced Standing

Granted to those candidates who have completed AHC50110 Diploma of Agriculture

at the Queensland Agricultural Training Colleges.

36 cps

Candidates are required to complete ONE of the following specified programs: 108 cps

Crop Production 108

Livestock Production 108

Production Horticulture 108

Note: For information relating to the articulation from the AHC50110 Diploma of

Agriculture please click here Articulation Diploma of Agriculture

Total 144 cps

Recommended Year 10 subject/s: Nil

https://my.une.edu.au/courses/2015/courses/BAGFS

https://my.une.edu.au/courses/2015/courses/BAGFS/articulated-program/qatc-crop-production.html

https://my.une.edu.au/courses/2015/courses/BAGFS/articulated-program/qatc-livestock-production.html

https://my.une.edu.au/courses/2015/courses/BAGFS/articulated-program/qatc-production-horticulture.html



HUMANITIES

Accounting

Overview:

Accounting follows on from Business Principles that is studied in Years 9 and 10. The syllabus exposes

students to the recording, reporting, interpretation and decision-making processes of the wider commercial

world.

The following areas are studied over the two years: Basic Bookkeeping, Control Methods for Cash, Inventories,

Accounts Receivable and Payable plus Asset Management, the Analysis and Interpretation of Accounting

Reports plus Spreadsheeting (e.g. budgets) as well as Computer Applications, i.e. MYOB. The commercial

world incorporates: Accounting, Taxation, Banking and Business Administration. Accounting is useful for a

wide range of careers including many in the Public Service and Armed Forces, as well as those who run their

own business.

Course Structure


1 The Accounting Environment Foundations of Accounting

The Accounting Process to Trial Balance End of Period

Reports – preparation, analysis and interpretation

Mid-semester in-class assignment

(Journals, Ledger & Trial Balance)

End-semester exam – End of Period

Reports, Analysis and Interpretation

2 Accounting for Cash

Accounting for Accounts Receivable & Payable

Accounting for Inventories Accounting for Non-Current

Assets

Mid-semester exam – Cash & Accounts

Receivable & Payable

End-semester exam – Inventories and

Non-Current Assets

3 Financial Reports (i.e. Income Statement, Balance Sheet

plus Balance Day adjustments)

Cash budgeting (Spreadsheeting)

Ration Analysis & Interpretation of Financial Reports

Mid-semester exam – Financial Reports

In-class test – Cash Budget

End-semester exam - Ratio Analysis

plus a Report

4 Computers in Accounting (MYOB)

Electronic Business

Personal Financing (Family budget spreadsheet)

Mid-semester exam (MYOB)

Research Assignment – E-Business

Research Assignment – Family Budget

Recommended Year 10 subject/s: C+ in Mathematics

HUMANITIES


Diploma of Business

Barrington College’s Diploma of Business program provides an umbrella view of the Business World. The

qualification equates to a rank of 82, or an OP 9 equivalent (QTAC Guide 2017).

Barrington College offers a personalized service and a duty of care for all students to ensure they are

supported every step of the way in whatever field they decide to study.

Course cost:

$1850 – Diploma of Business

Payment can be made in full or paid over 3 instalments - $250 non-refundable enrolment fee + 2 instalments

of $800. (Payment in instalments will incur an additional $50 administration fee)

Diploma of Business in Schools Training Timetable

Qualification Code Qualification Description

BSBADM502 Manage Meetings

BSBRSK501 Manage Risk

BSBPMG522 Undertake Project Work

BSBMKG501 Identify & Evaluate Marketing Opportunities

BSBCMM401 Make a Presentation

BSBCUS501 Manage Quality Customer Service

BSBHRM506 Manage Recruitment, Selection and Induction Processes

BSBWOR501 Manage Personal Work Priorities and Professional Development

Benefits:

Barrington College Diploma program provides direct entry into several universities with credit transfers. This can

represent significant savings on university fees.


Economics

Overview:

Economics is a social science investigating how people can maximize their living standards. It teaches essential

life skills such as looking at investing money and understanding how our economy works. Students learn to

argue based on facts and logic and improve literacy and numeracy. Economics is an excellent basis for university

life as many faculties include it, even departments such as Engineering and it basic to all Commerce and

Business courses. Students must do a Core topic each semester and at least one Elective.

Course Structure


1 Markets and Models

Finance

Population

Short Response Examination

Essay Examination Assignment

2 Contemporary Micro Economic Issues

Systems and Development

Assignment

Essay Examination

3 International Economics

Globalisation and Trade

Short Response Examination

Essay Examination

Assignment

4 Contemporary

Macro-economic management

Income and Expenditure Analysis

Assignment

Essay examination



Legal Studies

Overview:

Legal Studies students develop an understanding of the ways in which the legal system impacts upon different

stakeholders in Australia and globally. Through inquiry, analysis, investigation, evaluation and problem-solving

methods, Legal Studies students become equipped with skills which will benefit themselves and the wider

community now and into the future. Students examine and justify their own opinions and attitudes towards

controversial legal issues and scenarios, preparing them to participate in society as active and informed

citizens. Legal Studies establishes a solid foundation for further education and employment in fields of law,

law enforcement, criminology, justice studies, social work, government, corrective services, business, education,

economics and politics.

Course Structure


1 The Legal System

Criminal Law

Short Response Test

Extended Research Multimodal Presentation

2 Introduction to Civil Obligations

Human Rights

Response to Stimulus Exam

Extended Research Response

3 International Law

Sports and the Law


Short Response Test

4 Independent Inquiry Study

Environmental Law and/ or

Technology and the Law



Extended Research Multimodal Presentation



Modern History

Overview:

Studying history can help us live more effectively as global citizens. To live purposefully, ethically and happily with

others, we must be able to make wise decisions. Studying history can help us develop the knowledge, skills and

values needed to make those decisions. Through the study of history, we can understand why our modern

world is the way it is. We can understand the processes of change and continuity that have shaped today’s

world, their causes and the roles people have played in those processes. We can understand that there are

relationships between our needs and interests and a range of historical issues, people and events. We develop

these understandings through processes of critical inquiry, debate and reflection and through empathetic

engagement with the standpoint of others.

History develops skills for living. In our everyday lives, including our work, we need to understand situations,

place them in a long-term perspective, identify causes of change and continuity, acknowledge the

perspectives of others, develop personal values, make judgments and reflect on our decisions. This course of

study aims to assist students to acquire:

a knowledge of the forces and influences which have shaped modern society,

an objective understanding of historical events and trends,

a critical appreciation of their cultural heritage,

empathy with people of different racial, religious and political backgrounds,

an enduring appreciation of human achievement and the diversity of the human experience.

Course Structure

Semester

Units of Work

Assessment

1 “The School on the Hill” - A Local History unit, based on a case

study of Ipswich Grammar School

“You do no Less” – a unit that examines Indigenous Australia

through to the early Federation years

Multimodal Presentation

Objective Short Answer Test

Response to Stimulus Test

2 “It’s Only an Old Piece of Bunting” - Students will study both the

World Wars and examine their impact on Australian History.

“The War We Couldn’t Win” & “Wearing the Blue Beret” -

The Vietnam War and other Peace Keeping conflicts will be

analysed.

Written Research Assignment

Extended Written Response to

Historical Evidence

3 “Hope’s Many Contexts” - An investigation of how hope for

social, cultural and political change can be inspired by people

who respond to challenges will be looked into.

“Live as if you were …” Ghandi - Gandhi’s development and

application of the concept of Satyagraha will be examined.

“From Big Things…” Race and Racism - Students have a choice of

countries to investigate how racial change and acceptance has

evolved over time.


Extended Written Response to

Historical Evidence



4

“To Infinity and Beyond” Pop Art and Music students will

examine the influence that popular art and music had on

recent generations.

“The Impact of Change on Society” – the Techno Age

Students will investigate changes that have had a

significant impact on modern society, focusing on the

developments in technology.

“What does the future hold?” - Students draw conclusions

based on their knowledge of the past, about change in the

future.

Multimodal Presentation


Recommended Year 10 subject/s: C+ in English


ECHNOLOGY

Graphics

Overview:

Graphics engages students in solving design problems and presenting their ideas and solutions as graphical

products. Students will be required to present sketches, computer generated 3D models, and animations across a

number of contexts including Industrial Design (product design) and Built Environment (architecture, landscape

architecture and interior design). Students will be challenged to make judgments and justify their graphical

solutions. Graphics contributes to the development of technological literacy and develops the communication,

analytical and problem-solving skills required for a large number of educational and vocational aspirations.

These can include the fields of industrial design, built environment design, engineering, urban and regional

planning, surveying and spatial sciences, and building paraprofessionals. Graphics is a QCAA authority subject

that contributes to an Overall Position (OP).

Course Structure


1 Production Graphics Design based folio

Extended response examination

2 Built Environment Design based folio

3 Production Graphics Design based folio

Extended response examination

4 Built Environment Design based folio

Recommended Year 10 subject/s: Year 10 Design advantageous

TECHNOLOGY


Information Processing & Technology (IPT)

Overview:

Information Processing & Technology (IPT) is a course of study that provides students with knowledge, skills,

processes and understanding of information technology. Students will be taught how to create computer

applications whilst developing problem solving, and project management skills. The units of work covered

in IPT will involve study of information systems, algorithms, software programming, human-computer

interaction, and the social and ethical issues associated with the use of information technology.

Information Processing & Technology is a Queensland Curriculum & Assessment Authority (QCAA)

authority subject that contributes to an Overall Position (OP).

Course Structure


1 Algorithms, Interfaces, Software Programming,

Society and IT

Writing task, 600 words

Examination

Programming Project

2 Software Programming Examination

Programming Project continued

3 Databases/ Information Systems, Society and IT Writing task, 1000 words

Examination

Information System Project

4 Databases/ Information Systems, Al. Information System Project continued

Examination

Al Project

Recommended Year 10 subject/s: C+ in English & Preparatory Mathematics B;


Information Technology Systems (ITS)

Overview:

The subject Information Technology Systems (ITS) is a practical discipline which involves the use of

technologies by which people manipulate and share information in its various forms — text, graphics, sound

and video. Students will engage in a course of study that covers a variety of contexts including Graphic

design, Multimedia, Web design, Networking, Mobile technology, and others. Information Technology

Systems provides students with the knowledge and skills used in the systems supporting IT. These systems

range from those supporting the development of information, such as documents or websites, to those

supporting technology, such as computers or networks. Information Technology Systems is a QCAA

authority subject that contributes to an Overall Position (OP).

Course Structure


1 Graphic Design

Networking

Practical exercise

Supervised Exam

2 Multimedia

Mobile Technology

Project

Essay

3 Web Design

Practical exercise

Project

Supervised Exam

4 3D Modelling

3D Modelling/ 3D Games Design

Project

Presentation

Recommended Year 10 subject/s: Year 10 IT advantageous


Engineering Technology

Overview:

Engineering Technology provides an opportunity for students to gain an understanding of the underlying

principles of engineering. It is concerned with the theoretical concepts and practical applications related to

technology, engineering materials, engineering mechanics, and control systems. Students are required to

undertake a variety of engineering design challenges which include activities such as testing of materials,

formulation of problems, analysis of engineering solutions, modelling solutions and prototyping. The course

draws upon the fundamental principles of science, mathematics and technology, reinforcing conceptual ideas

through practical workshop and laboratory activities. Engineering Technology is designed for students who

have an interest in the practical application of science, mathematics and technology. The course will provide

them with the opportunity to pursue a wide variety of professional career pathways, especially those that

involve scientific research and problem-solving skills. Engineering Technology is a QCAA authority subject that

contributes to an Overall Position (OP).

Course Structure


1 Introductory Engineering Mechanics

Engineering Graphics

Engineering Materials

Supervised Exam

Technical report - Design Project

2 Engineering Mechanics - dynamics

Engineering Graphics

Control Systems

Supervised Exam

Extended response project

3 Engineering Mechanics – statics

Technology, Industry & Society

Engineering Materials – metals

Supervised Exam

Technical Report – Design project

4 Control Systems

Engineering Mechanics – machines

Supervised Exam

Extended response project

Recommended Year 10 subject/s: C+ in Preparatory Mathematics B


Manufacturing – Certificate II in Engineering Pathways

Overview:

Manufacturing is a practical, workshop based subject that helps students develop an understanding of the

engineering and metal related trades. Students will be engaged in the production of a number of practical

projects that aim to develop skills in a variety of metalworking contexts. On successful completion of the

course, students will receive four QCE credits and obtain a Certificate II in Engineering Pathways.

Manufacturing is a vocational subject and does not contribute to an Overall Position (OP).

Course Structure


1 Apply principles of occupational health and safety in the

work environment

Participate in environmentally sustainable work practices

Use hand tools

Competency based theory & practical

2 Interact with computing technology

Develop a career plan for the engineering and

manufacturing industry

Use electric welding machines


3 Undertake a basic engineering project

Use power tools/hand held operations

Work in a team


4 Organise and communicate information

Use oxy-acetylene and soldering equipment

Use engineering workshop machines




Certificate I in Construction

Overview:

Construction is a practical, workshop based subject that helps students develop an introductory understanding

of the Australian construction industry. Students will be engaged in the production of a number of practical

projects and activities that aim to develop skills in a variety of building and construction contexts. On

successful completion of the course, students will receive three QCE credits and obtain a Certificate I in

Construction. This is a vocational subject and does not contribute to an Overall Position (OP).

Course Structure


1 Work effectively and sustainably in the construction industry

Plan and organise work

Conduct workplace communication


2 Read and interpret plans and specifications

Use construction tools and equipment

Work safely in the construction industry


3 Apply OHS requirements, policies and procedures in the

construction industry

Undertake a basic construction project

Undertake Basic estimation and costing


4 Carry out measurements and calculations

Handle construction materials




Industrial Graphics Skills

Overview:

Industrial Graphics Skills engages students in aspects of graphical communication across contexts

specifically related to the industrial manufacturing industries. Students will utilise computer aided drafting

programs to produce 2D and 3D representations of various objects and structures in manufacturing,

furnishing and construction contexts. The course content in ‘Industrial Graphics’ differs from the authority

subject ‘Graphics’, in that it does not contain a significant level of design work and concept refinement. The

coursework is more focused on developing the students’ ability to interpret drawings, and produce

graphical presentations in accordance with the relevant Australian Standards and drawing conventions.

Industrial Graphics is a QCAA authority-registered subject and does not contribute to an Overall Position (OP).

Course Structure


1 3D modelling and Engineering Drawing Folio of drawings

Project

Examination

2 Furnishing Drafting

Built Environment

Project

Folio of drawings

3 Built Environment Practical demonstration

Examination

4 Furnishing Drafting

Computer-aided Manufacture

Project

Project



Mathematics A

Overview:

Mathematics A aims to encourage students with lesser mathematical ability to grasp the more abstract

mathematical concepts so as to develop confidence and competence in using Mathematics for daily living in

an increasingly mathematically orientated society. The course focuses on the real-life applications of

mathematics required for intelligent citizenship.

Course Structure


1 Elements of Applied Geometry

Maps and Compasses - Land Measurement

Linking 2 & 3 dimensions

Data Collection and Presentation

Managing Money 1

Mid Semester Test

EMP/Report

End Semester Test

2 Data Collection and Presentation 2

Operations Research - Linear Programming

Exploring & Understanding Data Linking 2 & 3 dimensions 2

Managing Money 1 ...2

Elements of Applied Geometry 3

Mid Semester Test

EMP/Report

End Semester Test

3 Maps and Compasses - Land Measurement 2

Linking 2 & 3 dimensions 3

Maps and Compasses - Land Measurement 3

Managing Money 2

Maps and Compasses - Land Measurement 4


Exploring and Understanding Data 2

Mid Semester Test

EMP/Report

End Semester Test

4 Operations Research - Linear Programming 2

Exploring & Understanding Data 3


Exploring and Understanding Data 3

Mid Semester Test

EMP/Report

End Semester Test

Recommended Year 10 subject/s: a C- in Mathematics A, OR less than C+ in Mathematics B

MATHEMATICS


Mathematics B

Overview

Mathematics B aims to encourage students to develop positive attitudes towards Mathematics by an approach

involving problem solving and its applications. This subject is designed to raise the level of competence in

Mathematics that is required for intelligent citizenship. Mathematics B aims to increase students’ confidence

in using mathematics to solve life-related problems using various technologies. It also provides the basis for

further studies.

Every Mathematics B student will be required to purchase a graphics calculator.

Course Structure


1 Introduction to Functions 1

Periodic Functions and Applications 1

Rates of Change 1

Introduction to Functions 2

Exponential & Logarithmic Functions & Applications 1


Mid Semester

Test EMP/Report

End Semester Test

2 Applied Statistical Analysis 1


Rates of Change 2

Optimisation 1 (1st derivative)

Introduction to Integration 1


Applied Statistical Analysis 2

Mid Semester

Test EMP/Report

End Semester Test

3 Exponential & Logarithmic Functions and Applications 2

Introduction to Functions & Exp and Log Functions as applied to

Finance

Rate of Change 3


Introduction to Integration 2

Mid Semester

Test EMP/Report

End Semester Test

4 Introduction to Integration 3


Exponential & Logarithmic Functions and Applications 3

Optimisation 2 (using 2nd derivative)


Introduction to Integration & Exp and Log Functions & Applications

Mid Semester

Test EMP/Report

End Semester Test

Recommended Year 10 subject/s: C+ in Mathematics B


Mathematics C

Overview:

Mathematics C aims to promote an awareness of the diverse applications of Mathematics in the real world.

This course is designed to encourage students to realise their full mathematical potential. It gives them the

opportunity to extend their mathematical knowledge into new areas and hence it provides an excellent

preparation for the further study of Mathematics at a tertiary level. It is a desirable subject choice for the

mathematically able students and an advantage for various areas of engineering, and higher level accountancy

degrees.

Course Structure


1 Introduction to Groups

Matrices and Applications

Structures and Patterns 1

Real and Complex Number Systems 1

Introduction to Groups 1

Matrices and Applications 1

Vectors and Applications 1

Introduction to Groups 2


Mid-Semester Test

EMP/Report

End-Semester Test

2 Matrices and Applications 2




Dynamics 1

Calculus 1

Mid-Semester Test

EMP/Report

End-Semester Test

3 Matrices and Applications 3



Advanced periodic and exponential Functions 1

Calculus 2

Advanced periodic and exponential Functions 2

Calculus 3

Mid-Semester Test

EMP/Report

End-Semester Test

4 Dynamics 2

Calculus 4


Structure and Pattern 4

Advanced Periodic and Exponential Functions 3

Advanced Periodic and Exponential Functions 3

Mid-Semester Test

EMP/Report

End-Semester Test

Recommended Year 10 subject/s: C+ Mathematics B;

Mathematics C must be studied concurrently with Mathematics B

Most higher institutions have introduced some sort of bonus points system for successful study of Mathematics

C in Senior.


Pre-Vocational Mathematics

Overview:

Prevocational Mathematics aims to encourage students of lesser mathematical ability to develop capabilities in

a range of basic arithmetic skills such as estimation, approximation and computation. It explores mathematical

concepts so as to develop confidence and competence in using Mathematics for daily living in an increasingly

mathematically orientated society. The course focuses on the real-life applications of Mathematics required for

general employment.

Course Structure


1 Mathematics for Interpreting Society: Number

Mathematics for Interpreting Society: Data

Mathematics for Personal Organisation: Location & Time

Mathematics for Practical Purposes: Measurement

Mathematics for Personal Organisation: Finance

Various class activities

One Examination







One Examination







One Examination







One Examination



Health Education

Overview:

The focus of Health Education is the understanding of Health in the context of society and the mechanisms

necessary to develop and promote health for individuals, groups, communities and nations.

Emphasises the influence on health of personal actions, and of the beliefs, attitudes and values held

by families, cultural groups and the wider community.

Focuses on promoting individual and social responsibility to create nurturing social and physical

environments

Examines socially just, ethical and economic points of view on resource allocation for health

programs, information and services to promote health at national, state and local levels

Facilitates health promotion through advocacy

Course Structure


1 Gender Construction

Body Image

Oral presentation

Assignment

2 Domestic Violence

Mental Health

Research Report

Exam Essay

3 Skin Cancer

Organ Donation

Research Report Oral

Plus exam essay

4 Schoolies

Men’s Health

Research Report

Research Report


HEALTH & PHYSICAL EDUCATION


Physical Education

Overview:

Through its focus on the study of physical activity the Senior Subject of Physical Education aims to allow

students to become physically educated as self-directed, interdependent and independent learners.

Over the two years of study, students will participate and be assessed in Volleyball, Track and Field, Lawn

Bowls and Touch. Each sport is undertaken for two terms; one term in Year 11 and one term in Year 12.

Units of theory work are also undertaken during this time. These units are integrated with the practical

components as much as possible.

Time is divided equally between theory and practical.

Theory units are undertaken from the content areas of learning physical skills, biological basis of training and

exercise and physical activity in Australian society.

Course Structure

Semester Units of Work Assessmen

t 1 Volleyball

Skill Development

Track & Field

Fitness for Track & Field

Ongoing practical

Assignment

Ongoing practical

Multimodal presentation

2 Lawn Bowls

Participation in Sport

Touch Biomechanics

Ongoing practical

Exam essay

Ongoing practical

Exam Essay

3 Volleyball

Sports Psychology

Track & Field

Principles of Fitness

Ongoing practical

Assignment

Ongoing practical

Multimodal presentation

4 Lawn Bowls

Media & Marketing

Touch

Sociology of Sport

Ongoing practical

Exam essay

Ongoing practical

Exam essay



Certificate III in Fitness

Overview:

Certificate III in Fitness is offered as a senior subject where students participate in the delivery of a range of

fitness training and fitness programs within the school. Graduates will be competent in a range of essential

skills – such as designing and implementing strength training programs, boxing for fitness, aerobic

conditioning, anatomy and physiology, office skills for the fitness industry and conditioning for sports.

Qualifications and Awards

1. Nationally recognised qualification – Certificate III (8 QCE Credits)

2. Recreation Short Course (1 QCE Credit)

3. Apply First Aid certificate

4. Coaching Principles certificate

5. QTAC Selection Rank of 68 (approx. equivalent to an OP 15, depending on the year)

Future Pathways

Alternate entry into university

Employment as a Fitness Trainer

Students have an option to undertake a Certificate IV in Fitness upon completion of the Certificate III

(This is not funded by IGS; price upon application)

Course Structure


1 Follow Occupational Health & Safety Policies

Work effectively in a sport and recreation environment

Maintain sport and recreation equipment for activities

Deliver approved community fitness programs

Competency Based

Theory & Practical

2 Provide quality service in the fitness industry

Provide fitness orientation and health screening

Undertake client health assessment

Organise personal work priorities and development

Competency Based

Theory & Practical

3 Apply First Aid

Undertake risk analysis of activities

Provide healthy eating information to clients in accordance with

recommended guidelines

Competency Based

Theory & Practical

4 Instruct and monitor fitness programs

Apply anatomy and physiology principles in a fitness context

Plan and deliver gym programs

Competency Based

Theory & Practical



Certificate III in Sport & Recreation

Overview:

Certificate III in Sport and Recreation “Fitness in Schools” Program is offered as a Senior Subject where students

participate in the delivery of a range of sport activities and programs within the school. Graduates will be

competent in a range of essential skills – such as preparing and conducting sessions, providing quality

customer service, operating computing packages and conducting risk assessments.

Upon successful completion, students are certified with nine (9) Queensland Certificate of Education (QCE)

credits

Nationally recognised qualification – Certificate III in Sport and Recreation (8 Credits – core)

Recreation Short Course* (1 credit – enrichment) - This program also includes Apply First Aid (formerly

known as Senior First Aid) Certificate.

Course Structure


1 Health and Safety – plan a work schedule for program/ event

Respond to emergencies

Collecting information

Using technology to process information


2 The Sport & Recreation Industry

Equipment use and maintenance

Review of OHS and work tasks

First Aid

Beginning Coaching General Principles


3 Customer service

Dealing with customer complaints

Preparing and conducting sessions

Using equipment


4 Personal work schedules

Environmental sustainability

Risks analysis of activities




Documents

Ipswich Grammar School Curriculum Handbooks3-ap-southeast-2.amazonaws.com/digistorm-websites/... · Ipswich Grammar School Subject Selection Year 11, 2018 Page | 4 AUTHORITY-REGISTERED