CONTENTS PAGE

Overview
Introduction / 3
Diocesan Learning Framework / 4
School Curriculum Framework / 4
Dimensions of Learning / 4
Senior Subjects: What to Consider / 5
Guidelines for Subject Selection / 6
Senior Phase of Learning
Senior Education and Training (SET) Plan / 7
Queensland Certificate of Education (QCE) / 7
Learning Accounts / 8
QCE Planner / 8
Credits for QCE / 8
Senior Statement / 8
Queensland Certificate of Individual Achievement / 8
Certificate III or IV Courses / 8
QCE Summary / 9
Pathways
Courses of Study / 10
Tertiary Entrance Pathways / 11
OP and the Queensland Core Skills (QCS)Test / 11
Australian Tertiary Admission Rank (ATAR) / 13
Vocational Education and Training (VET) / 12
Vocational Education and Training (VET) Packages / 13
Summary of Pathways / 14
Subject Offerings in Years 11/12
Authority Subjects / 15
Authority-Registered Subjects / 15
Certificate Courses / 16
General Information
Career Information / 17
Information Technology / 18
Reporting / 18
Assignment Policy / 19
Subject Descriptions
CertificateIIIChristianMinistry and Theology
(NTIS 30771 QLD) / 22
Study of Religion / 24
English / 26
English Extension Literature – Year 12 only / 28
English Communication SAS / 30
Japanese / 32
Ancient History / 33
Modern History / 35
Legal Studies / 37
Geography / 39
Accounting / 41
Business and Organisation Management / 43
Business Communication and Technologies (BCT) / 45
Certificate II Business
(Stand-Alone BSB 20107) / 47
CONTENTS PAGE (continued)
Economics / 49
Information Processing and Technology (IPT) / 51
Information & Communications Technology Studies SAS / 53
Mathematics A / 55
Mathematics B / 57
Mathematics C / 59
Prevocational Mathematics SAS / 61
Chemistry / 63
Physics / 65
Biological Science / 67
Agricultural Science / 69
Multi-Strand Science / 71
Science SAS / 73
Home Economics / 75
Hospitality SAS / 77
Hospitality Studies / 79
Early Childhood SAS / 81
Graphics / 82
Manufacturing: Furnishing Studies SAS / 84
Manufacturing: Industrial Technology Studies SAS / 86
Technology Studies / 88
Visual Art / 90
Visual Art Studies SAS / 91
Music / 93
Drama / 95
Drama Studies SAS / 97
Physical Education / 99
Recreation Studies SAS / 101
TCC Links Program
School-based Apprenticeships or Traineeships (SATS) / 103
CQ TAFE Courses / 106
Work Experience / 107
Appendices
Appendix A: Subject Selection Provisions / 109
Appendix B: Information Evening Program / 110
Appendix C: Important Dates / 111
Appendix D: Mysuite – TCC SET Plan / 112
Appendix E: Useful Websites / 113

OVERVIEW

INTRODUCTION

Central to our existence as a community at The Cathedral College is our belief in the possibility of a full and rich experience of life for each person. This is the challenge and the promise offered to each of us by Jesus in his invitation to us: "I have come that you may have life…life to the full" John 10.10.

Current Queensland Government legislation requires young people to be learning or earning. All young people are required to complete Year 10 at school and go on to undertake a further two years of education and/or training, or until they achieve a Queensland Certificate of Education or Certificate III vocational qualification or turn 17, whichever comes first. Young people who gain full-time employment are exempt from these requirements. The aim is to encourage as many young people as possible to complete 12 years of schooling or equivalent.

Each student, by completing a subject selection form, is making an application to enter Year 11. The transition from Year 10 to Year 11 is not automatic. The Principal will review all applications and determine which students will be accepted. Those not initially accepted will be interviewed with their parents/guardians to determine the outcome of their application.

This handbook contains a list of the subjects offered. Each subject should be investigated as fully as possible. To do this it will be necessary to:

  • read subject descriptions and course outlines in this book
  • talk to Academic Deans and teachers of each subject
  • look at books and materials used in the subject
  • listen carefully to subject selection talks
  • talk to students who are already studying the subject

We ask that you retain this Handbook for your Senior Secondary schooling years at TCC as it contains information that is relevant for both years.

I hope that this Senior Curriculum Handbook will be of assistance to you when planning your course of study.

Please do not hesitate to contact the College should you have any further queries regarding your Year 11-12 course of study.

Yours sincerely,

Miss Patricia McDevitt

(ASSISTANT PRINCIPAL - STUDIES)

DIOCESAN LEARNING FRAMEWORK

Under the Catholic Education Diocese of Rockhampton Learning Framework learners of all ages are invited and challenged to be and to become reflective and self-directed as we journey with Christ in our ever-changing world by honouring the past, enriching the present, shaping the future and finding meaning for life.

SCHOOL CURRICULUM FRAMEWORK

The CathedralCollege is a Diocesan Catholic co-educational secondary school catering to the spiritual, academic, cultural, physical and social-emotional development of students in Years 8-12. The College draws on the rich traditions of Catherine McAuley and Edmund Rice to foster a welcoming faith community (staff, students and parents) who come to celebrate life in all its fullness. The College seeks to develop in students strong Christian values and the characteristics of reflective, self-directed, lifelong learners and responsible, resourceful, ethical citizens. Our school curriculum vision is that, on graduation, The Cathedral College graduate will be a faith-filled person of compassion and integrity who displays resilience, and is a reflective and self-directed learner who willingly engages in life-long and life-wide learning.

The School Curriculum Framework has been developed so students are able to select an educational pathway which will provide opportunities for them to develop these qualities.

DIMENSIONS OF LEARNING

Dimensions of Learning is a comprehensive model that uses what researchers and theorists know about learning to define the learning process. Its premise is that five types of thinking – the five dimensions of learning – are essential to successful learning. The College has adopted this model to provide a whole-of-school approach to promote effective teaching/learning practices.

In relation to Dimension 1 (Attitudes and Perception) students are helped to develop positive attitudes and perceptions about classroom climate by implementing strategies to enable students to feel accepted by teachers and peers and to experience a sense of comfort and order. This allows the College to adopt a whole-of-school approach to classroom procedures. As well, strategies are followed to assist students to develop positive attitudes and perceptions about classroom tasks. Under Dimensions 2 (Acquiring and Integrating Knowledge), 3 (Extending and Refining Knowledge) and 4 (Using Knowledge Meaningfully) students learn about how to acquire knowledge and to use that knowledge through higher order thinking skills. Dimension 5 (Productive Habits of Mind) focuses on developing in students critical thinking, creative thinking and self-regulated thinking skills – skills which support the life-long learner.

SENIOR SUBJECTS: WHAT TO CONSIDER

Your capabilities and talents:

  • Do subjects you like and/or are good at.
  • Have realistic expectations of your ability.
  • Your performance to the end of Year 10 is a good guide to your ability.
  • In general, results do not improve dramatically in Year 11.

Your career interests:

  • Research possible careers.
  • The booklet “QTAC Tertiary Prerequisites: Your Guide to Planning Your Senior Studies” which lists possible tertiary courses and prerequisite subjects.

Leaving your options open:

  • Many students do not have a clear idea at the beginning of Year 11 what career they wish to follow. Others change career choices as time passes.
  • Do not be too narrow in your range of choices.
  • Be careful about dropping subjects now that cannot be taken up again.
  • Be aware that changing any subject can be difficult in senior school.

Prerequisite subjects for tertiary studies:

  • Many tertiary courses require certain subjects be studied to a set level to gain entry.
  • This information is available in the book: “Summary of Selection Criteria for Entry to University”.

Recommended subjects and levels of attainment for senior secondary subjects:

  • For some Year 11 subjects it is highly recommended that you have studied certain Year 10 subjects as a foundation for Year 11 work
  • Remember: senior subjects must be studied for one full semester (two terms) before changing and at least three (3) Authority subjects must be studied for two years for a student to be eligible for an OP.

GUIDELINES FOR SUBJECT SELECTION

  • Find out about career pathways.
  • Have a few career choices in mind before choosing subjects.
  • If you are uncertain about a career at present, seek help in trying to choose subjects that will keep several pathways open for you.
  • Read the subject descriptions in this handbook.
  • Talk to Academic Deans and subject teachers.
  • Attend the Subject Selection Information Night on Wednesday,6 August at 7.00 pm.
  • Attend the Rockhampton Career Training and Employment Expo at Rockhampton Show Grounds on Monday, 25 August (open from 10.00 am – 6.00 pm)
  • Go on-line at to find out information about careers, to use QCE planner.
  • Talk to students already studying the subjects.
  • Make a decision on a combination of subjects that suits your requirements and abilities.
  • Do not select subjects simply because someone has told you that they ‘help you get good results and give you a better chance of getting into University.”
  • Try not to be influenced by suggestions that you should not choose a particular subject, because a friend/brother/sister either liked or disliked it or the teacher when they studied it.
  • Above all, choose subjects you are good at and that you like.
  • Be prepared to work hard – regardless of what subjects you choose.

SENIOR PHASE OF LEARNING

Senior Education and Training Plan

A Senior Education and Training Plan (SET) Plan maps what a student will study and learn during the senior schooling years (Years 10, 11 and 12). The SET plan is agreed between each student, their parents or carers and the school.

The SET plan helps young people identify and plan their own pathway through education and training in senior schooling, and then onto further learning or work. It also helps students make good choices about what, where and when to study. The SET Planmust be completed by the end of Year 10 but it can be updated at any time during Years 11 and 12.(See Appendix D: MYSUITE – TCC SET PLAN for instructions on how to complete your SET Plan on Mysuite.)

Queensland Certificate of Education

The Queensland Certificate of Education (QCE) is a qualification awarded to young people at the completion of the senior phase of learning, usually at the end of Year 12. The QCE enables students to design a course of study that more closely matches their career goals as it recognises not only the traditional subjects studied at school but also a variety of learning options including work experience, dance and music certificates and university subjects completed while at school. While students have to be enrolled with a school, not all the learning needs to take place at school.To receive a QCE, students must attain a maximum of 20 credits for successful completion of courses of study.The QCE doesnot contain subjects and results. (The QCEis printed on good quality paper, which may be put it in a frame and hung on a wall.)The failure of a student to obtain a QCE at the end of Year 12 does not hinder the student from gaining an OP and therefore entrance to a tertiary course. Such entry is linked to the number of subjects studied, QCS results, SAIs and levels of achievement in subjects. (See page 11 for further details.)

Learning Accounts

All learning undertaken and achievements are recorded in a learning account. These achievements then convert to credits. As activities and studies are completed, the credits are banked and the learning account grows, just like a bank account. (QSA is considered to be the bank and your Learning Account is a savings account.) Students are able to access their learning accounts to check creditswhich have been banked. Students are not be able to change details in their Learning Account. However, they are able to contact learning providers with their queries. Each Learning Account is password protected. Students are issued with their password when they are registered by the College. They may access their learning account by logging on to TCC is only be able to bank credits at the completion of a course of study ie end of Year 12 for the learnings we deliver. If students do not reach 20 credits by the end of Year 12, their learning accounts remain open up to seven years after initial registration so students can still bank credits for successful completion of courses (usually Certificate courses) studied after Year 12 and so gain a QCE post-Year 12.

QCE Planner

To check your eligibility for the QCE you may enter your course of study in the QCE Planner available on the QSA Careers Information Service website at

Credits for QCE

For students to be eligible for a QCEthey are required to achieve 20 credits. Credits have 2 elements – the amount of learning and the standard achieved. Set levels of literacy and numeracy are required as well.Credits are awarded/banked only on completion of a course of study or activity.

A more detailed table on the following page indicates the type of study and the amount of learning required for students to gain credit.

Senior Statement

All students completing Year 12 will be issued with a Senior Statement regardless of whether the QCE will be awarded. This statement is the official record of all the learning achievements that have been banked into the Learning Account. (A Statement of Results will be issued to all students who are not enrolled at a school. It shows all studies and the results achieved that may contribute towards the award of a QCE.)

Queensland Certificate of Individual Achievement

The Qld Certificate of Individual Achievement (QCIA) is a new certificate in Queensland. It was developed in response to a longstanding concern, that within the broad group of students with special educational needs, there are some students who need to receive a Certificate that shows the individualised nature of the curriculum program they have studied.

Certificate III or IV Courses

There are no Certificate IV courses offered at The Cathedral College. However, these may be accessed via other programs or training organisations. The College will introduce a Certificate III in ChristianMinistry and Theology in 2010.

1

QCE SUMMARY

To be eligible for the QCE, students must complete 20 credits …

The required amount of learning
• Students must attain a minimum of 12 credits from completed Core courses of study. At least 1 credit must come from Core studies undertaken while enrolled at a school.
• The additional 8 credits may come from a combination of core, preparatory, enrichment or advanced courses
Core
(Minimum 12 points) / Credit / Preparatory
(Maximum 6 points) / Credit / Enrichment
(Maximum 8 points) / Credit / Advanced
(Maximum 8 points) / Credit
• Authority or Authority-registered subject
• A Senior External Examination
• VET Certificate II
• VET Certificate III–IV/Traineeships
• School-based apprenticeships:
- competencies
- on-the-job component completed
• Tailored training program com
• International learning program / 4
4
4
5-8
2
4
4
4 / • Certificate I vocational qualification – a maximum of 2 can count
• An employment skills development program – only 1 can count
• A re-engagement program – only 1 can count
  • Short course in literacy
  • Short course in numeracy
/ 2-3
2
2
1
1 / • Recognised certificate and awards • Recognised structured workplace or community-based learning programs
  • Learning projects – workplace,community, self-directed
• Authority extension subjects such as English extension
  • School-based subjects
/ Determined by QSA
1
2
Determined by QSA / • A one-semester university
subject undertaken while atschool
• A two-semester universitysubject undertaken while atschool
• Competencies contributing to VET diplomas or advanced diploma
  • Recognised certificates and awards
/ 2
Up to 8
Determined by QSA

Achieve the required standardand include literacy and numeracy

Course of Study / Set Standard / Literacy / Numeracy
• Authority subjects and Authority
Registered subjects
• Vocational Education and Training
• University subjects/courses and units undertaken while still at school
• International learning course of study
• Recognised awards and certificates
• Workplace, community and self-directed projects / • At least a sound level of achievement1
• Competence demonstrated
• At least a pass as defined by the course
• At least a pass as defined by the course
• Awarded
• Satisfactory/Agreed Standard / • At least a Sound Level of Achievement in a semester of an Authority or Authority Registered English subject; or
• Competence in VET Vocational Literacy; or
• A pass in a literacy course recognised by QSA; or
• At least a Sound Level of Achievement in the the QSA short course in literacy; or
• At least a C on the Queensland Core Skills Test
  • At least a 4 for an International Baccalaureate examination in Language A1 HL (English) or Language A1 SL (English)
/ • At least a Sound Level of Achievement in a semester of an Authority or Authority Registered Mathematics subject; or
• Competence in VET Vocational Numeracy 3 (39153); or
• A pass in a numeracy courserecognised by QSA; or
• At least a Sound Level of Achievement in the QSA short course in numeracy ; or
• at least a C on the Queensland Core Skills Test
  • At least a 4 for an International Baccalaureate examination in Masthematics HL or Mathematics SL

1 Students studying a program consisting of only Authority and Authority-registered subjects must achieve a Sound in 18 of the required 20 credits. Up to 2 credits from part-completed subjects may be at Limited Achievement.

1

TCC PATHWAYS OF LEARNING

COURSES OF STUDY

All students are required to attend school for five days a week. However, students, when devising their plan of study, may wish to include a school-based apprenticeship or traineeship (SAT) negotiated between the student, parent, workplace and school. In this case the student will be required to undertake one day a week training off campus.

There is a clear expectation that allstudents will be eligible for the awarding of the Queensland Certificate of Education (QCE) and their study plan should reflect this.

The student’s study plan must provide him/her with the opportunity to attain 20 credits, 12 of which must come from the completion of core courses of study. (See page 9 for details.)

Senior students at The Cathedral Collegeare required tostudy:

  • Certificate III in ChristianMinistry and Theology (Cert III CMT) OR Study of Religion (SOR)
  • English OR English Communication SAS
  • Mathematics B OR Mathematics A OR Prevocational Mathematics SAS
  • 4 other subjects. If the student chooses Study of Religionand/or successfully negotiates a SATthen SOR and the SAT are included in this list of subjects)

Students studying the Authority subject – Study of Religion – will have a study period when the other students are studying Certificate III CMT.