Fairholme Senior School Curriculum Overview by Info-Design Online

Curriculum Overview SENIOR SCHOOL

Information for Parents & Students TEACHING & LEARNING

Fairholme

College TOOWOOMBA

2014

Key Staff

FAIRHOLME COLLEGE SENIOR SCHOOL Curriculum Overview

SENIOR SCHOOL Curriculum Overview

Head of Senior School

Ms Catrina Sharp

Head of Teaching & Learning

Mr Stewart Peacock

Arts

Ms N Macks

Learning Enhancement Business

Mrs K Cottle

Learning Pathways Counsellor

Mrs L Anderson

English

Mr R Davis

The Library and Learning Centre

Mrs M Hassall

Health and Physical Education

Ms K Gierke

Languages

Mrs J Friend

Home Economics Mathematics

Mr Stewart Peacock

Humanities Science

Miss A Scott

Information Technology Sport

Mr C Chuc

Vocational Education and Training

Mrs M Erbacher

Mrs W Andersson

Mrs F Brazier

Mr N Byron Miss A Hollindale

INTRODUCTION

Dear Parents and Students, The Senior School Curriculum Overview aims to provide parents and students with information that relates to the courses offered by Fairholme College in Years 10, 11 and 12. Overwhelmingly the subjects that students have studied in Year 9 should be continued in Year 10, giving them a good foundation for choices in the Senior School. As you read this Overview you will note that Fairholme College maintains an extensive range of study options in the Senior years. These include: n Queensland Studies Authority subjects n Queensland Studies Authority registered subjects n Vocational Education and Training (VET) n Traineeships n Excellence in Music program (Music Extension is offered for Year 12 students) n Excellence in English (English Extension is offered for Year 12 students) When Year 11 students choose their subjects and start classes they may change subjects up until early March, to allow them to be credited with one semester of study in the subject. They must then maintain their subject choices until the end of the first semester in Year 11. It is also worth noting that some subjects may have full classes and will not be available to students considering a change. From 2008 students studying The Senior Phase of Learning in Queensland have received the new Queensland Certificate of Education (QCE) which replaced the Queensland Senior Certificate. The QCE differs quite markedly from the old Senior Certificate in that students need to have – •

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Attained at least 20 credit for learning achievement of which | At least 12 credits are gained from completed courses of study, at or above the set standard of achievement, selected from the core courses of study; | Up to eight credits are gained from core, preparatory, enrichment or advanced courses of study or part‐completion of some specified courses of study. Met the set standards for Literacy and Numeracy.

Refer to the table on the next page for QCE requirements (subject to QSA updates). Similarly, the students will be required to undertake a Senior Education Training (SET) Plan. We have begun this process whereby parents, students and a member of the SET plan team (comprised of senior teachers) meet to begin to formulate each student’s individual plan or ‘roadmap’ of her educational journey. Finally, there are some practical study skills included in this handbook. Please don’t hesitate to contact our staff if you require help in making these important decisions. I wish your daughter every success in her studies.

Mr Stewart Peacock | Head of Teaching and Learning

SENIOR SCHOOL Curriculum Overview

PROCEDURES FOR SELECTION OF SUBJECTS 1 2 3 4

SENIOR SCHOOL Curriculum Overview

Students in Year 10 are required to nominate their Senior Subject preferences by completion of the Subject Preference Form after discussion with parents/guardians. (Please note – Students intending to start a VET course in Year 11 will need to nominate six subjects initially and replace one of these with VET once all of the requirements for commencement of the course are completed and approved by the VET Co‐ordinator.) When choosing subjects for Years 11 and 12, students and parents should be guided by the SET Plan interview, future career aspirations and the subjects the student enjoys. Students will then be allocated subjects on the basis of the subject lines created and their submitted preferences. All students are required to be enrolled in six subjects (Authority and/or VET) at the outset of Year 11. As mentioned in the previous page, students’ Learning Accounts will be opened on the Queensland Studies Authority QCE database once their SET Plan has been completed. This would be in the form of an interview with the student, her parent/guardian and a member of the SET Plan team during the year the student is in Year 10. For Boarder families this interview can be conducted by phone if necessary.

CRITERIA FOR STUDENT SUBJECT SELECTION 1 4 2 3

Enjoyment of learning a particular subject. Choose your elective subjects on the basis of those you think you will most enjoy doing. The more you like a subject, the more likely you are to be motivated to work well and study hard when the course becomes challenging. It is a myth that if students do the supposedly most difficult subjects, they will get a higher OP. A high OP is only gained by achieving well in the chosen subjects, regardless of which subjects are chosen. It is pointless for students to enrol in subjects in which they are not interested. Parents are urged to listen to their children in this regard. Ability or aptitude in a subject. Choose subjects at which you are good. Use your current results as a guide or ask your teacher if he/ she thinks you are likely to succeed in a particular subject.

Necessary prerequisites for tertiary studies. A University or TAFE course may require you to achieve a Sound or High Level of Achievement in particular subjects as a prerequisite for admission into that course. Some subjects are listed under prerequisites as desirable; meaning that undertaking these would be beneficial, but not essential for admission into the tertiary course. Students will be able to consult the QTAC publication, Tertiary Prerequisites, before making their final subject selections.

Greatest number of future career options. It is advisable that you do not choose too narrow a range of subjects as this may restrict your career options. The evolution of new job categories and the high level of competition for tertiary places make it sensible to keep your options open. It is the College’s experience that many students in Years 10 and 11 are not ready to make a definite career choice and should not unnecessarily lock themselves into a narrow pathway. Balance of subjects. Not all of your subject choices need to relate directly to your career path, although future career options must weigh heavily in any subject choice. Consider a balance of subjects drawn from at least two of the Sciences, Humanities, Business and Creative areas to ensure enjoyable Senior years of study and growth as a rounded individual with the skills, knowledge and attitudes for future life. You should also aim to balance your life at school with a carefully planned selection of vocational choices and/or co‐ curricular involvement. It is the College’s experience that the most successful students are those who are busily involved in many areas of school life.

VALUED ATTRIBUTES OF A LIFELONG LEARNER Fairholme College helps students develop the attributes of a lifelong learner. A lifelong learner can be described as: • • • • • • •

a knowledgeable person with deep understanding a complex thinker a creative person an active investigator an effective communicator a participant in an interdependent world a reflective and self‐directed learner.

SENIOR SCHOOL Curriculum Overview

YEAR 10 CURRICULUM Core Subjects

English focuses on developing confidence and skill in effective language use, enjoying and developing critical understanding of literature, and exploring aspects of our cultural heritage. It also plays a key role in developing basic literacy skills that are fundamental to learning in other Key Learning Areas and that enable students to participate actively in modern society.

Elective Subjects

Mathematics focuses on observing and investigating patterns and relationship in the social and physical worlds. It provides a method of representing these patterns and relationships. Students come to understand that ways of thinking are influenced by mathematics and that mathematics is a universal means of communicating about the world.

The curriculum for Year 10 in the College provides Core Subjects and Elective Subjects for the students.

• • • • • • •

English Mathematics Science Humanities Health and Physical Education Christian Education Life Skills

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Arts (Choose from Dance, Drama, Music, Visual Art) • Languages (Choose from Japanese, French, German) • Business • Home Economics • Information Technology Studies • VET* ( Vocational Education and Training) *Students will need to have approval from the VET/ Learning Pathways Counsellors before adding VET to their elective choices. Please note that Information Technology is embedded across all Core and Elective Subjects. Two electives, each studied for the full year, are to be chosen by students from the elective subjects list. On the following pages you will find a description of each of these subjects. All enquiries regarding the Year 10 program should be directed to the Head of Teaching and Learning, Mr Stewart Peacock.

NATURE OF THE CORE AND ELECTIVE LEARNING AREAS

SENIOR SCHOOL Curriculum Overview

Science develops students’ curiosity and sense of wonder as they acquire the practices and dispositions of working in a scientific way and use them to explain, predict and reconstruct their understandings of the physical and biological worlds. Students come to understand that science as a ‘way of knowing’ recognises the tentative nature of scientific knowledge and the importance of human endeavour in its pursuit. Humanities introduces students to particular social, cultural, economic and environmental relationships that characterise communities at particular times and places. The values, concepts, skills and processes are drawn from the disciplines of History, Geography, Economics, Politics, Sociology, Anthropology, Law, Psychology and Ethics. The Key Learning Areas also encompass Aboriginal, Torres Strait Islander, Asian and other cultural studies; and studies in futures, the environment, global and rural issues, peace and gender.

Health and Physical Education focuses on developing the knowledge, processes, skills and attitude necessary to make informed decisions related to promoting the health of individuals and communities, developing concepts and skills for physical activity, and enhancing personal development. Christian Education in Year 10 focuses on topics that are designed to stimulate thought and discussion. Areas of secular interest are deliberately targeted and explored through a Christian World View. Life Skills is a holistic program, underpinned by the philosophy equipping our students with the personal skills and factual information to enable them to make educated decisions as they negotiate the increasingly complex world in which they live. The Arts Key Learning Area comprises four separate and distinct strands: Dance, Drama, Music and Visual Arts. Each has its own language, techniques and conventions which offer a variety of means of expressive communication. The Arts area provides an important medium through which the vitality and culture of communities are shaped and transmitted. This develops skills and knowledge that are central to students’ everyday lives. Languages focuses on developing knowledge, skills and attitudes that allow students to communicate effectively and appropriately in a language other than English. The Key Learning Area enables students to gain access to societies beyond their own and prepares them for the challenges of participating in a global community.

of topics such as Communication, World of Work and Job Applications, Introduction to Accounting and Financial Literacy. Home Economics is an exciting and vibrant subject which provides a balance between theoretical understanding and practical applications. Students develop knowledge, understanding and practical skills focused on two main topic areas: Textiles and Fashion, and Nutrition and Food. It reflects in every way the philosophy of Home Economics education as outlined by the HEIA position paper for the Australian Curriculum, ‘In an ever‐changing and ever‐challenging environment that puts centre stage issues such as food security, emotional health, sustainability, consumer excesses and a widening poverty gap, one of home economics education’s unique strengths is that it prepares students to respond to a range of real life challenges.’ Information Technology Studies is aimed at developing students’ expertise in the Information Technology field focusing on Graphic and Multimedia Design rather than on the more general use of Information Technology that is embedded across all subjects, as required by The National Curriculum Standards. Study of this subject can also follow on to the subject Information Technology Systems in Year 11 and 12. Vocational Education and Training (VET) is an area of study open to all Years 10 to 12 students. Students can enrol into a TAFE course or School‐based Traineeship (SAT).

CORE CURRICULUM The core curriculum consists of the essential learning within all Key Learning Areas. These are defined by the core learning outcomes (in which a number of cross‐curricular priorities are embedded) and core content for each Key Learning Area. The cross‐curricular priorities are: • • • • • •

Literacy Numeracy Computing Life Skills Futures Perspective Christian Values.

Note re electives Two electives, each studied for the full year, are to be chosen by students from the elective list. To study a LOTE elective in Year 10 students will need to have studied that language in Year 9. Students who wish to study a LOTE or Music subject in Year 11 will need to have studied that subject in Year 10. In the case of Music a sufficiently high standard in extracurricular Music is also acceptable; please speak to the Head of Teaching and Learning concerning this pathway.

Business introduces and develops knowledge and skills which can lead into the Senior subjects of Accounting and Business Communication and Technologies. The program focuses on the development of valuable life skills through the study

SENIOR SCHOOL Curriculum Overview

SUBJECT AREAS ENGLISH

MATHEMATICS

Course Content Description

There is no corner of today’s world that is untouched by mathematics. To be effective citizens and participants in the economy, girls should have well‐developed numeracy and problem‐solving skills. These are developed by active participation in the classroom and by involvement in the various Extension and Enrichment activities throughout the year.

Assessment Program

At Fairholme College, Mathematics study is based on the Australian National Curriculum. The aims, as set out in the Australian National Curriculum Document, are as follows.

The Year 10 English Course begins with a foray into popular culture with the theme of ‘Popular or Pulp?’ Second semester balances this with units on canonical literature which we have called ‘Firing up the Canon’.

The Year 10 course, as part of the three‐year Senior School English course is structured to encourage increasing independence, with students completing a wide range of textual responses, of both a written and spoken nature, under a range of conditions. Additionally, the course has been revised to match the Australian Curriculum.

Year 10 Popular or Pulp? Media Manufactured Reality – News and Media Studies Novelised Reality – Popular Fiction Escaping Reality – Web Pages Firing up the Canon Canonical Fiction Canonical Poetry Canonical Drama

SENIOR SCHOOL Curriculum Overview

The Australian Curriculum > Mathematics aims to ensure that students: •

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are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

There are four proficiency standards which will form the basis of assessment across all year levels. These are: • • • •

Understanding Fluency Problem solving Reasoning.

In preparation for Senior Mathematics courses, the Australian National Curriculum identifies a Year 10 course for all students and a Year 10 A course for those undertaking the higher levels of Senior Mathematics.

SCIENCE Course Content Description

At the core of the Fairholme College Science curriculum is a commitment to challenging, engaging and inspiring young women to see themselves as scientists in action, and as citizens who can contribute to the future development of their nation. In line with this innovative view of the Science curriculum is the understanding that our learners’ worlds are profoundly linked to various technologies. The Fairholme Science Program is aligned with the Australian National Curriculum: Science. The aims of this National Strategy are set out below.

Year 10 course

Broad topics include: • Number and Algebra – compound interest, factorisation of algebraic expressions, algebraic simplification, using the index laws, algebraic fractions, quadratic expressions and factorisation thereof, use of formulae, linear equations and simultaneous equations. • Measurement and Geometry – surface area and volume of prisms and composite solids; proofs involving congruency; Pythagoras’ Theorem and trigonometric problem solving. • Statistics and Probability – two‐ and‐three step experiments with or without replacement; conditional probability, quartiles, interquartile range, boxplots, scatterplots and linear regression.

The Australian National Curriculum > Science aims to ensure that students develop: • • •

• •

Year 10 A course Broad topics include: • Number and Algebra – Surds and fractional indices; logarithm definition and laws; factor and remainder theorems to solve polynomials; sketch parabolas, hyperbolas, circles and exponential functions and their transformations; solve exponential equations; sketch polynomials; factorise quadratic equations and solve them. • Measurement and Geometry – surface area and volumes of pyramids, cones and spheres; circle and chord properties; sine, cosine and area rules; unit circle for trigonometry; trigonometric equations; Pythagoras’ Theorem and 3D problems. • Statistics and Probability – studies and analysis of digital media; calculate and interpret mean and standard deviation; line of best fit.

• •

The Australian National Curriculum > Science has three interrelated strands:

o Science Understanding (SU) – the knowledge and understanding, or ‘what’, of Science. o Science as a Human Endeavour (SHE) – provides contexts for linking concepts and learning experiences to applications that are meaningful to students. o Science Inquiry Skills (SIS) – describes the skills, or ‘how’, of Science.

Course Organisation

To cater best for the needs of our students and to cover the content mandated by the National Curriculum, the College will offer three courses in Year 10.

Specialised Mathematics

This course will study mostly topics from the Year 10A course as outlined above. It aims to challenge students and prepare them for achieving well in Senior Mathematics B and Mathematics C.

Mathematical Methods

This course will study mainly topics from the Year 10 course as outlined above. It aims to prepare students for studying Senior Mathematics A and Mathematics B.

Workplace Mathematics

This course will prepare students for studying Senior Mathematics A and Prevocational Mathematics.

an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence‐based conclusions an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims an ability to solve problems and make informed, evidence‐based decisions about current and future applications of science while taking into account ethical and social implications of decisions an understanding of historical and cultural contributions to science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.

Together the three strands provide the students with understanding, knowledge and skills through which they can develop a scientific view of the world.

Topics covered: • • • •

Biological Sciences – genetics and evolution Chemical Sciences – periodic table and rates of reactions Earth and Space Sciences – origin of the universe and global systems Physical Sciences – energy conservation and describing motion using the laws of physics.

Assessment Program

The assessment program aims to expose students to the types of assessment they may experience in Senior Science Subjects. The folio may include non‐written and written research assignments, examinations, response to stimulus and extended experimental investigations.

SENIOR SCHOOL Curriculum Overview

Year 10 has become an integral step in the progression to Senior Schooling. As such, the Year 10 Humanities program has been devised to replicate the knowledge, skills and assessment that will be taught in the Senior Humanities subjects of Ancient History, Economics, Geography and Modern History. It is expected that students will foster a solid understanding of each strand, and its course requirements, through the activities and assessment that accompany the various units. In the first semester, students will be introduced to the disciplines of Ancient History, Economics and Geography. In Semester Two, students will focus on Modern History as part of the Australian Curriculum.

Ancient History Ancient History provides an insight into past civilisations. It gives us an understanding of our contemporary world through an exploration of ancient people and their lived experience. An investigation into the famous archaeological site at Pompeii provides the perfect vehicle to examine the ancient past. This utterly unique site is essentially ‘frozen in time’ and provides a wonderful opportunity to explore all aspects of life, ranging from the daily lives of average Romans to the politics of the rich. Such a study also allows students to understand the true nature of history, the discipline of archaeology and its evolution over time. Through a study of Pompeii, students will be given a rare snapshot into Roman society at the time and see what life was truly like many thousands of years ago.

Economics

Modern History The Modern World and Australia

The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The 20th century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international co‐operation provides a necessary context for understanding Australia’s development, its place within the Asia Pacific region and its global standing. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. In particular, these concepts will be explored through inquiries into World War Two and the civil rights movements in both Australia and the USA.

In the words of American satirist PJ O’Rourke, ‘Why are some places awesome and some places just plain suck?’ Believe it or not, a study of Economics helps to answer this profound question…it’s all about the allocation of resources! Students begin their investigation of Economics via an introduction to basic economic concepts and current economic issues e.g. inflation, unemployment and the law of supply and demand. They then move to an analysis of why some countries are able to achieve economic ‘take‐off’ and other countries continue to be submerged in poverty and economic stagnation.

Geography

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The study of Geography will begin with an examination of Contemporary Issues with a rural‐urban focus. It is hoped that, like John McConnell, the founder of International Earth Day, students will foster an understanding of the geographical and environmental issues that plague modern society and be equipped not only to deal with these issues, but to effect change for the better. Topics such as land degradation, including salinity, water use, erosion, land clearing, appropriateness of farming techniques and the long‐term sustainability of rural communities will be examined. Likewise, urban issues such as pollution, overcrowding, transport and planning for 21st century cities may also be investigated.

SENIOR SCHOOL Curriculum Overview

Let every individual and institution now think and act as a responsible trustee of Earth, seeking choices in ecology, economics and ethics that will provide a sustainable future, eliminate pollution, poverty and violence, awaken the wonder of life and foster peaceful progress in the human adventure. (John McConnell)

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HUMANITIES

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Have we not come to such an impasse in the modern world that we must love our enemies – or else? The chain reaction of evil – hate begetting hate, wars producing more wars – must be broken, or else we shall be plunged into the dark abyss of annihilation.

(Martin Luther King Jnr)

HEALTH AND PHYSICAL EDUCATION Course Content Description

Health and Physical Education reflects the dynamic and multi‐dimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in Australian society. This subject offers students the opportunity to develop the knowledge, processes, skills and attitude necessary for making informed decisions about their health. Students will experience the challenge and fun of physical activity while developing skills necessary for lifelong participation. Students in Year 10 have four lessons per fortnight. Practical lessons will encompass activities from amongst the following: AFL, Tennis and Basketball, Water Polo and Softball. Knowledge gained through theoretical units focuses on sociological issues in sport – including drug use in sport, women in sport and violence in sport – and provides a taster unit for Senior PE.

Assessment Program

Practical elements have a mixture of performance test and subjective assessment, and make up approximately 65% of the assessment. Theoretical units are assessed by short examinations, assignments and tasks.

CHRISTIAN EDUCATION General Comment

The topics chosen for Year 10 are designed to stimulate thought and discussion. Areas of secular interest are deliberately targeted and explored through a Christian World View.

Broad topic areas include: • • • •

Understanding Happiness The stories Jesus told – the Parables Living in Community – a modern day Samaritan? Life of Jesus – series by Dr John Dickson.

LIFE SKILLS The underpinning philosophy behind Life Skills, which is a holistic program, is to equip our students with the personal skills and factual information to enable them to make educated decisions when they negotiate the increasingly complex world in which they live. The program promotes explorations of the developing self so that our students feel confident, not only in the school environment, but also in the wider community. The aim is to instill acceptance of themselves as worthwhile, competent and capable young women. Life Skills also presents an opportunity for the girls to listen, hear and deliberate over some of the issues that they might face in today’s society. Students are encouraged to speak openly about their thoughts, ideas and feelings, in a supportive environment. Questions and comments are answered and discussed frankly, with consideration of up‐ to‐date and age‐appropriate information.

SENIOR SCHOOL Curriculum Overview

ELECTIVE SUBJECTS THE ARTS In Year 10 students may choose Arts subjects from the electives list. If students are planning to study Dance, Drama, Music or Visual Art in Years 11 and 12, they are encouraged to choose this subject in Year 10.

Dance Dance is a human activity of ancient tradition and an evolving form of expression that is fundamental to the human condition. Dance is a universal language that has the power to communicate and convey ideas and images, using the human body as a medium, across different cultures. Dance fulfils numerous functions socially, culturally and artistically. The Year 10 Dance course exposes students to a range of dance styles through units of study contextualised by real life. The major focus is on Dance as art, while also promoting an understanding of its social and ritual functions. 12

SENIOR SCHOOL Curriculum Overview

The study of Dance is enriched by experiences in Choreography, Performance and Appreciation. Each unit with Year 10 Dance takes on the focus of one of these three criteria. Choreography – the creative process of making dance; Performance – the dancer’s demonstration of dance skills; and Appreciation – the communication of a student’s response to dance.

Course Content Description CONTEMPORARY

The first unit of study immerses students in the genre of Contemporary Dance. This genre forms the foundation of the Senior Dance Syllabus so it is essential that students develop their Contemporary technique as early as possible. Students will gain an understanding of the origins and pioneers of Contemporary Dance, as well as some key choreographers who have developed this ever‐changing genre of dance.

Drama

Course Content Description

Drama focuses on students expressing and communicating understandings about human issues and experience through the enactment of real and imagined events. While interacting in a range of roles, relationships, situations and contexts, students investigate feelings, actions and consequences. They develop confidence and self‐awareness as they collaborate to prepare and present drama. They develop understanding of the forms, styles and purposes of drama in various contexts.

The assessment items for Drama are organised into the following three categories: o Forming o Presenting o Responding.

HIP HOP

Students undertake a study of Popular Dance while learning the skills required for choreography. Working collaboratively, in small groups, students produce a Hip Hop dance work with the sole purpose of entertaining. They then have the opportunity to teach this dance to the whole class, giving each student ownership over the finished product and allowing them see what looks visually effective and what is entertaining in Dance.

Assessment Program

A creative and inclusive variety of assessment instruments is implemented in the Year 10 Dance course. These assessment instruments are able to cater for the individual needs and abilities of each student. Students are assessed via practical performances, presentations of choreography and written communication.

General Comment

Dance is a practical subject that has the power to act as a communicative tool. It is enjoyable and evokes creative skills from the individual. The skills developed in this course aid students in physical co-ordination, collaborative and teamwork situations and critical thinking. These skills are fostered within the classroom activities and offer the opportunity to work towards self‐directed learning and achievement.

The unit studied in Term 1 is ‘Creating Soundscapes’ which offers a deep exploration of voice production and the unique role that vocals play in performance. Students engage in numerous practical activities designed to extend their vocal capabilities and to increase their effectiveness at working with creative concepts relating to sound in performance. Students write an analysis of the vocal dynamics demonstrated in a live performance of a play (usually Shakespeare in the Park ) in addition to preparing, rehearsing and presenting a short vocal presentation using poetry. In Term 2 the program involves an in‐depth analysis of a published play. Students will look at how a performance of this play might be ‘produced’ in terms of the choices made by the director, the actors and the production crew. Students will produce a directorial folio, and present scenes from this play for assessment. In Term 3 students immerse themselves in a study of character, and how to act in some key styles through analysis of the conventions of specific acting styles (particularly Realism, Comedy of Manners, Restoration, and Classic or Modern Tragedy ). In addition to this students explore how subtext and motivation can guide performance and deepen characterisation. The program also offers exposure to some renowned playwrights and famous scenes (monologues) and gives the girls the opportunity to perform in a selected style for Assessment. The year culminates in a study of ‘Relevant Ritual reviewing Performance’. Students will learn how to respond to a live theatrical performance in terms of producing a written review. Students will learn about the role of arts criticism, and how to identify the playwright’s intent.

Assessment Program

Students will be assessed individually in a range of Forming, Presenting and Responding tasks through small and large group work covering both written and practical assessment instruments.

General Comment

The course aims to develop a student’s understanding of the aesthetic. She will learn to value and refine her own ability to create and present drama and to respond sensitively and with insight into the dramatic creativity of others. The practical experimental nature of the subject invites active participation in enjoyable activities. Drama fosters interdisciplinary skills: confidence, communication and a collaborative approach may provide benefits beyond the Drama classroom.

SENIOR SCHOOL Curriculum Overview

Visual Art

Music Course Description

The Year 10 Music course consists of four core units: Term 1 – Instrumental Music Term 2 – Keyboard Styles Term 3 – Vocal Music Term 4 – Exploring Film Music.

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A word after a word after a word is power.

Margaret Atwood

Each semester unit is assessed in a variety of ways. Every unit contains a formal examination that includes analysing music that students have studied in class either aurally or visually. Aural musicianship is assessed via an aural skills test similar to those given in Year 8 and 9 Music. Students learn to compose their own music and these pieces are examined twice each year. Finally, students are assessed individually and in groups on singing and playing instruments. Due to the developmental nature of the subject, it is recommended that students wishing to study Year 10 Music should have either – a) Completed the Year 9 subject, or b) Completed up to Grade 2 AMEB Theory (or equivalent). Similarly, students considering studying Music in Year 11 and 12 are required to complete Year 10 Music or have attained a pass in Grade 3 AMEB Theory (or equivalent). Students who study Year 9 and 10 Music will be well equipped to continue their studies into Senior Music. They will learn the basics in performance, composition and analysis – the main areas of assessment in Year 11 and 12. Elective Music also develops justification, analytical and evaluation skills which assist greatly in all areas of Senior schooling.

SENIOR SCHOOL Curriculum Overview

Course Content Description

Learning and engaging in the Visual Arts involves students in aesthetic and sensory learning, enabling them to interact with their world and perceive, learn and respond to the environment and human creation in the Arts. The Year 10 Visual Art course gives students many opportunities to explore, formulate ideas, express aesthetic understanding and solve problems using visual language and expression by researching, developing, resolving and reflecting. They will make and display images and objects to communicate intentions and demonstrate techniques, processes, skills and understanding of materials and technologies. Students will appraise, analyse, interpret, evaluate and reflect on images and objects by artists, designers and craftspeople within a variety of contexts. The study of art history focuses on 20th century Modern Art movements, complemented by the study of relevant Contemporary Australian artists.

Assessment Program: • • •

Visual process diary Folios of practical work Written theoretical tasks

General Comment:

Students will make, display and appraise a variety of images and objects. They will use visual language and expression, techniques, processes, materials and technologies to communicate their ideas and meanings in a range of contexts to make and appraise artwork. Homework tasks vary according to the set making and appraising tasks, and may include a combination of either nightly set tasks or continuous tasks, completed over a number of weeks. Students must ensure that they manage their time effectively. To assist with homework and folio tasks, help sessions in the Art rooms are offered four times a week. Students may choose to attend the help sessions to work on tasks or seek advice from their Visual Art teacher.

LANGUAGES We are fortunate to be able to offer students three languages in the Senior School. They are French, German and Japanese. Students who have studied a language in the Middle School are strongly urged to continue their language studies in Years 10, 11 and 12. As one of the Key Learning areas, Languages provide students with opportunities to develop skills that will help them become better world citizens. Students learn to communicate with real language for real purposes. The sister schools established overseas provide students with opportunities to study abroad and host visiting students. Students use computers and interactive technology in language classes. The internet provides students with a variety of resources to enhance their cultural knowledge, as well as providing language‐specific websites. It is another example of how students are using real language for real purposes.

French

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Assessment takes the form of tests in some or all of the macro skills (listening, speaking, reading and writing) each term. There are no assignments as part of the assessment program.

An Art education is a cultural priority in the 21st century as it addresses the need to appreciate and understand the visual elements of contemporary society that is heavily dependent upon visual literacy.

Visual Art develops students’ awareness of Modern and Contemporary art practices, as well as their practical art making and art appreciation skills. An understanding of art enhances cultural appreciation. Related careers in art include: architecture, graphic design, illustration, multimedia/web design, jewellery, fashion, film/TV, visual merchandising, arts administration, advertising, practising artist, teaching and curating.

Learning experiences may include: • • • • • • •

Drawing Painting Printmaking Sculpture Assemblage Ceramics Time‐based Media

The study of French in Year 10 consolidates and builds on the language in Years 8 and 9 and broadens students’ cultural understanding. The communicative skills of Listening, Speaking, Reading and Writing are developed through activities such as games, songs, role‐plays and using interactive CD ROMs. There are many resources available to students so that they can experience a range of teaching and learning styles. Topics covered in the course include: • School and Family Life • Leisure Activities • In Town – shopping and giving directions • Health Issues – going to the Doctor.

German

The study of German in Year 10 consolidates and builds on the language in Years 8 and 9 and broadens students’ cultural understanding. The communicative skills of Listening, Speaking, Reading and Writing are developed through activities such as games, songs, role‐plays and using interactive CD ROMs. There are many resources available to students so that they can experience a range of teaching and learning styles. Topics covered in the course include: • Free time activities • In town – shopping/giving directions • Buying food and eating in a restaurant • Health issues – going to the Doctor.

Japanese

The study of Japanese in Year 10 consolidates and builds on the language in Years 8 and 9 and broadens students’ cultural understanding. The communicative skills of Listening, Speaking, Reading and Writing are developed through activities such as games and viewing DVDs, and through accessing an ever-increasing range of online resources. Visiting student groups from Japan provide another occasion for students to use their developing language skills in a real‐life context. Topics covered in the course include: • Living in Japan – Japanese homestay, shopping • Travelling around & giving directions • Out of school activities – talking about interests and abilities • Popular culture.

SENIOR SCHOOL Curriculum Overview

HOME ECONOMICS Year 10 Home Economics has been developed over a number of years in order to provide students with the skills and knowledge required to undertake the QSA Authority Subject Home Economics in Years 11 and 12. Students in Year 10 participate in one semester of Fashion and Textiles and one semester of Nutrition and Food.

Fashion and Textiles

BUSINESS Course Content Description •

• •

‘The World of Work’ Letters – layouts, language and composing; Communication, Telephone technique, Dealing with Customers, Résumés, Letters of Application, Interview Techniques, Mock Interviews, Letters of Acceptance, Employment Agreements, Rights & Responsibilities ‘Finance and Budgeting’ Income, Expenses, Saving and Investing, Budgeting, Wise Use of Credit ‘Introduction to Accounting’ Assets, Liabilities, Owner’s Equity – Balance Sheets.

Activities

o Use of computers for wordprocessing, spreadsheets, research, PowerPoint presentations o Preparing résumé, application letter, references and letter of acceptance o Applying for a job, attending a mock interview o ShareMarket Game, EESI Money competition o Working in groups, teamwork & communication activities.

Assessment • •

Knowledge: Résumé, Cover letter, References, Letter of Acceptance Practical Skills: Job Interview, Balance Sheet, Budget preparation.

Term 1 In this unit students will build on their knowledge and understanding of textiles, construction and design to develop solutions to design challenges by applying their knowledge of resources, and of relevant techniques and tools, with appropriate consideration of the impacts and consequences of their solutions. They will create a practical product in response to a design brief that highlights the notion of ‘Waste Couture’ and how fashion can be created focusing on a sustainable and economically savvy approach. The students will be introduced to the Home Economics design/inquiry process and use this format to record the process they followed in the creation of their product. Term 2 In Term 2 the students will undertake a research task within an historical context and share their findings with their peers through an oral presentation. They will continue to build on their knowledge and understanding of textiles and apply this knowledge in the construction of a practical product – a dress. Students will also track the way the ‘dress’ has evolved through the century and how the simple ‘bodice’ can be the foundation of many style and cuts. They will map the process of this design challenge in their process journal following the Home Economics design/inquiry process.

Nutrition and Food Term 1 Nutrition

Students will examine the physiological and psychological reasons for eating food, and revise and extend their understanding of eating a balanced diet, study food models such as the Target on Healthy Eating and the key nutrients required for health and wellbeing. They develop understanding of the link between diet and lifestyle in the development of the so-called Lifestyle diseases, such as obesity and overweight, diabetes, and heart disease.

SENIOR SCHOOL Curriculum Overview

Assessment

Written examination

Term 2

Food

Students will examine the Australian Dietary Guidelines and learn to calculate energy requirements, using Food Composition Tables and Nutrient Reference Tables to develop a diet meeting specific criteria. They will undertake practical cooking lessons which support the theory on nutrients and assist them to develop commodity knowledge and practical skills.

INFORMATION TECHNOLOGY STUDIES (ITS)

Adolescent Food Intake Analysis

Students will analyse their own diet. They will record their food intake for two days and use that data to analyse their diet. Students will compare their energy intake throughout the day with recommendations from health agencies and identify discrepancies in their own diets. They will then choose one meal of the day to re‐design in accordance with recommendations. A written reflection will assist them to develop their critical thinking skills and prepare them for the academic requirements of Years 11 and 12.

Assessment

Food Log Analysis Design Challenge

With the ever‐increasing use of computers in our society and the subsequent demand for IT knowledge in all career areas, IT is embedded in all subjects. Fairholme College also offers an IT specific subject, Information Technology Studies for Year 10 students who wish to further develop their IT skills and knowledge.

Course Content Description

This course of study follows the ‘Year 10 Technology Learning Area Guidelines (June 2009)’ and ‘Information and Communication Technology – Lower Secondary Subject Area Guidelines (November 2011)’. ITS is aimed at developing students’ practical skills and general IT knowledge. Study of this subject can also follow on to the subject Information Technology Systems in Year 11 and 12. The focus will be on Graphic Design and Multimedia Design. In addition, the following introductory units of study may be selected from, but not limited to: • Social and Ethical Implications • Cyber Safety • Operating Systems • Hardware Systems • Emerging Technologies • Animation • Document Design Theory • Mobile Technology • Networking Systems • On‐line Communications • Robotics • Web Technology • Programming Methodologies.

Assessment

Assessment is through a folio of work. Folios are developed over a period of time and may include work from in‐class practical activities, short written responses and oral presentations, as well as individual and group projects. Other assessment techniques may include teacher observations and individual extension work.

SENIOR SCHOOL Curriculum Overview

VOCATIONAL EDUCATION & TRAINING (VET)

VET is a dynamic and fast‐growing area of education that offers alternative pathways to post‐secondary and tertiary education. Students who complete a VET course can still gain an Overall Position (OP).

We have been fortunate enough to expand our curriculum base in past years to incorporate Vocational Education and Training (VET), to increase the career opportunities and meet the needs of more of our students.

WHO IS VET FOR?

VET is for all the girls at Fairholme College, any girl from Year 10 to Year 12, who is, or is not, aiming for an OP. It could be for: • Girls who know the career direction they are heading toward and want an early start or an edge when they leave school. • Girls who are unsure of what they want to do and this would provide another option for them as they come to the end of their schooling. • Girls who are finding the academic structure of school limiting and would like to gain more practical skills in an area of interest. • Girls who are having difficulty in subject choice. VET gives our girls more options and more pathways into their next stage of learning. Previous or current VET areas undertaken: • Nursing, Allied Health, Aged Care • Aviation • Community Services • Childcare • Graphic Design • Media • Agriculture and Animal Studies • Information Management • Sport and Recreation, Coaching Support • Beauty Therapy • Massage • Retail Management • Business • Personal Fitness Instructing • Hairdressing • Visual Arts and Contemporary Crafts • Hospitality.

SENIOR SCHOOL Curriculum Overview

HOW DOES VET WORK?

In Year 10, students begin the Student Education and Training (SET) Plan process. This is a compulsory education requirement and is a prerequisite for enrolling into some Registered Training Organisations (RTO). Once a student has decided on a pathway and VET is part of this pathway, she chooses an area of study that is of interest to her. We then decide which VET option best suits her and we identify any limitations or restrictions. If an Apprenticeship or Traineeship is chosen, students are required to find an employer to host them. Any positions offered to the school will be advertised to all students for consideration. There is usually an application process involved where a Letter of Application and Résumé is sent to prospective employers to assist them in determining a successful applicant. In most cases, a short block of unpaid work experience will be required before an employer accepts an Apprentice or Trainee. On notification of a student being successful, meetings will be held between the student, their caregiver/s, the employer, a representative from a Registered Training Organisation (RTO) e.g. TAFE, a representative from an Australian Apprenticeship Centre (AAC) and the School’s VET Co‐ordinator to determine a Training Plan that will suit the delivery of the course. Details such as elective course units, practical delivery, day/s at workplace, hours of work, and pay (industry standard) are agreed upon. The school will assist in preparation of documentation and hosting the sign-on. At subject selection time, students choose five QSA‐registered subjects (allowing an OP to still be gained) and a VET option. Spare lessons are allocated into timetables to allow for the study of a VET course. This time can also be used to work toward other subject areas, or to catch up on any work missed whilst in the workplace. Study must also be done for homework and in extra‐curricular time to ensure the qualification is completed. Any VET results will be shown on the student’s Queensland Certificate of Education (QCE) and Senior Statement. An Apprenticeship, Traineeship or Short Course should be completed and signed off by the September in the year a student finishes Year 12.

SCHOOL‐BASED APPRENTICESHIPS/ TRAINEESHIPS

Under the Federal Government’s New Apprenticeship Scheme, a School‐based Apprenticeship or Traineeship is a training arrangement between an employer and student, which combines structured training with paid employment, whilst the student is still studying in school. This scheme allows students to achieve a QCE while they train in an industry to achieve nationally‐recognised vocational education and training qualifications. A School‐based Apprenticeship or Traineeship is a partnership involving: 1. Apprentice/Trainee (student) 2. Employer 3. Registered Training Organisation (RTO) 4. Australian Apprenticeship Centre (AAC) 5. School 6. State Government which, in most cases, pays for the cost of the course 7. Federal Government which provides incentives to the employer to cover the cost of training. Apprenticeships, Traineeships and most Short Courses require a practical element to be undertaken to ensure that the relative and necessary industry skills are gained. This practical element is studied in the workplace. There is a minimum requirement of 50 days practical days per year. Both Apprenticeships and Traineeships are competency‐based systems where the student must demonstrate they have the necessary skills before receiving the qualification or progressing to the next level. The competency‐based system allows students to work at a pace of their own and possibly complete the course in a shorter time‐frame than originally nominated. Apprenticeships usually take three to four years to complete and a Traineeship usually takes between one to two years to complete.

HOW DOES VET FIT INTO THE QCE?

VET is considered a core course of study, equivalent to an Authority or Authority‐registered subject in terms of contributing credit points to the QCE. Completion of VET Certificate I = up to 2 core credit points Completion of VET Certificate II = up to 4 core credit points Completion of VET Certificate III = up to 8 core credit points

WHO CAN BE INVOLVED?

We are supported by a vast array of local businesses that receive huge financial incentives for employing and training our students, giving them practical skills and relative industry experience. The option of employing School‐based Apprentices or Trainees should be considered by parents who operate any type of business including those parents owning properties who already have their daughters working with them each holiday period. For more information, please contact the VET Co‐ordinator.

SENIOR SCHOOL Curriculum Overview

WORK EXPERIENCE

Students at Fairholme College have the opportunity to participate in work experience as described in the Education (Work Experience) Act 1996, where Education Queensland arranged with an insurer to indemnify students from State and non‐State schools on approved work experience placements. Detailed insurance information for parents and work experience providers will be provided with each set of Work Experience paperwork. The school has purchased a policy from Workcover on behalf of the students; a prescribed worker’s compensation insurance. It covers permanent impairment or death, occurring either at the location where the work experience is provided or while travelling directly between home or school to the site where the placement is provided. Access to these forms of protection is available only when the Principal has signed a written agreement with the employer to place a particular student on work experience – i.e. the Work Experience Agreement Form. The original signed form must be returned to the school by the Employer before the student starts work experience. Additionally, employers complete, sign and return an Employment Safety Management Form which outlines any specific work place requirements. Work experience organised through the school involves the student having the opportunity to test personal vocational preferences through performing tasks in a workplace. In most cases students select placements based on their future occupational aspirations. The student has employment goals clarified and gains first‐hand information about what it means to work, as well as information about the work processes of the organisation and the work environment. Work experience is compulsory for all Year 10 students and is usually undertaken in the last week of Term 2. Work experience placement is organised in a one‐week block. Students in Year 11 and 12 may undertake a further work experience placement during school holiday periods. The wishes of parents or students who have a preferred workplace can normally be accommodated, although it should be borne in mind that professionals who deal with confidential patient or client information are generally reluctant to accept school students into their place of work. Parents and students should be aware that accepting students into a workplace for work experience incurs some costs (accommodation, travel) and inconvenience on the part of the host employer. Fairholme College has a large number of employers who are prepared to accept students for work experience and the school is extremely grateful for their co‐operation and assistance with the Work Experience program. Students intending to do work experience, will work in partnership with the Careers Pathways Counsellor to find a suitable workplace and to complete all necessary paperwork. The Principal, a parent/ guardian or carer, the student and the employer must sign the completed Work Experience forms. These are returned to the Career Pathways Counsellor before work experience commences. Parents who wish to discuss any aspect of Work Experience should contact the Careers Pathways Counsellor, Mrs Laura Anderson, on (07) 4688 4667 or by email: laura. anderson@fairholme.qld.edu.au The school strongly recommends that all Senior School students should take advantage of the opportunity to do work experience. Students have the opportunity to gain experience at a number of different workplaces during their final years of Senior schooling. • •

Academic students who aspire to commence tertiary studies after Year 12 will benefit from work experience placement by: o gaining a real insight into a career they are considering. o comparing several career paths they might be considering. This can produce a clear preference for one over others. o gaining a work reference and work experience that they can use to gain part‐time work whilst undertaking further study. Students who hope to enter the workforce upon completion of Year 12 may be fortunate enough to be offered a paid position or apprenticeship should they impress an employer during their period of work experience.

Several students have been offered part‐time work, while still at school, as a direct result of their attitude, presentation and performance at a work experience placement.

SENIOR SCHOOL Curriculum Overview

YEARS 11and 12 All students in Year 11 study nine subjects – five core subjects and four electives. English (or English Communication), Mathematics (A, B or Prevocational) Christian Education, Physical Education and Life Skills are compulsory core subjects. Moreover, in both Year 11 and Year 12, students will also be involved in a comprehensive program of preparation for the Queensland Core Skills Test. The College believes a balanced selection of subjects better prepares students for future studies and employment. All students need to choose English or English Communication and Mathematics A or B or Prevocational Maths and four elective subjects. Students are encouraged to choose a Science subject and a Humanities subject as well as two other subjects from the list of subject choices. (Students who believe they have special circumstances should consult the Head of Teaching and Learning, Mr Stewart Peacock, or the Careers Pathways Counsellor, Mrs Laura Anderson.)

Elective Subjects available: • • • • • • • • • • • • • • • • • • • • • • •

Accounting Ancient History Art Biological Science Business Communication and Technologies Chemistry Dance Drama Economics *English Extension ‐ Year 12 French German Geography Home Economics Information Technology Systems Japanese Mathematics C Modern History Music *Music Extension ‐ Year 12 Physics Senior Physical Education Vocational Education

All the above subjects are QSA Authority subjects except Vocational Education. Subjects marked *are specialist skill QSA Authority subjects.

Subject Selection

When choosing subjects, keep the following points firmly in mind and choose subjects: o in which you are confident you will do well o which you believe you will enjoy and gain personal satisfaction from studying o which will help you meet subject prerequisite requirements for realistic tertiary goals o which will assist you to enter a vocational career o which will give you the skills, knowledge and attitudes necessary for strong personal development. When using this Curriculum Overview, give strong consideration to the information presented and also particularly note, ‘Prerequisite’ and ‘Career Pathways’ advice given by Fairholme staff. Further information and advice concerning subject selection can be obtained from: • the Teacher who presently teaches you • the Teacher‐in‐Charge of the subject or Department Head • Careers Pathways Counsellor, Mrs Laura Anderson • The Head of Teaching and Learning, Mr Stewart Peacock. The College constructs subject lines in accordance with student choices and logistical timetabling constraints. Unfortunately, due to the nature of constructing subject lines, not all students may be able to study their proposed subject combination. They may need to reconsider a particular preference; however, students will be contacted individually as soon as it becomes apparent that this situation applies to them. Students will be notified of their subjects for Year 11 by the end of October in the preceding year.

Tertiary Entrance

Students who wish to be eligible for standard admission to Universities and some TAFE Colleges Diploma courses are required to: • Satisfy any prerequisite subject prescribed for their preferred course(s) (See the ‘QTAC Guide’). (A special note: All Year 10 students should receive a copy of this Booklet in July) • Obtain an Overall Position (OP) issued by QSA • Study at least 20 semester units of Authority Subjects. This is equivalent to a study of 5 Board subjects for 4 semesters. At least 3 subjects should be studied for the full 2 years.

SENIOR SCHOOL Curriculum Overview

ACCOUNTING Course Content Description

Topics covered: • The Accounting Equation • The Accounting Process from Source Documents to Trial, balance and Final Accounts • End of Year Report • Internal Controls over Cash, Inventories and Accounts Receivable • Design of the Accounting Systems • Cash Budgets & Bank Reconciliation • Accounting for Accounts Receivable and Bad Debts • Inventories • Computers in Accounting (MYOB & Excel) • Non‐Current Assets • Analysis and Interpretation of Accounting Reports • Statement of Cash Flows • Personal Financing and Investing

Alternative pathways to Tertiary entrance – If you are OP ineligible, how are you considered for Tertiary Entry? • • • • •

Students who complete QLD Year 12 and do not qualify for an OP can still gain entry to courses offered at tertiary institutions. All applicants, whether they are OP eligible or not, must still satisfy the minimum entry requirements such as prerequisites – these are generally Senior Subjects but can also include portfolio, audition, interview, or age requirements. Selection ranks for OP ineligible students are calculated on the best possible information about how well a student did against all other OP and OP ineligible students. QTAC uses the achievement levels for Authority, Authority‐registered and approved VET subjects – the best 20 semester units of study are used. QCS test results may also be used; however, these are only used if they improve a student’s selection rank.

School Subject Choice and Tertiary Entrance

The most sensible approach to subject selection would be to: • Make sure any prerequisite subjects are included for courses in which you are interested; • Be guided in the choice of the remainder of your subjects by what you do best and what you prefer to do. For explanation of the Selection Steps involved and the Use of Field Positions for Selection please consult the ‘QTAC Guide’.

Vocational Education and Training

There is increasing demand from students to gain real-life and workplace skills. Parents and students are strongly encouraged to consider the options available through: • TAFE Integrated Program Studies • Vocational Education and Training Pathways. Students wishing to undertake VET should consult with the VET Co‐ordinator.

SENIOR SCHOOL Curriculum Overview

Assessment Program

Year 11 assessment does not contribute towards exit levels of achievement, whereas Semesters 3 and 4 in Year 12 do contribute. The three assessment criteria are Knowledge and procedural practices, Interpretation and Evaluation and Applied Practical Procedures and Applied Practical Processes. There are usually two to three formal tests each semester. Exit Levels of Achievement are based on the standard reached in each of the criteria.

Subject Prerequisite Nil

Career Pathways

Basic units of Accounting are studied in many University and TAFE courses. Accounting is incorporated into careers in banking, finance, general office, small business, personal account keeping, public accounting, law, agriculture and any area of commerce.

ANCIENT HISTORY

Course Content Description

In Ancient History, as in our everyday life, people ask meaningful questions, collect evidence, sift through it, analyse and evaluate it, to produce satisfactory answers to the problems of living. These answers provide a context for our own lives and establish a range of values that shape our attitudes, beliefs and behaviours. Through the study of Ancient History, students will come to understand how the modern world has been influenced by the peoples and achievements of the distant past. Through a study of early peoples and cultures, one 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 develop these understandings through processes of critical inquiry, debate and reflection, and through empathetic engagement with the viewpoints of others. Ancient History is a fascinating area of study, rich in wonderful stories of human endeavour, achievement and disaster. The history of humankind from the very earliest times is part of everyone’s heritage and the study of Ancient History ensures that this heritage is not lost.

Topics of study include:

Assessment Program

Year 11 assessment is formative. It is a year in which students can establish a knowledge base and acquire and develop skills necessary for successful study in Year 12. Assessment tasks vary slightly in each unit, and develop the skills of analysis, evaluation, interpretation and communication. In a semester, a student may complete three of the following types of assessment items: written research tasks, short response test, response to stimulus, extended response to historical evidence or a multimodal oral presentation. Excursions and practical work reinforce our hands‐on history approach.

Subject Prerequisite Nil

Career Pathways

The study of History develops the ability to locate information, think logically, solve problems and express views coherently. As such, it is of value in many professions and occupations. Therefore, studies in Ancient History may help people gain employment in the areas of travel, journalism, advertising, teaching, public relations, research work, museum work, anthropology, archaeology, architecture, law, media, history and psychology.

Year 11 • Egyptian Funerary Practices • Ancient Religions • The Greek World • Alexander the Great Year 12 • The Roman Republic • Imperial Rome and the Julio‐Claudian Emperors • Slavery and Women • Ancient China

SENIOR SCHOOL Curriculum Overview

VISUAL ART

“

The Arts are fundamental resources through which the world is viewed, meaning is created and the mind is developed. Elliot W. Eisner, Professor of Education and Art, Stanford University, 1997.

Visual Art is a powerful and pervasive means of communication which students use to make images and objects, developing aesthetic meaning and understanding from informed perspectives. In a world of increasing communication technologies, knowledge and understanding of how meanings are constructed and ‘read’ is fundamental. Visual Art uses an inquiry learning model, enabling multimodal thinking and individual responses through researching, developing, resolving and reflecting. In making artworks, students define and solve visual problems by using visual language and expression, experimenting and applying media to communicate thoughts, feelings, ideas, experiences and observations. In appraising artworks, students investigate artistic expression and critically analyse artworks within diverse contexts. Making and appraising may be explored through the following suggested concepts:

Concepts

YEAR 11 COURSE OVERVIEW

MAKING ASSESSMENT

APPRAISING ASSESSMENT

Term 1

IINTRINSIC / EXTRINSIC Surface and Mark‐making

Experimental Folio (Formative)

Visual Analysis Task – 600 ‐ 800 words (Formative)

Term 2

INTRINSIC / EXTRINSIC Layers and Meaning

Experimental Folio (Formative)

Exhibition Catalogue (Formative)

Term 3

SOCIETY Issues and Commentary

Body of Work (Formative)

Extended Writing Task (Formative)Examination

IDENTITY Self and Perception

Body of Work (Formative)

* Examination (Formative) – only if required.

Term 4

Concepts

YEAR 12

COURSE OVERVIEW

MAKING ASSESSMENT

APPRAISING ASSESSMENT

Semester 1

COLLECTION Student Own Focus

Body of Work (Summative)

Extended Writing Task (Summative)

Semester 2

INTROSPECTION/ REFLECTION Student Own Focus

Body of Work (Summative)

Visual Analysis Task (Summative)

EXTENSION Student Own Focus

Extension Folio (Summative)

SENIOR SCHOOL Curriculum Overview

BIOLOGY

Course Content Description

Biological Science is the study of life; it encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in those systems. Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. The study of Biology will help students foresee the consequences of their own and society’s activities on the living world.

Topics

Year 11 • Beyond the Backyard (Diversity and Ecology) • The Green Machine (Plant Physiology) • The Inside Story (Animal Physiology) • Dirty Dangerous Things (Microbes and Disease) Year 12 • Beyond the Backyard (Diversity and Ecology) • Under the Microscope (Cell Biology) • It’s all in the Genes (Genetics) • Origins and Futures (Evolution)

Assessment Program

General Objective Categories (i.e. criteria) • Understanding Biology (UB) • Evaluating Biological Issues (EBI) • Investigating Biology (IB) • Attitudes and Values (AV) Semester 1 • Field Trip (Compulsory, 3 day, Hastings Point NSW – Approx. cost $350) • Extended Response and Analysis of Field trip data • Written Test – Animal Physiology

Assessment Program

Each semester, students are required to complete either an Experimental Folio or Body of Work that will be assessed on criteria in the areas of Visual Literacy, Application & Appraising. A Visual Process Diary is also used to document the developmental process, investigative research, thoughtful reflection and aesthetic resolution that occur in the creation of the student’s work. As indicated in the above table, a research assignment or written examination is also used as an assessment instrument in both Years 11 and 12.

Semester 2 •Extended Experimental Investigation – Enzyme Function • Article Analysis – Microbes, Parasites and Disease

Subject Prerequisite

It is highly desirable that the students will have achieved a sound grasp of the skills and core concepts from Years 9 and 10 Visual Art. Semester 3 • Extended Experimental Investigation – Plant Physiology • Written Test – Cell Biology Semester 4 • Extended Response – Genetics • Written Test – Genetics and Evolution

Subject Prerequisite

A study of Junior Science with at least a ‘High Achievement’ is desirable.

SENIOR SCHOOL Curriculum Overview

BUSINESS COMMUNICATION AND TECHNOLOGIES Course Content Description

Students studying Business Communication and Technologies develop knowledge, reasoning processes, skills and attitudes associ‐ ated with this course through a contextual learning approach (e.g. real estate, tourism, media, retail, legal, hospitality, financial). This provides students with meaningful learning experiences. Examples of some topics of study are: • • • • • • •

Business environments Organisation and Workteams Events Administration Workplace health, safety and sustainability Social Media International Business Financial Administration.

BCT is designed to assist students to develop: • • • • •

the ability to communicate effectively and interact confidently the ability to use computer and other office communication technologies to input, output and disseminate business infor‐ mation a range of individual and group strategies to resolve issues the ability and willingness to question existing administrative practices from a variety of viewpoints e.g. financial, technologi‐ cal, social, ethical and cultural the ability and willingness to be enterprising in developing solu‐ tions to problems.

Assessment Program

In each semester in Year 11 and 12, various assessment instruments will be used to assess the following criteria (Only Year 12 contributes towards final Exit Level of Achievement): • Knowing and Understanding Business – class test, written exam, oral presentation • Investigating business issues – analysing information in research assignments, response to stimulus • Evaluating business decisions – evaluation, drawing conclusions, making recommendations and justifications in presentations, research assignments and response to stimulus.

Subject Prerequisite

Nil; however, correct keyboard skills give an advantage. (Queensland Studies Authority has removed the previously embedded VET certificate from this subject.)

SENIOR SCHOOL Curriculum Overview

(BCT)

CHEMISTRY Course Content Description

The uniqueness of Chemistry is that it enables cognitive links to be made between the macroscopic properties of the world in which we live and the sub-microscopic particles and forces that account for those properties. Chemistry, therefore, has an explanatory power, which enables humans to make sense of the physical world, and a predictive power, which enables them to harness the world’s resources. Students study Chemistry for a variety of reasons – as a means of enhancing their understanding of the universe, as a way of achieving knowledge and useful skills, and as a stepping-stone to further study. A course in Chemistry embraces the intrinsic hands-on nature of the subject. The subject provides opportunities for the development of key competencies in contexts that arise naturally from the subject matter. Students should be immersed in the practical and contextual aspects in order to facilitate the personal, social and global construction of chemical understanding. A context provides a meaningful application of concepts in real-world situations. The contexts dealt with in the Chemistry course at Fairholme College are:

Topics covered Year 11 • • • •

Introduction to Chemistry Materials made for a purpose Pit lane – Car chemistry Applications of Organic Chemistry

Year 12 • •

Living with water – Chemistry of water Equilibrium Chemistry – Physiological, Agricultural and Industrial Equilibrium

It is of primary importance that Chemistry should be enjoyed as an exciting and intellectually stimulating part of education that helps students to interpret their surroundings and that enhances the quality of their lives. Chemistry is based upon the investigation of scientific questions and problems, the use of scientific procedures and techniques and the development of knowledge and understanding of the concepts, ideas, theories, and principles of Chemistry. Our students live in a world that has both benefited from and been disadvantaged by our use of chemical understandings in the past. The study of a course in Chemistry should give the stewards of this planet a sound foundation upon which to make the decisions of the future.

CHRISTIAN EDUCATION General Comment

‘Australians may not seem like a particularly religious bunch but most of us have a ‘hunch’ that there is a spiritual side to life. We want to know if it is possible to find a path through the plethora of ideas, trends and religions in modern Australia. Can we ever hope to have more than a hunch about God?’ (John Dickson) This course attempts to answer some of the questions and objections young people raise today and give the Christian alternative.

Assessment Program

General Objective Categories (i.e. criteria) • Knowledge and conceptual understanding (KCU) • Investigative Processes (IP) • Evaluating and Concluding (E&C)

The senior course of study in Christian Education, therefore, is largely apologetic. Students begin by exploring the concept of ‘World View’ before engaging in a detailed study of Hinduism, Buddhism and Islam. We also discuss topics such as Christian world mission, Cults, Slavery in the 21st Century and ‘What it means to be a Christian’ in a secular world.

Semester One • Written test – mid semester • Response to Stimulus Semester Two • Extended Experimental Investigation • Written Test Semester Three • Written Test • Extended Experimental Investigation Semester Four • Response to Stimulus • Written Test

Subject Prerequisite

A study of Junior Science with at least a ‘High Achievement’ is desirable. It is recommended that students should study Maths B in Year 11 and Year 12.

Career Pathways

Chemistry is a prerequisite subject for a number of tertiary courses.

SENIOR SCHOOL Curriculum Overview

Some of the dance genres and contexts studied include: • • • • • •

Popular Dance Ritual and Social Dances from around the world Ballet Contemporary Dance Musical Theatre Postmodern Dance.

Assessment Program

A creative and inclusive variety of assessment instruments are implemented in the Senior Dance course. These assessment instruments are able to cater for the individual needs and abilities of each student. Students are assessed through: • Practical performances (individual and groups) • Choreographic presentations (individual and collaborative) • Written communication (extended analytical essays, in class examinations and oral seminars).

DANCE Dance is a human activity of ancient tradition and an evolving form of expression that is fundamental to the human condition. Dance is a universal language that has the power to communicate and convey ideas and images using the human body as a medium across different cultures. Dance fulfils numerous functions socially, culturally and artistically.

Students study dance for a variety of reasons: • • • •

As a means of achieving their unique potential in and through the Arts To foster an appreciation of a range of cultural contexts both nationally and internationally To encourage the valuing of individual aesthetic responses To facilitate the development and expression of the individual physically, intellectually, socially and emotionally.

The Senior Dance course provides students with significant opportunities to choreograph dance works in a range of genres, styles and contexts; to perform a variety of Dance repertoire in a range of genres, styles and contexts; and to form an appreciation of Dance through critical analysis and evaluation of their own and others’ Dance works.

Course Content Description

Through the creative process of Choreography, students will learn how to manipulate movement in space with dynamics to create meaning, to express personal ideas or to convey themes and issues. Students will choreograph both individually as well as collaboratively and explore the incorporation of props, costumes and music. Through the study of Performance, students will learn the unique technical skills associated with a range of dance genres. Students will perform as part of a group as well as individually. They will have the opportunity to perform for their peers and publicly. Through the study of Appreciation, students will acquire an understanding of how and why dance is made, and an ability to analyse their own and others’ dances. Students will interpret the meanings within dances as well as evaluate according to their own beliefs about dance, and according to criteria.

SENIOR SCHOOL Curriculum Overview

Subject Prerequisite

Although not a prerequisite, having studied Dance in Years 9 and 10 or through private lessons, would be an advantage.

Career Pathways

The skills acquired from the study of Dance are comprehensive and applicable to a variety of occupations. By undertaking Senior Dance, students are exposed to numerous career pathways, including professional dance work, choreographing for dance companies, artistic direction of arts companies, arts (dance, drama, art, music) education, dance critiquing, journalism, arts administration and freelance work.

DRAMA Young people live in an increasingly complex web of interacting cultures and subcultures. They need a learning environment that promotes imagination, critical thinking, cultural engagement, communication, creativity and problem-solving. Drama provides this learning environment, both as an art form and as an aesthetic way of knowing that integrates oral, kinaesthetic, visual and aural dimensions, and sign systems. Drama explores and celebrates the human presence within real, imagined and mediatised worlds. It connects students to their own creative processes and provides opportunities for them to imagine themselves as others exploring beliefs, feelings, behaviours and relationships across diverse situations. Through engagement with drama, students develop knowledge, understanding and skills of dramatic languages and dramatic perspectives (heritage — before 1980, and contemporary — after 1980). They apply them to a creative investigation of the world and their place in it. Drama provides students with a range of skills transferable to a variety of vocational and future pathways. In a knowledge-based economy, the world requires workers who are innovative thinkers, adept communicators and excellent team players. The collaborative nature of drama as an art form provides students with opportunities to learn and to manage the interpersonal and intrapersonal skills required to work effectively, both individually and in groups. The two-year drama course is explored through the general objectives of Forming, Presenting, and Responding. These are interrelated and complementary, and provide the framework for the course assessment across a range of practical and written, individual and group assessment tasks.

understanding of the dramatic languages to create and shape dramatic meaning and dramatic action. When presenting drama, students use dramatic languages through dramatic action to express and communicate their ideas and meanings effectively to an audience. Through Responding, students develop their skills in critical analysis, interpretation, evaluation, reflection and communication to deepen their knowledge and understanding of dramatic languages informed by the dramatic perspectives. Content is organised as follows:

Year 11

Unit 1: Theatre in Education (TIE) – students create theatre for young people focusing on issues of relevance to modern youth. Unit 2: Absurd Theatre – students are challenged by the ideology of this revolutionary theatre style. Unit 3: Physical Theatre – training the body as a vehicle for expression. Study of viewpoints, Butoh, Susuki method and working as an ensemble. Unit 4: Australian Drama – students explore well-known Australian plays and playwrights with a focus on Indigenous material.

Year 12

Unit 1: Term 1 Classical Theatre – Exploring the conventions of Ancient Greek theatre, Realism and Comedy of Manners. Unit 2: Term 2 Brecht – a study of the most controversial and influential Theatre practitioner of the last century (political theatre – theatre for social change). Unit 3: Creative Industries Project – the theatre production process and arts industries practices.

When Forming, students actively create, shape and manage drama. They explore ideas and interpretations of the dramatic perspectives (heritage and contemporary), applying their knowledge and

SENIOR SCHOOL Curriculum Overview

ECONOMICS Course Content Description

Assessment Program

Economics is essentially a study of how to use scarce re‐ sources in the best way possible. Households, businesses and governments are confronted with the economic problem of alternative uses of their limited resources. This course of study stresses the need for students to understand the significance of economic events as well as the implications of individual, business and government economic decision-making. As well as this, the course covers a broad range of economic theory and current economic issues. Students develop a diversity of academic skills, including the ability to think logically, the ability to apply mathematical skills, oral and written commu‐ nication skills, the ability to understand current political and economic issues, and research skills.

Only Year 12 assessment is summative and there are two or three assessment items per semester. Also, the Year 12 program allows students a choice of topics and genre in each semester in order to cater to individual learning styles.

Economics is about choice, making decisions and solving prob‐ lems. Every citizen has to make decisions on a wide variety of economic problems of personal, local, state, national and international significance. The extensive media coverage of economic issues, problems and events has, in recent years, highlighted the need for increased community awareness of the economic environment in which we live and the economic forces that act upon our lives. This increased media focus has fostered a growing public perception of the impact of eco‐ nomic decision-making and the relevance of economics.

Topics of study include:

Year 11 • Markets and Models • Business Competition • Microeconomic Issues • Systems and Development Economics Year 12 • Income and Wealth Distribution • Contemporary Macroeconomic Management • International Economics • Globalisation and Trade

SENIOR SCHOOL Curriculum Overview

The course is arranged into core and elective units. A variety of assessment instruments is used throughout Years 11 and 12. To assist students to develop their economic literacy, students have the opportunity to use various genres in written and non-written responses. These may include letter writing, preparing news reports, written and oral reports, research seminars, interviews, computer simulations and oral presenta‐ tions. Students undertake at least one independent inquiry each semester. Short response tests also form a part of the assessment program.

Subject Prerequisite Nil

Career Pathways

The skills attained through a study of Economics are valuable for all jobs. Economics assists in developing career paths in many areas, including law, commerce, business, finance, bank‐ ing, accounting, management, government, politics, media, journalism, real estate, computing, data processing, town planning, architecture, hospitality or education. Economics also complements many other disciplines, including science, engineering and languages.

ENGLISH Course Content Description

Any good Asterix fan would recall Julius Caesar’s famous decree upon landing on the shores of ancient Britain. Legend records his words as ‘Veni Vidi Vici’, translated to mean, ‘I came, I saw and I conquered’. Such was the power of the Roman Empire. Using not only its vast imperial armies, but also its culture and more importantly its language, Rome imposed ‘Pax Romana’, or the Roman peace, on the known world. Latin is no longer the medium or message, but the theme is unchanging. A commanding control of the commanding language means power! At the risk of over-simplifying life, a strong argument for promoting a mastery of English is based on the notion that literacy translates into self-empowerment. This, coupled with an aesthetic appreciation of Literature, makes English both a challenging and richly rewarding subject. The two-year course is designed around five different themes or integrating devices. Year 11 opens with the rather quirky theme of A Fine Romance?, which involves a critical study of the western world’s most popular choice of fiction. As well as the students writing their own Mills and Boon style Romance Fiction, canonical texts are critically examined. This is followed with a unit dealing with issues and representations called Why the Controversy? Second semester confronts reality with Truth & Lies, wherein the amazing worlds of advertising and American drama are deconstructed. As is to be expected, Year 12 adopts a slightly more challenging approach. We take a look through the rear-vision mirror of Beneath the Southern Cross in Term 1, before other perspectives are explored with Across the Seas. The students encounter some of the nation’s greatest writers, including Judith Wright, Oodgeroo Noonuccal, Peter Carey and Bruce Dawe as well as filmic texts and literature from other lands. Finally, Shakespeare invites his readers to explore the good, bad and just plain ugly elements of life in our unit called Choice or Destiny.

Assessment Program

The two-year course is structured to encourage increasing independence, with students completing a wide range of textual responses, of both a written and spoken nature, under a range of conditions. Year 11 Why the Controversy? Imaginative – Narrative Response to Poetry Public Text – Drama Collage Truth & Lies Public Text –Advertising Expose A Fine Romance? Expository Text – Romance Film Analytical Exposition – Canonical Literature Year 12 Beneath the Southern Cross Imaginative Text – Narrative Response to Poetry Public Text – Feature Article Across the Seas Expository Text –Novel Response Public Text – Film Critique Choice and Destiny Imaginative Text – Audition Piece (Shakespeare) Analytical Exposition – Shakespearean Play Public Text – Seminar (Individual Choice)

Career Pathways

Competence in English is a fundamental prerequisite in almost every walk of life. Mastery of expression, spoken and written, empowers the user and confers an authority not acquired by those without such competence. To enhance these outcomes, students exit Senior English as multi-literate and critically-literate members of society.

SENIOR SCHOOL Curriculum Overview

ENGLISH COMMUNICATION This course is offered as an alternative to Senior English. It is a valid course which is recognised in secondary and tertiary institutes throughout Queensland. English Communication is accepted as a prerequisite for most TAFE and Diploma courses. This subject does not count towards an OP. We live in a rapidly changing world, with new technologies and the forces of globalisation reshaping the lives in which we live on a daily basis. Students need to be able to make sense of their world and to participate effectively in society by communicating efficiently in the areas of work, leisure and community.

ENGLISH EXTENSION

It seems obvious to suggest that English is about reading texts, but this is essentially what English Extension is all about. This subject is concerned with the ways in which reading practices, seen as sets of strategies that readers draw on when making sense of texts, have opened up the ways that texts can be read. This subject is an extension of the parent subject of Senior English and is open to those students who have displayed a particular aptitude for writing and text analysis. The focus is on developing an explicit understanding of literature, literary theory and language. In accordance with QSA policy, this is a course designed to offer more challenge than Senior English. The challenge of the subject includes expectations of accelerated independence, increased cognitive demands and assessment task requirements. The course is studied for the two semesters of Year 12 concurrently with parent English. The global aim is to nurture an aesthetic appreciation of literature and creativity and to engage critically with the notion of literariness.

Assessment Program

In Extension English, there are only 3 instruments and all student assessment is in form of extended responses. Word lengths and time requirements vary from the Year 12 subject English, to allow students to demonstrate the more complex challenges of working with literary texts and theoretical approaches. Assessment Instrument 1: Readings and Defences (1000 –1500 words) Assessment Instrument 2: Complex Transformation and Defence (8 – 10 min.) Assessment Instrument 3: Exploration and Evaluation (2000 – 2500 words) Students interested in choosing this subject will express their intentions at the end of Term 3, Year 11, and will be interviewed by the Head of English and Head of Teaching and Learning.

SENIOR SCHOOL Curriculum Overview

Students need to: •

•

Make meanings in and of everyday, mass media and literary texts, understanding the influence of cultural contexts and social situations. Develop abilities in speaking, listening, reading, viewing, writing and shaping practices, responsive to and effective in diverse social contexts. Become confident, effective and critical users of texts and language, making judgments to accept or challenge meanings. (English Communication Study Area Specification, 2004).

Units of work have a practical emphasis and social relevance with the aim of developing key competencies. Students will plan and organise their work and solve problems individually and in groups using technologies and various modes of communication.

GEOGRAPHY Course Content Description

Geography is about the study of human and natural characteristics of places, and the interactions between them. It is a rich and complex discipline which includes two vital dimensions: the spatial dimension, which focuses on where things are and why they are there; and the ecological dimension, which considers how humans interact with environments. Geography prepares students for adult life by developing in them an informed perspective. Students will come to understand the many interdependent spheres in which they live, and make informed judgments to improve their community, state, country and the world. The ability to analyse, discuss, evaluate and make decisions on current environmental issues is also a major focus of this course. The program is structured around four themes. The focus units of each theme are outlined below and there are various elective units which may be selected on the basis of student interests, knowledge, expertise and issues that are currently prominent at a local, national or international level. The use of GIS, a computer mapping program, is also integrated into these units. Topics of study include: Year 11 • Responding to Natural Hazards • Managing catchments • Feeding the world’s people • Exploring the geography of disease Year 12 • Living with climate change • The sustainability of eco-tourism • Sustaining communities • Connecting people and places

Assessment Program

Students undertake a variety of assessment tasks, including practical exercises, written reports, written responses to stimulus material, data response tests and short response tests.

Subject Prerequisite Nil

Career Pathways

Geographical skills and knowledge will aid students wishing to enter a broad range of tertiary courses. These include: meteorology, geography, environmental studies, oceanography, government, economics, social work, tourism and town planning. Preparing students to be active, informed and empathetic members of society is the major aim of Geography.

SENIOR SCHOOL Curriculum Overview

HOME ECONOMICS It is highly recommended that students intending to study Senior Home Economics study Home Economics in Year 10. Senior Home Economics is a two-year course of study covering three topic areas: • • •

Nutrition and Food Textiles and Fashion Individuals, Families and Communities.

In the first semester of Year 12 students study one term each of the following two topics: • Is a home always a House? This unit will examine the diverse forms of housing and materials which have arisen in response to changing social, economic and environmental needs. The causes and social costs of homelessness will be explored.

Students will study integrated units with 3 lessons a week for the year. They will have 3 – 4 assessment pieces to complete per semester.

Students will undertake a Design Challenge focused on the issue of homelessness, addressing the issue ‘Is a home always a house?’

Year 11

• Changing times – food, family and society This unit examines the way in which individual and family eating patterns reflect societal and cultural history and how changing demographic factors have influenced these. Students will explore the role of culture and society in individual and family relationships with food and how changes to these structures have influenced individual, family and community wellbeing.

Students study one semester of each of the following two topics:

• Creating and Designing Textile Products Students will explore, analyse and synthesise and present information around the notion of ‘Image’ as portrayed by Australian Fashion designers. They will analyse the philosophy of these designers and articulate this information through a variety of written and oral responses. They will develop understandings and skills which enable them to select, use and care for textiles appropriately, as well as those which enable them to change social practice related to the clothing and textiles industry that runs counter to the wellbeing of the consumer and global communities. •

The Influences of nutritional messages on health and wellbeing of adolescents This unit will examine contemporary nutritional messages and the extent to which adolescents’ understanding of them influences their health and that of their future families and communities. Students will examine the effect messages about food have on health and wellbeing and will undertake Design Challenges to create dietary items suitable for adolescent dietary requirements and will develop understandings that underpin future learning. 34

Year 12

SENIOR SCHOOL Curriculum Overview

The final Year 12 semester covers the topic: • Sustainable food and textiles futures This unit examines the ethical and sustainability issues associated with food production and textiles manufacture. It allows students to develop understandings of the impact of decision-making on food security, as well as explore the social practices related to the clothing and textiles industry that run counter to the wellbeing of the consumer and global communities. Students will gain an insight into the rights and responsibilities of ‘global citizenship’. Students will select their Design Challenges from either Nutrition and Food or Textiles and Fashion. This will enable them to complete their Design Challenge in their area of strength.

INFORMATION TECHNOLOGY SYSTEMS

LIFE SKILLS

Course Content Description

Information technology (IT) has been identified as a growth area with high priority by both State and Federal governments. It is an area characterised by rapid change and presents particular challenges for Australian society. The Queensland Studies Authority subject, ‘Information Technology Systems’ (ITS), seeks to prepare students to meet this rapid change and the need for responsiveness to emerging technologies and trends, along with the need for specialist and technical experts within the IT industry. ITS provides students with the opportunity to develop knowledge and skills that can be an advantage in other subject areas and career paths, not just the IT sector. ITS is a course of studies in Information Technology focused on graphic design and multimedia development. This course will be updated for 2013 to have a bigger emphasis on graphic design. ITS is studied through learning practical techniques and detailed projects emphasising: project management skills and effective communication, along with the consideration of social and ethical issues related to information technology.

The underpinning philosophy behind Life Skills, which is a holistic program, is to equip our students with the personal skills and factual information to enable them to make educated decisions when they negotiate the increasingly complex world in which they live. The program promotes explorations of the developing self so that our students feel confident, not only in the school environment, but also in the wider community. The aim is to instill acceptance of themselves as worthwhile, competent and capable young women. Life Skills also presents an opportunity for the girls to listen, hear and deliberate over some of the issues that they might face in today’s society. Students are encouraged to speak openly about their thoughts, ideas, and feelings, in a supportive environment. Questions and comments are answered and discussed frankly, with consideration of up-to-date and age-appropriate information.

Practical techniques taught may include, but are not limited to, photography, Photoshop, Illustrator, Fireworks, Premiere Pro, Flash, Dreamweaver and Adobe Lifecycle. ITS is an Authority subject that contributes to an OP score.

Assessment Program

Assessment items may include: • Short written responses • Extended written responses • Response to stimulus material • Research • Non-written presentation • Practical tasks • Projects • Teacher observations

SENIOR SCHOOL Curriculum Overview

“

The limits of my language means the limits of my world.

Ludwig Wittgenstein

LANGUAGES For young women preparing to enter the competitive professional world in the future, the ability to speak at least one other language is a great skill. From social media to participating in a globalised economy, interconnectedness is rapidly becoming one of the defining characteristics of the 21st century. The ability to speak another language provides young women with access and more opportunities to interact with more communities; far more than those available to monolingual speakers. Potential employers regard the ability to communicate in another language as a valuable asset. We are fortunate to be able to offer students three languages in the Senior School. They are French, German and Japanese. Students who have studied a Language in the Middle School are strongly urged to continue their language studies in Years 10, 11 and 12. As one of the Key Learning areas, Languages provide students with opportunities to develop skills that will help them become better world citizens. Students learn to communicate with real language for real purposes. The sister schools established overseas provide students with opportunities to study abroad and host visiting students.

French The Senior French Program enables students to gain a more advanced practical knowledge of French so that they are able to understand and use it with a higher degree of proficiency. Students also acquire a greater appreciation of the customs and lifestyle of the French people, thus furthering their intercultural understanding. The Senior French Course covers a range of topics including: • • • •

Family and Community Leisure, Recreation and Human Creativity School and post-school options Social Issues including environment and discrimination

As in Year 10, students will be continuously assessed in the four macroskills. Testing in each skill will occur up to two times per semester. There are no formal assignments. It is advisable that students electing to study French in Years 11 and 12 have studied it in Years 9 and 10. The study of French to Year 12 level should contribute to broadening career choices in such areas as: hospitality and tourism, trade and business, banking, diplomatic service, media, armed services, industry and teaching.

SENIOR SCHOOL Curriculum Overview

German The Senior German Program enables students to acquire a firm foundation in the German language so that they are able to understand and use it with a higher degree of proficiency. Students also learn to appreciate German customs and culture. The Senior German Course covers the following topics: • • • •

Family and Community Travel and Tourism Social issues including the environment and youth culture School and post-school options.

As in Year 10, students will be continuously assessed in the four macroskills. Testing in each skill will occur up to two times per semester. There are no formal assignments. It is advisable that a student electing to study German in Years 11 and 12 has studied it in Years 9 and 10. German is internationally recognised as a key language in Science and Technology. In the Arts, especially in the field of music and music education, German-speaking countries play a major role. Knowledge of German has distinct advantages in areas as diverse as tourism and catering, community services, scientific and technological research, international commerce and banking, education and diplomacy.

Japanese The Senior Japanese Program extends the students’ knowledge and understanding of language and culture. Students learn to write and recognize more kanji. They are already proficient in hiragana and katakana. The course covers a range of topics dealing with: • • • •

Family and community Leisure and recreation School and post-school options Social issues including the environment and youth culture.

As in Year 10, students will be continuously assessed in the four macroskills. Testing in each skill will occur up to two times per semester. There are no formal assignments. It is advisable that students electing to study Japanese in Years 11 and 12 have studied it in Years 9 and 10. The study of Japanese not only increases an individual’s employment opportunities, but broadens that individual’s career options. Knowledge of Japanese language can prove to be invaluable in careers such as law, business, marketing, teaching, hospitality and tourism.

MATHEMATICS A MATHEMATICS B Course Content Description

How can you gain more control and make soundly based decisions in your adult life? On purchasing your first car, could you confidently choose the best loan option from the many available? In securing your future, large superannuation funds invest your contributions substantially on the stock market. We are constantly presented with statistical facts and reports via the media. Can you estimate the quantity of paint you would need to purchase to change the colour of the walls in your bedroom? Mathematics A aims to develop an understanding of concepts such as these through a study of three core strands (Financial Mathematics, Applied Geometry, Probability and Statistics) and an elective topic (Networks and Queuing). The emphasis in each of these topics is on its application in real-life situations. In addition to formal written assessment, the curriculum and learning environment provide opportunities for investigations, group work and oral presentations. The use of a scientific calculator and computer spreadsheets are an integral part of the course, enabling trends to be displayed and conclusions drawn without the need for tedious calculations.

Assessment Program There are three areas that are assessed: • Mathematical knowledge and procedures • The application of knowledge and procedures when modelling and problem solving • The ability to communicate mathematically. These are assessed throughout each semester. In addition, students are required to submit an assignment task each semester.

Subject Prerequisite

Students with a Sound Achievement or lower in Year 10 Mathematical Methods and those with a High Achievement or better in Year 10 Workplace Mathematics should consider studying this subject.

Career Pathways

Progressively more tertiary courses are considering Mathematics A as a suitable prerequisite. Each institution should be thoroughly reviewed regarding mathematics requirements.

Course Content Description

How does the accuracy of basketball shooters vary as their distances from the hoop change? What limitations are there on the use of modelling to predict future populations? Is there a method for estimating the number of trout in a lake? Career Profiles are an important tool in making choices in Senior years – how to use mathematics as a graphic designer, vigneron, a marine biologist or as an athlete. Mathematics B aims to develop an understanding of concepts such as these through a study of three core strands (Functions, Calculus, and Probability and Statistics). The emphasis in each of these topics is on its application in real-life situations. In addition to formal written assessment, the curriculum and learning environment provide opportunities for investigations, group work and oral presentations. The use of a graphics calculator is an integral part of the course, enabling trends to be displayed and conclusions drawn without the need for tedious calculations.

Assessment Program

There are three areas that are assessed: • Mathematical knowledge and procedures • The application of knowledge and procedures when modelling, problem solving and investigating • The ability to communicate mathematically. These are assessed throughout each semester. In addition, students are required to submit an assignment task each semester.

Subject Prerequisite

Students with at least a High Achievement in Year 10 Mathematical Methods and those with at least a Sound Achievement in Year 10 Specialised Mathematics should consider studying this subject. Students who have not achieved at this level may find difficulties studying Mathematics B.

Career Pathways

Though more courses at tertiary are allowing Mathematics A as a suitable prerequisite, it is still highly desirable that entrants into some courses have completed Mathematics B. Each institution should be thoroughly reviewed regarding mathematics requirements.

SENIOR SCHOOL Curriculum Overview

MATHEMATICS C Course Content Description

How can tennis players be ranked for a tournament? Can be interpreted? In which direction should a yacht head so as to allow for the current? In how many ways can a team of five be chosen from eight players? If you are interested in the solutions to these questions then you will be interested in the areas of mathematics covered in Mathematics C. Mathematics C introduces students to the areas of applied mathematics to which they would otherwise not be exposed. These areas include matrices, complex numbers, vectors, number theory, and structures and patterns. The use of graphics calculators greatly enhances the access to these topics. In addition to formal written assessment, the curriculum and learning environment provide opportunities for investigations, group work and oral presentations. The use of a graphics calculator is an integral part of the course, enabling trends to be displayed and conclusions drawn without the need for tedious calculations.

Assessment Program

Subject Prerequisite

Students with at least a High Achievement in Year 10 Specialised Mathematics and those with at least a Very High Achievement in Year 10 Mathematical Methods should consider studying this subject. Mathematics B is a co-requisite for the course i.e. all students studying Mathematics C must study Mathematics B.

Career Pathways

The study of Mathematics C is especially useful for students who are interested in careers in mathematics, science, computing, engineering, economics and finance. Though fewer tertiary courses require Mathematics C as a prerequisite, many are made considerably more comfortable with prior knowledge of this subject. Each institution should be thoroughly reviewed regarding mathematics requirements.

SENIOR SCHOOL Curriculum Overview

WORK PLACE MATHEMATICS Prevocational Mathematics is designed to help students improve their effective use of mathematics to meet the demands of life at home, in paid work, and for participation in the community. This course provides the flexibility to cater for a broad range of skills, attitudes and needs of students.

Students study 5 topics: • • • • •

Number Data Location and time Measurement Finance

During the course the students should:

o Build confidence and experience success in using mathematics in everyday situations o Improve their readiness for the workplace o Develop skills such as using the calculator, estimating, problem solving, communicating and working co-operatively in a team. o Develop the ability to organise mathematical ideas and present them in a suitable way o Make informed decisions.

“

We live in the present, we dream of the future, but we learn eternal truths from the past Madame Chiang (b. 1898)

MODERN HISTORY When we understand the motives, consequences and patterns of past cultures and societies, we are better equipped to make decisions concerning the future. The course of study in Modern History encompasses a vast array of topics, designed to generate both student interest and fervent debate. From the non-violent protests of Mohandas K Gandhi to the brutal and corrupt regimes of dictators such as Robert Mugabe and Pol Pot, students will be challenged in their understanding of the world and the people who inhabit it. The current Modern History syllabus advocates an inquiry-based approach to learning. Therefore, students are actively involved in locating, interpreting, analysing and evaluating historical sources, both primary and secondary. Using the inquiry approach, students identify historical questions for investigation, develop research questions to investigate inquiry topics and reach their own conclusions or make their own judgments about various topics of study. Modern History does more than simply provide students with lessons from the past, it empowers them to be independent critical thinkers who know their world and are well-equipped to take up their place in it. Topics of study include:

Year 11 • • • • •

Imperialism Gandhi and the Independence movement in India Apartheid in South Africa World War I Vietnam War

Year 12 • • • • •

Nazi Germany Communist China Dictators Indigenous Australians Martin Luther King and the US Civil Rights Movement

Assessment Program

Assessment in Year 11 is formative (developmental), where students learn and acquire the skills required throughout Year 12. Assessment items can take the following formats during the two-year course: • Short Response Tests • Response to Stimulus • Extended Written Response to Historical Evidence • Written Research Assignment • Multi-modal oral presentations Assessment tasks are designed to develop the skills of historical research, critical inquiry and communication.

Subject Prerequisite Nil

Career Pathways

The study of History develops the ability to locate information, think logically, solve problems and express views coherently. As such, it is of value in many professions and occupations. Studies in Modern History may help people gain employment in the areas of travel, journalism, advertising, teaching, public relations, research work, museum work, anthropology, architecture, law media, history and psychology.

SENIOR SCHOOL Curriculum Overview

MUSIC What is Music all about? Music holds a significant and special place in the everyday life of all cultures and societies. Studying Music can enhance your enjoyment of music and the arts, develop your practical and creative potential, and allow you to contribute to your community’s cultural life. The course of study encourages you to become a creative and adaptable thinker and problem solver, making informed decisions and developing your abilities to analyse and critically evaluate. A deeper level of knowledge, understanding and active participation in music making may support you in maintaining a lifelong engagement with music as an art form and as a means of creative, artistic and emotional expression.

What will you learn?

The Music course is based around three broad areas: • composition – the creation of music • musicology – the study of music in social, historical and cultural contexts • performance – the interpretation of music through playing, singing and conducting. All learning in these areas leads to developing your musicianship, the unique set of knowledge, understandings, skills, attitudes and artistic sensitivities that will allow you to think, work and engage in the world of music and to participate in all forms of music making. Underpinning these three areas is knowledge and understanding of music elements and concepts, and the skills to interpret and apply these within a range of music activities.

How will you learn?

Music is often collaborative, so you will participate in activities such as composing, arranging, investigating, researching, rehearsing, listening and performing in a variety of contexts, styles and genres to present your music ideas. In composition you will explore and experiment with sounds, instruments, styles, new media and methods of documenting sound to express your personal music ideas. In musicology you will research, analyse and evaluate music from many sources to communicate your music ideas and express music viewpoints. In performance you will have opportunities to develop your practical music skills by playing instruments, singing, conducting and directing music performances — both solo and ensemble — to create or recreate musical works.

SENIOR SCHOOL Curriculum Overview

You will be encouraged to attend live music performances, view music films and videos, and participate in school-based and extracurricular music activities. You will also have opportunities to become adept in using various music-related technologies, including exploring innovative music-making techniques, experimenting with alternative methods of representing sound, and manipulating musical elements through electronic and new media.

How will you be assessed?

Assessment in Music gives you opportunities to demonstrate your musicianship and apply your knowledge and understanding of music elements and concepts.

In Music, assessment instruments include:

• composition tasks, which require you to create music (applying your creative, expressive, aural, cognitive and technical skills) • extended responses (written, spoken or multimodal), which require you to analyse, evaluate and synthesise music to express a viewpoint • written examinations, which require you to respond independently to questions or statements, under supervision; items may require you to read, listen to, interpret and analyse scores and recordings • performance tasks, which require you to perform to an audience (demonstrating and interpreting music elements and concepts through playing, singing and/or conducting). In Year 12, you will be expected to complete two composition tasks, two musicology tasks and two performance tasks. These tasks may be combined. You must show evidence of extended writing as part of these tasks. You will also complete an assessment task after verification that assesses composition, musicology or performance.

Where can Music take you?

A course of study in Music can contribute 4 credits toward the Queensland Certificate of Education (QCE), and can establish a basis for further education and employment in the fields of music performance, composition, music research, pedagogy, sound technology, music theatre, Arts administration, and emerging creative industries. Many universities and TAFEs offer courses with a strong music focus or in disciplines that build on the knowledge, understandings and skills which students develop in Music. Further music study can be undertaken as part of undergraduate and graduate studies in Music, and the Creative and Performing Arts, either in combined qualifications or as a creative link in interdisciplinary studies, e.g. Music and Law, and Music and Medicine. For further information about future tertiary pathways, see QTAC’s Guide to Tertiary Courses at www.qtac.edu.au/OtherServices/ Publications.html.

MUSIC EXTENSION (Year 12 only)

Music Extension is an extension of the Senior Syllabus in Music (2004) and is designed to offer more challenge than the parent subject. The challenge of the subject includes expectations of accelerated independence, increased cognitive, expressive and musical demands and assessment task requirements. The Year 12 Music Extension syllabus caters for students with specific abilities in music. It is designed for students interested in exploring in greater depth one of the three areas of study that lie behind the general objectives of the Senior Music (2004) syllabus.

2. Realisation of the Work Composition – to be presented as recorded sound and/or as a score and must represent: • A minimum of 1 minute in length at Monitoring (July). • A minimum of 3 minutes in length at Verification (October).

The Three Specialisations – students will undertake detailed studies in one of the following specialisations:

Musicology – to be presented as either an extended written task, an oral or in multimedia format and must represent: • Approx. 1000 words, 5-8 minutes or a minimum 5 minutes presented or navigated by student at Monitoring (July) • Approx. 2500 words or a minimum 10 minutes presented or navigated by student at Verification (October).

1. Composition – students create, in score or sound-recorded format, expressions of their own music writing style through original treatment of musical elements. Students may explore, follow or break composing conventions and in a particular style of their own choosing.

Performance – all performances to be audio-visually recorded (video, VCD, DVD) and must represent: • At least 3 minutes in length at Monitoring (July) • Approximately 15 minutes at Verification (October).

2. Musicology – Musicology is the systematic and scholarly study of music as a branch of knowledge or field of research which is distinct from composition or performance. It is reasoned discourse concerning music. The range of fields within Musicology includes:

Subject Prerequisite

1) Historical musicology 2) Ethnomusicology 3) Philosophy of music 4) Psychology of music 5) Acoustics. 3. Performance – students must elect to perform on one instrument, to sing or conduct. Students may perform as soloists, as members of an ensemble, as an accompanist or as a conductor. The course is studied for the two semesters of Year 12, concurrently with the parent subject. Extension students have two lessons before school each week.

Successful completion of Year 11 Music, with a minimum B standard required in the specialisation area of intended study. Students must be enrolled in Senior Music and demonstrate considerable ability to the Course Co-ordinator.

Career Pathways

The Music Extension syllabus offers students the opportunity to specializse, and therefore the subject demands musical insight and / or technical mastery. Musicology, Composition and Performance specialisations are all fundamental to the art of Music and are clearly defined both as areas of study and as a career path in the profession. The musical insights and the technical expertise gained through this subject may act as a catalyst for further involvement with music beyond the school environment, and provide advantageous preparation for tertiary courses focusing on musicology, composing and/or music performance.

In addition to these lessons, Music Extension students are given spare periods each week so as to practise individually, to compose or to further their analytical research (depending on their area of specialisation).

Assessment Requirements

Each student will complete an individual assessment plan which fulfils folio requirements. All tasks in Music Extension are summative. Students and teachers may negotiate the timelines of assessment tasks, providing specific requirements are met by Monitoring (July) and Verification (October). 1. Investigating of Music Sources – assessment is required at Monitoring (and optional at Verification) and is completed by all students regardless of their specialisation. Responses may be in one of the following forms: • Extended written response (1200 - 1500 words) such as an essay, journal, report or critique. • Multimedia presentations (minimum of 5 minutes presented or navigated by student) including live, recorded or written commentary such as a webpage, CD-ROM or Data show presentation. • Oral presentations (5 minutes minimum) such as an interview, viva voce, debate or seminar.

SENIOR SCHOOL Curriculum Overview

PHYSICS Course Content Description

Physics is more than a part of the physical sciences; it is the most basic of all of the sciences. It is about the nature of things such as motion, forces, energy, matter, heat, sound, light and the insides of atoms. The ideas of Physics reach up into the other sciences. You can understand science in general much better if you first have some understanding of Physics. A study of Senior Physics at Fairholme will involve the following key areas: • • • • • • • • •

Motion Forces Energy Thermal Physics Electricity Electronics Electromagnetism Waves and Sound Atomic and Nuclear Physics

Each of these areas is studied in some context – as examples, Motion and Forces is introduced as part of an ‘On the Road’ unit of work, and Thermal Physics is studied in the context of heating and cooling in the home.

Assessment Program

General Objective Categories • Knowledge and conceptual understanding (KCU) • Investigative Processes (IP) • Evaluating and Concluding (E&C) Semester One • Written Examination • Extended Experimental Investigation Semester Two • Extended Response Task • Written Examination Semester Three • Written Examination • Extended Experimental Investigation Semester Four • Extended Response Task • Written Examination

Subject Prerequisite

At least High Achievement in Year 10 Mathematics and Year 10 Science is desirable, and students must be studying Maths B in Years 11 and 12.

Career Pathways

Physics is a desirable prerequisite subject for a number of tertiary courses.

SENIOR SCHOOL Curriculum Overview

SENIOR PHYSICAL EDUCATION Course Content Description

Senior Physical Education involves students learning in, about and through physical activity. Students in Years 11 and 12 will incorporate theoretical principles into each of the practical lessons. Students cover four practical areas: Tennis/Volleyball, Competitive Aerobics, Athletics/ Swimming and Netball/Touch. There is some element of choice, depending on student numbers and staff expertise. Theoretical principles are based around three focus areas: • • •

Focus Area A: Learning physical skills. How are skills learned, implemented, maintained and enhanced? Focus Area B: Process and effects of training and exercise. How can an understanding of physiology of exercise, training and program development improve team and individual performance? Focus Area C: Equity and access to exercise, sport and physical activity in Australian society. What are the influences that shape personal, team and community participation and appreciation of sport and physical activity within Australian society?

The physical activities will be studied for the two-year course. Theory topics will change each term. Each semester will cover two theory areas and two practical areas.

Assessment Program

Assessment covers theoretical and practical areas within each unit, with these being of equal weighting. Three criteria are assessed: Acquiring Information, Applying Information and Evaluation. Students will be involved in performance tests, continuous subjective evaluation of game play, research assignments, exam essays and multi-modal presentations.

Subject Prerequisite Nil

Career Pathways

Careers in the vastly expanding sports industry (from the point of view of athlete, coach, analyst and professional) will be explored within the course. Students may also select this subject purely for its relevance to life skills, such as maintaining a balanced lifestyle, and/or the physical and social benefits from involvement. Careers in nursing, medicine, teaching, the health and fitness industry, physiotherapy, sports medicine, professional sport, the hospitality industry and other related areas are possibilities attached to this subject. It should be noted that this list contains some of today’s more significant growth industries.

GRETA STATHAM LIBRARY & LEARNING CENTRE (TLC Library) The TLC Library at Fairholme is a dynamic learning environment which empowers students and supports 21st century learning. It is not just a place for reading in, it is also a place for thinking, exploring, creating and collaborating… which means it is rarely silent. Opening Hours – Monday to Friday 7.45am to 4.45pm Students and parents are encouraged to use TLC Library Online available via the College Intranet.

Environment

The TLC Library is a welcoming and stimulating environment in which students and staff can interact with resources, ideas, and with each other, as they share positive and enriching learning experiences. A multiplicity of zones enable individuals to engage in private study; small groups are able to work collaboratively; and classes are able to participate in a range of learning activities.

Extensive and Diverse Collections

The TLC Library contains numerous well-resourced collections covering a wide range of formats, including print, multimedia and digital resources. Resources are selected on the basis of content and quality. With an increase in the need for quality digital information resources, students and staff are provided with access to a wide range of online databases via TLC Library Online on the Intranet.

Accessing Resources

The Fairholme catalogue is available from TLC Library Online on the Intranet. A keyword search in the catalogue retrieves print and non-print library resources from both the TLC Library & the Fairholme Junior Library and digital resources stored on the College network, as well as articles and eBooks from World Book, EBSCO databases, Weblinks and other online databases.

Readers Cup Competition

Fairholme enjoys a rich and diverse reading culture which has inspired success in the Readers Cup Competitions. The Readers Cup competition challenges students to read widely, work collaboratively and continue developing a love of reading. It allows readers to compete at a regional and state level, similar to sporting competitions, and it also gives girls the opportunity to meet other students with an equal passion for books.

SENIOR SCHOOL Curriculum Overview

SPECIAL CONSIDERATION The term Special Consideration is one often used by students, parents and even teachers, without a clear understanding of what the term entails and how its application might assist a student. Essentially there are two processes by which Special Consideration might be applied: the informal school-based application and the formal application for Special Consideration to the Queensland Tertiary Admissions Centre or QTAC.

Informal School-based Special Consideration

Educational Disadvantage may include: • •

•

Circumstances relating to equal opportunity, for example ethnic, cultural, gender or language demands and expectations. Disability and health, for example visual; hearing impairment; speaking, reading and writing difficulties; difficulties with physical mobility; psychological or affective disorders; effects of medication and other severe or chronic medical conditions. Compassionate and other circumstances, for example effects of surgery; trauma; bereavement; neglect; abuse; violence; relocation; divorce; and other unanticipated circumstances.

Over the course of two years in Years 11 and 12, students may experience prolonged illness, bereavement, parental separation or some other type of problem that will impact upon their ability to perform at their studies to the best of their ability. At these times, Fairholme College has the authority to apply certain relaxations to the Assessment Policy to assist the student to complete the course requirements and to ensure that all students have a ‘level playing field’ as much as possible.

The process for applying for Special Consideration through QTAC begins in September of the Senior year when students indicate on the QTAC website that they will be seeking to apply for Special Consideration.

Depending on the need, the Head of House or Head of Department in consultation with the Head of Teaching and Learning may decide to:

Importantly, at this stage it is essential to gather all supporting evidence e.g. opinions from medical specialists, psychologists or testing/diagnosis that has been carried out over the years. The more supporting evidence, the stronger the case for the application of Special Consideration.

• • • •

Allow an extension of time for the completion of assignment work Reschedule an examination to a later time Allow the student to present in oral rather than written form, use a computer or to permit someone else to scribe the answers. Allow the student extended time to complete an examination In circumstances where it is judged the student has missed too much of the preparation for an assessment item, The Head of Teaching and Learning may permit the student to forego the item altogether i.e. the item of assessment is not included towards their overall level of achievement. (N.B. However, at all times students must complete the minimum syllabus requirements as mandated by the QSA if they wish to be credited with an exit Level of Achievement.)

Formal Special Consideration – QTAC Educational Access Scheme

The Queensland Tertiary Admissions Centre or QTAC is owned and operated by the Universities of Queensland. Its job is to ‘sort’ students into courses across the state using the Overall Position or OP score as an indicator. QTAC also recognises that students may be disadvantaged by circumstances beyond their control and, as such, allows those who

feel they may have experienced a situation which has affected their academic results to apply. The aim is equity for all students applying to enter tertiary institutions.

SENIOR SCHOOL Curriculum Overview

This process triggers an ‘Educational Access Scheme’ (EAS) form to be sent from QTAC. The student then completes the form indicating the category or categories under which they are applying.

Finally, the application and supporting evidence needs to be forwarded to the College by late November of the Senior year. The College will add a letter of support and forward the entire application to QTAC by mid-December.

It is important for students and parents to understand the following: • • •

•

The decision to apply Special Consideration in this case rests entirely with QTAC. The application of Special Consideration will not change a student’s OP; however, it may allow them to access courses that would ordinarily be unobtainable with their OP. The onus is on the student and parents to make the application and gather supporting evidence. Whilst the College may support the application it is not its responsibility to complete it. Finally, if a student has had substantial Special Consideration applied at the school level, it is unlikely they will receive much or any Special Consideration from QTAC.

Ultimately, Special Consideration is applied at the school and QTAC level to ensure equity for all students, not to advantage some over others.

SENIOR SCHOOL Curriculum Overview

Residential Address Wirra Wirra Street Toowoomba Q 4350 Postal Address PO Box 688 Toowoomba Q 4350 T 07 4688 4688 F 07 4688 4694 E info@fairholme.qld.edu.au www.fairholme.qld.edu.au Registered Provider (Queensland): Fairholme College (Toowoomba) Pty Ltd CRICOS Provider Code: 00651J ABN: 78 096 814 130