Grade 10 and TCE Subject Selection Guide 2025

GRADE 10 AND TCE

SUBJECT SELECTION GUIDE

Welcome to the Senior Years

Dear Parents and Carers and Students,

It is a pleasure and a privilege to be one of a team of Launceston Church Grammar School staff to guide your child through their senior secondary journey. The 2025 Grade 10 and TCE Subject Selection Guide is designed to articulate the academic ‘package of learning’ of the three senior secondary years. This Guide further supports our subject selection evening and the subject counselling we offer, so you are well informed around the breadth and depth of our offerings, to help determine your child’s pathway.

In line with Tasmanian Government policy, Launceston Grammar is committed to supporting students post-Grade 10 with a vast array of senior secondary programmes designed to engage, extend and educate. Our academic offerings, underpinned by our wellbeing approach of knowing your child well, means that we are well placed to support your child with personalising their academic pathway in their senior years.

At Launceston Grammar, Grade 10 students are offered an array of elective subjects that complement our Core, to support interests, passions, strengths and needs. In 2025, Launceston Grammar Grade 11 and 12 students will study the Tasmanian Certificate of Education (TCE), accredited by the Office of Tasmanian Assessment, Standards and Certification (TASC). In this Guide, you will see we have over 70 TCE subjects detailed, the majority of which are offered on a regular basis. However, the availability of these subjects can vary year to year, depending on interest.

These offerings are further expanded through our co-operative programme; an arrangement with Scotch Oakburn College, St Patrick’s College and Launceston Christian School to maximise subject availability for our students and theirs, to study TCE subjects not offered at their home school.

What you will also see in this Guide, as our students look towards the final two years of secondary education, and preparing for further study, work, and their future, is the knowledge that a variety of learning contributes to the TCE, and pathways for students can be curated for individual needs.

At Launceston Grammar, many of our students are interested in extending their studies beyond the traditional TCE offerings. Some students complement their TCE studies with a Vocational Education and Training (VET) course. VET attracts TCE points and offers students the opportunity to learn specific industry and workplace employability skills while still at school. A VET course may serve as a pathway to an apprenticeship or traineeship in a chosen vocation. These programmes are developed and approved by industry, and students receive a qualification that is recognised Australia wide.

The University High Achievers Program (UHAP) is a unique educational opportunity for our high-achieving students to study full 1st year and 2nd year university subjects, on campus or online, alongside university students. These attract TCE and ATAR points, as well as potentially contributing towards a University of Tasmania degree.

The University Connections Program (UCP) is an umbrella programme that provide TCE points, potential ATAR opportunities and sometimes credit towards university level study. UCP is an important programme that provides a link between TCE and tertiary studies. Some examples of UCP offerings include Accounting, Fine Arts, Marine and Antarctic studies. Again, this programme provides unique opportunities to extend student learnings to new subject areas beyond the traditional TCE offerings.

To further complement senior school studies, students may look to a schools-based apprenticeship and/or work experience opportunities. Please see the relevant section in this Guide for further details on all these options.

With all the choices available, it can be a challenge to determine the appropriate senior year pathway. Along with reading this guide and speaking to our staff, another step towards an informed choice of subjects is to ask the following questions:

Have I selected my subjects based on interests or passions?

Will the subject help me grow as an individual and citizen?

Have I planned a course of study that will fulfil the requirements of the TCE?

Do I think I will enjoy the subject?

Do I need the subject as a pre-requisite for university or other training?

Is the three-year programme cohesive and allow for the depth and breadth I need?

Have I chosen a balanced package of study?

Our purpose is to enable students to succeed in their senior years, to continue to build strong foundations for further learning, life and work; we aspire for our Grammar Graduates to go on to succeed in their adult lives. We have a team of expert teaching and support staff here to guide our students and their families to find the right pathway as they navigate their important senior years.

If you have any queries please do not hesitate to make contact.

With best wishes,

Mrs Natalie Stewart Director of Teaching and Learning 10-12

ABOUT THIS GUIDE

This Guide provides information about subject selection for Grades 10-12. It contains descriptions of all subjects that may be offered at Launceston ChurchGrammar School. The majority of subjects in this Guide are offered on a regular basis, however, the availability of these subjects can vary year to year, depending on interest. If insufficient numbers of students select a particular subject, it may not be offered.

Using WebChoice to Register your Subject Selection

Students will need to enter their chosen subjects for 2025 directly into our timetabling software called Edval. This is done using an interface called WebChoice: https://my.edval.education/login

Students will receive a 5-character Login code via their school email in the next few days which they enter in WebChoice.

On WebChoice, select preferences from the drop-down menus. Preferences and reserve preferences must be selected. Offline subjects are optional.

Notes:

• Grade 11 students must select a TCE English subject as Priority 1

• Ensure you select your subjects in order of priority

• Study can only be selected as Priority or as a reserve

• Many VET and UTAS HAP/UCP subjects are timetabled

• Offline subjects mainly run outside of normal lesson times

• Semester 1 Grade 10 results will also be checked to ensure students have met the minimum requirements for English, Science and Mathematics subjects

• Students will not be able to submit their preferences unless they have chosen a minimum of 5 preferences and 2 reserve preferences

• You must submit your online preferences by Monday 19th August.

Remember to click on Submit and then hand the signed printout to the Teaching and Learning Office with a TCE Course Planner by Tuesday 20th August.

School Based Traineeships

An Australian School-based Apprenticeship (ASbA) is a paid, employment-based training arrangement where Grade 10, 11 or 12 students are able to combine employment, training and education to gain a nationally recognised qualification, usually at Certificate II or III level – across almost every industry sector and training package.

For the purpose of the ASbA employment, training and education are defined as:

• employment – ASbA students will participate in a minimum of 7.5 hours employment in the workplace each week. This can be one at work in school time or after school hours and on the weekend. There is an expectation that the ASbA student will work additional hours in term breaks.

• training – ASbA students will sign a Training Plan with the employer and a Registered Training Organisation (RTO) who is responsible for the training and assessment against the requirements of the qualification. ASbA students will be paid for any training in the workplace or off-site.

• education – ASbA students commit to attending school when timetabled to do so, and studying subjects that that are complementary to the ASbA qualification and contribute to the Tasmanian Certificate of Education (TCE). Every unit of competency achieved over the course of the contract will contribute points to the ASbA student’s TCE.

What are the responsibilities of an ASbA employer?

The employer will:

• Ensure that the ASbA student has a minimum of 7.5 hours of employment every week during school time, and additional hours in term breaks. ASbA students must have a Training Contract approved by Skills Tasmania and endorsed by their school Principal, and be employed under an award or other appropriate industrial agreement. The wage will depend on the ASbA student’s age, industry and qualification.

• Ensure there is a Training Plan in place and negotiate with the RTO to ensure the ASbA student regularly receives training and appropriate support towards the ASbA qualification.

• Ensure that the hours of work can be flexibly negotiated to best fit with the ASbA student’s school/college timetable, subject selections and exam periods.

What are the School’s responsibilities?

Every Tasmanian school/college has an appointed ASbA Facilitator who will:

• Receive correspondence from the Australian Apprenticeship Support Network (AASN) seeking endorsement for the ASbA opportunity, and manage the administrative and pastoral care responsibilities on behalf of the ASbA student’s school, including timetabling arrangements and negotiating work hours with the employer.

• Work out how many points the ASbA training and qualification will contribute to the TCE in Grades 11 or 12, and what are the best subjects for the ASbA student to do at the same time.

• Organise monthly meetings with the ASbA student to identify any issues with regard to attendance and participation or help resolve or refer any work-related concerns.

• Liaise with the AASN, the RTO, and the employer as required.

At Launceston Grammar, the VET & Workplace Learning Coordinator is the ASbA Facilitator.

Who else is involved?

The Australian Apprenticeship Support Network (AASN) will be involved in the very early stages, and is responsible for:

• Providing information and assistance to employers, ASbA students and parents and helping to resolve any workplace related issues that have been identified by the by the ASbA Facilitator.

• Organising the Training Contract and endorsement paperwork for all stakeholders, including the student/parent, employer, RTO and school Principal, and forwards to Skills Tasmania to approve a legally binding and registered Training Contract.

The Registered Training Organisation (RTO) develops a Training Plan in conjunction with the employer and conducts the training and assessment for the ASbA qualification.

Work Experience

Launceston Grammar operates an optional work experience program, allowing students in Grades 10 –12 to obtain work experience in an industry of interest. Whilst students are welcome to undertake placements independently of the School, work experience placements administered by School staff provide students with insurance coverage for the duration of their placement.

Undertaking work experience offers students invaluable opportunities to explore various businesses and industries firsthand. Students gain practical insights into a variety of work environments, allowing them to participate in the day-to-day workflow of different professions. These experiences are not just enriching personally but also serve as an asset to their resumes, demonstrating their readiness for the workforce.

For those aspiring towards apprenticeships or traineeships, the exposure gained through work experience is particularly advantageous. Understanding the demands and practicalities of a specific trade or industry beforehand makes candidates more attractive to potential employers or training providers. It showcases their commitment and familiarity with the field, giving them a competitive edge when pursuing formal apprenticeship or traineeship opportunities.

Work experience placements typically span from a few days to a week, accommodating both school terms and holidays. This flexibility enables students to engage in meaningful learning experiences without disrupting their academic commitments.

Career Planning and Subject Selection

Careers Advisor : Mrs Fiona Symons

Selecting subjects for Grades 10, 11 and 12 can be both an exciting and daunting prospect as students and parents begin to start thinking about life beyond the school gate. As students move into these grades, questions about career pathways, engaging with workplace learning, and prerequisites for further study aspirations begin to take shape.

For students in each of these grades, considering the following questions can be helpful:

• Which subjects do I enjoy?

• What is a subject that might challenge me?

• Which subjects provide a pathway into further study?

• What topics interest me outside of school and is there a complementary school subject?

• Does my combination of subjects provide me with a balanced timetable (i.e. a breadth of subject choices, not all subjects from the one discipline)?

For Grade 10 students, choosing subjects for breadth is especially encouraged for developing knowledge in new disciplines, enjoyment and identifying possible future pathways. Work experience in an area or areas of interest is also highly encouraged; please see the following page for more information.

For Grade 11 and Grade 12 students, subject selection is more focused on developing knowledge in areas of interest and meeting requirements for post-school plans. For students planning tertiary study, some career pathways will require that students have a grounding in specific subjects (also known as prerequisites). For students planning to undertake an apprenticeship, undertaking relevant subjects and work experience throughout Grades 11 and 12 are highly regarded. Comprehensive subject selection guides detailing the requirements for many popular career pathways are available in hard copy from the Careers Centre or digitally via the Future Pathways My Grammar page.

Students and parents are warmly encouraged to contact me any time throughout the school year to discuss their individual career pathway.

Grade 10

SUBJECTS AND COURSE INFORMATION

Grade 10 Overview Australian Curriculum

Grade 10 is an important year. It is the start of the senior secondary school, and with this comes responsibility, choice, and the ability for students to actualise your own journey. From a structured transition in the Log Cabin in Grade 7, through to a broad experience of education at Grade 8 and the ability to specialise in a range of elective subjects according to individual needs, strengths and interests in Grade 9, Grade 10 at Launceston Grammar School consolidates this foundation, and we begin to look to preparing students for their pre-tertiary journey. The academic programme is further complemented by the Grade 10 Enrichment Weeks, an opportunity for our students to engage in bespoke programmes supporting personal growth. All of these are underpinned by our Pastoral programme, with students’ wellbeing at the centre of everything we do; our holistic approach to education at Launceston Grammar School.

At Launceston Grammar, students study the Australian Curriculum which sets out the core knowledge, understanding, skills and general capabilities important for all Australian students.

The Australian Curriculum:

• Contributes to the provision of a world-class education for Australian children by setting out the knowledge, understanding and skills needed for life and work in the 21st century

• Describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community

• Makes clear what all young Australians should learn as they progress through schooling

• Is the foundation for high quality teaching to meet the needs of all Australian students

• Acknowledges that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests

• Acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future.

The Australian Curriculum identifies 8 learning areas: English; Mathematics; Science; Humanities and Social Sciences; The Arts; Technologies; Health and Physical Education; Languages. It also includes a focus on seven general capabilities: Literacy; Numeracy; Information and Communication Technology Competence; Critical and Creative Thinking; Ethical Understanding; Personal and Social Capability; Intercultural Understanding. In addition, it identifies three crosscurriculum priorities: Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia’s engagement with Asia; Sustainability. Continua of learning have been developed for each, to describe the relevant knowledge, understanding and skills at particular points of schooling.

The Australian Curriculum has recently been updated, with version 9.0 being rolled out in schools over 2023 and 2024.

For further information, please see https://v9.australiancurriculum.edu.au

Ultimately this consistent curriculum sets the expectations for what all young Australians should be taught.

Grade 10 Core Curriculum

The Grade 10 academic programme is composed of the Core subjects studied in Grades 7, 8 and 9. These subjects help us maintain and consolidate the themes of literacy, numeracy, and understanding one’s place in the world, whilst deepening skills including critical and creative thinking and collaboration.

Subjects in the core:

• Christian Studies

• English

• Mathematics

• Science

• History

• Health and Physical Education.

Students also participate in one timetabled lesson of Wellbeing per cycle. This Pastoral session is scheduled in addition to the vertical Pastoral Care time with their tutor, to support students with maintaining balance, prioritising wellbeing and engaging actively with their Head of House.

Grade 10 Electives

The Core subjects ensure that students have a strong basis for continuing education and life; the electives offer the individual opportunity to branch out into particular fields of interest. Our full range of Grade 10 elective subjects, detailed in this handbook, complements the study of the Core. In considering elective subjects, our current Grade 9 students are encouraged to think about their needs, their passions, their skills, their interests and what challenges them. There are many questions they may like to ask themselves in choosing their courses for study:

• Do I think I will enjoy/be excited by the subject?

• Do I need the subject for a pre-tertiary course?

• Might this subject be helpful for my future?

• Will this help me build life skills?

• Will this subject enrich my personality?

• Is this subject a passion of mine?

Students can study up to four electives each semester. Students will be asked to choose 12 subjects in order of preference; of these, they will be allocated eight to study next year. They may choose breadth with their elective subjects, selecting eight different subjects over the course of the year, or they may like to choose depth, building and consolidating on subjects currently studied in Grade 9 and continuing these subject choices next year. Some of the subjects are sequential in nature. If these subjects are to be chosen for Semester 2, they must have been studied in Semester 1. Likewise, some of these subjects must have been studied in Grade 9 for them to be undertaken in Grade 10. For more information please check each subject’s prerequisites.

The majority of students will be enrolled in their subjects of their first choice. Where a student’s initial choices cannot be accommodated due to clashes on lines or class numbers not reaching the minimum quota, the reserve preferences will be used. Where it is necessary to go outside the initial choices the student will be contacted by the Director of Teaching and Learning for subject counselling.

Christian Studies

Learning Area Leader: Ms Rachel Pickering

Building on their understanding of the Christian tradition gained in Grade 7 and 8, students look in more depth at particular issues and themes from the Bible, considering both how they influence contemporary life and varying perspectives of their meaning, considering in turn, their own spirituality, beliefs, and values.

Students gain a deeper understanding of Christianity and the Anglican denomination on which our school is based. They look further at world religions and ideologies, with the aim of developing a deeper appreciation of the role of religions in our society, empathy for different perspectives and critical thinking skills in learning about varying ideas and practices.

They look at the big questions humans ask and varying responses to them, they develop their analytical skills in reading religious texts, learn about the lives of religious adherents and consider how belief shapes actions in particular case studies of topical issues and ethical dilemmas.

Students are given the opportunity to reflect on their own life and spirituality. They are encouraged to understand others and to express their convictions in an informed and respectful manner, growing in their confidence as to the coherence of their own world view.

Class work in Christian Studies is crosscurricular, in that we consider other subject areas including English, Philosophy, History and Science, in order to enrich student understanding. Content is enriched by wider engagement in school activities, such as Chapel, Service learning and Retreat programmes.

A number of topics and units are selected to offer students a rich range of experiences and may include the following:

• Religious and philosophical questions such as God, creation, and suffering

• Pursuing meaning and happiness in life

• Current issues and controversies

• Bible topics on themes such as love and hope

• Wisdom literature including Ecclesiastes and proverbs

• Historicity and the life of Jesus

• The history and denominational variance of Christianity, including Anglicanism

• Questions of coherence of faith, including the transmission of sacred texts, dynamic of faith and science, and objective vs subjective morality

• Service activities in the wider community, such as charities

• Inspiring people from history and the present

• Differing perspectives, including a variety of ideologies and religions

• Personal beliefs, values, and purposes.

English

Learning Area Leader: Mr James Sheffield

The English curriculum is based on the requirements of the Australian Curriculum which is organised into three interrelated strands. Together the three strands focus on developing students’ knowledge, understanding and skills in thinking, listening, reading, viewing, speaking and writing. The three strands are:

• Language: knowing about the English language

• Literature: understanding, appreciating, responding to, analysing and creating literary texts

• Literacy: expanding the repertoire of English usage.

Texts have been selected to correspond with the Australian Curriculum and because they offer students a range of cultural experiences, are relevant to our students and have an enduring artistic value. As our students are increasingly exposed to a large range of texts and media in their life, so too our chosen texts cover a range of forms such as novels, expository texts, poetry, short stories and plays, multimodal texts such as film, documentaries, music and web based texts.

The English curriculum aims for students to:

• Increase their ability to use language and its conventions to think, speak, listen, read, view and write according to context, purpose and audience

• Develop a sound grasp of increasingly complex linguistic structures and features of standard Australian English and the capacity to apply these

• Develop a broad knowledge of a range of literature, including Australian literature, classic and contemporary world literature and a capacity to relate this literature to aspects of contemporary society and personal experience

• Engage with a variety of literary genres (fiction, non-fiction and multimedia texts) in order to explore issues, characters, plot sequences and structures through a variety of responses and to gain insight into the structure and craft of such texts

• Compose and craft a range of texts including oral, written, creative, analytical, expository and multimedia texts in which the purpose is to engage, inform, persuade or entertain

• Increase their understanding of the ways in which textual interpretation and understanding may vary according to cultural, social and personal contexts

• Discuss and analyse texts and language critically and with appreciation

• Learn to work constructively in both individual and group contexts

• Develop the organisation and skills needed to take increasing responsibility for their own learning.

Mathematics

Learning Area Leader: Mr Paul Townsend

In Grade 10, learning in Mathematics builds on each student’s prior learning and experiences, they engage in a range of approaches to learning and doing mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections, reasoning, problemsolving and practice. Proficiency in mathematics enables students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.

There are three available courses designed to cater for the differing needs of our students.

• Students must have completed Extension in Grade 9 to attempt Extension (MTM3) in Grade 10. Students who complete Extension (MTM3) in Grade 10 will not be able to use the ATAR earned in that year if they use ATAR from Grades 11 and 12 (TASC rules). For this reason, these students will be given the option of repeating MTM3 offline in Grade 11 or Grade 12. This will entail no formal lessons, but all internal and external assessments will need to be completed again in Grade 11 or Grade 12

• The Mathematics/Advanced Mathematics syllabuses which address the Grade 10 and Grade 10A requirements of the Australian Curriculum. Class allocations are guided by student ability, with the primary differentiating factor being class size and student/teacher ratio. During Second Semester the class allocations are adjusted based on individual students likely pathway for TCE. Students typically choose between Mathematics Methods (an algebraic or pure maths focus) or General/Workplace Mathematics (a more concrete/real world focus)

• If required an Essential syllabus is run with lower teacher/student ratio and provides students with opportunities to revisit material they may have had difficulty with in the past. There will be consultation where the Australian Curriculum Mathematics syllabus at Grade 10 level is not addressed.

All students are required to learn, practise and apply mathematical skills and techniques, utilise knowledge within a problem-solving context and to communicate mathematical method and process in a clear and effective format.

Science

Learning Area Leader: Mr Mark Cox

Why we study Science?

Science involves a lot of talking and listening to others; it develops patience too – a lot of the time in science things do not happen overnight. Science also provides a way to foster creativity, problem solving and a love of learning. It also develops skills for life such as perseverance and researching.

We are all born citizen scientists. From an early age children ask the question – why? All units covered throughout the science curriculum, allow us to assist students with the understandings for many of those why? Questions. As the student’s understanding expands their why questions progress onto wanting to know how? WE provide opportunities for our students to take detailed observations; to hone their practical skills to plan and investigate appropriate experiments; to research a scientific issue and communicate their findings to other people.

Science is central to many of the issues facing Australia’s citizens and the wider global community. In recent years concerns such as climate change, renewable energy, microplastics, genetic modification of foods and organisms, pandemics, vaccinations, sustainability, food security, and biosecurity have been discussed extensively in the media and in the community. Public discussions of such issues are vastly improved when we have a good understanding of the relevant scientific concepts and vocabulary.

A rigorous science education is important because it teaches our students to draw their own conclusions, based on evidence and logical thinking, rather than simply taking the ideas of others for granted. It encourages children to take risks, to understand and appreciate the world around them, and to, above all, be curious. We hope that by the end of their science

journey with us, we have nurtured our student’s curiosity and helped them find answers to their why and how questions but more so we hope that we have challenged and inspired them onto the more imaginative questions and statements like what if? imagine if, I wonder… and how might?

The Australian Curriculum

Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives.

The course work comprises of three major strands:

• Science Understanding

• Science as a Human Endeavour

• Science Inquiry.

The aim of Science in Grade 10 is to further develop knowledge and skills attained in Grades 7, 8 and 9, and to adequately prepare students for any science courses they may undertake in Grade 11 and 12.

Assessment comprises tests, formal and informal practical reports, case studies and written assignments.

Future Pathways

Successful completion of this course will enable students to enrol in any of the following Science courses in Grade 11:

• Agricultural Enterprise 2

• Agricultural Systems 3

• Biology 2

• Biology 3

• Environmental Science 3

• Physical Sciences Foundation 2

• Physical Sciences 3.

Biological Science

The Science course is divided into:

Students study the transmission of heritable characteristics from one generation to the next:

• Mendelian genetics

• Monohybrid cross.

Students investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering:

• Genetic technology.

Students investigate how the theory of evolution by natural selection explains past and present diversity and analyse the scientific evidence supporting the theory:

• Natural selection

• Evolution.

Students study the structure of the Periodic Table and how it helps predict trends in chemical reactivity.

• Periodic Table

• Bonding models (review ionic) and covalent

• Writing formula and nomenclature of (ionic) & covalent compounds.

Chemical Science

Students identify and investigate patterns in synthesis, decomposition and displacement reaction:

• Metal displacement

• Activity Series

• Solubility and precipitates

• Balancing chemical equations.

Students investigate the factors that affect reaction rates.

Students investigate how models of energy flow between the biosphere, geosphere, hydrosphere and atmosphere describe patterns of global climate change and predict future changes:

Earth and Space Sciences

Physical Science

• Climate change.

Students investigate how the big bang theory models the origin and evolution of the universe, including the formation of stars and galaxies, and analyse the supporting evidence for the theory:

• Cosmology.

Students investigate physics of motion and energy:

• Linear motion equations (horizontal and vertical)

• Physical units of motion

• Graphing of motion (distance v time; speed v time)

• Influence of force on an objects’ motion

• Newton’s laws of motion

• Kinetic (KE) and potential energy (PE)

• Energy transfer and conservation relating to KE and PE

History

Learning Area Leader: Mrs Gail Harris

The four-year History curriculum (Grades 7-10) has been mapped in accordance with the Australian Curriculum. It promotes the understanding of societies, events, movements and developments that have shaped humanity. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day.

The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges. The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations and communicate effectively.

The Grade 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. Key inquiry questions include:

• How did the nature of global conflict change across the 20th century?

• What were the causes and consequences of World War II?

• How was Australian society affected by other significant global events and changes in this period?

• What were the perspectives of people at the time? How did these perspectives change?

• What are the contested debates and reasons for different historical interpretations?

Health and Physical Education

Learning Area Leader: Mr Peter Wattke

Health and Physical Education enables students to promote their own and other’s health, wellbeing and physical activity participation across the lifespan. The subject offers experiential learning, with a curriculum that is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate.

Each grade offers students balanced learning opportunities in both of these health-related and movement-related areas.

From Grade 7 through to Grade 10, students develop the knowledge, understanding and skills to support them to be resilient, to strengthen their sense of self, to build and maintain satisfying relationships, and to make decisions to enhance their health and physical activity participation. As students mature, they learn in ways about key issues affecting their health and wellbeing and that of the communities to which they belong. They also learn how to apply problem-solving techniques to these issues, which is critical to maintaining and promoting health and active lives.

The HPE Programme is broken down into the following focus areas and are taught as coeducational classes in Grade 10:

Sexuality

Health

Physical Activity

Games of the World European

Music

Learning Area Leader: Dr. Melissa Rogers

Music

Music Technology

Music

This is a year long subject. Music is designed to enable students to develop, through a variety of integrated activities, an appropriate standard of knowledge and skills in performing, creating (improvising, composing and arranging) and listening. Individual and group work will enable students to develop ideas through the manipulation of the elements of music and to gain some understanding of the historical development of music.

In both Semester 1 and Semester 2 students will be involved in the following activities:

• Development of instrumental skills

• Solo and ensemble performance

• Creating music through improvising, composing and arranging

• Critical and analytical listening

• Development of aural skills

• Interpreting music notation. Many of the activities are of a practical nature and students learn about music through their involvement in creating, performing and listening to music.

Future pathways: Successful completion is ideal preparation for the following TCE courses: Music 3, Music Studies 2, Music Technology Projects – Foundation 2. However, this subject is not a prerequisite for studying these TCE courses.

Prerequisites: Due to the sequential nature of this course, students must complete both semesters.

Music Technology

This is a year long subject. This course allows students to develop, through computer-based technologies, an appropriate standard of knowledge and skills in performing, creating and listening. Using a range of ICT, students will develop skills using composing as a means of self-expression, musical creation and problemsolving.

Digital electronics provide musicians with a wide range of new instruments and sounds, as well as the means to record and manipulate sounds. Synthesisers, sequencers, recording and editing systems are the everyday tools of many musicians.

The range of technologies may include:

• Computer-based notation and performance software

• Sound reinforcement (PA systems)

• A variety of hardware and software used to develop creative skills

• Recording and editing systems that allow recording and transformation of musical performances.

In both semester one and semester two students will be involved in some of the following activities:

• Composing and arranging using software such as Sibelius and Mixcraft

• Creating accompaniments using Mixcraft

• Audio recording and editing using Pro-Tools and Audacity

• Recording in the Studio

• Project based musical tasks

• Live sound set-up.

In Semester 2 students will consolidate their skills enabling them to more proficiently select appropriate technology.

Future pathways: Successful completion is ideal preparation for the following TCE courses: Music 3, Music Studies 2, Music Technology Projects – Foundation.

Performing Arts

Learning Area Leader: Mrs

Marianna Hedges

Dance

Drama

Dance

This is a year-long subject. Grade 10 dance will revise the foundation elements for creating and choreographing dance and refine these skills to create and perform your own dance pieces. Caters for experienced dancers and for those with limited dance experience. Allows you to develop a deeper understanding and analysis of the elements of movement, choreography and dance performance. Solo performance is an expectation in Semester 2.

In a typical lesson, you might be involved in the following:

• Warm up and stretch

• Review of theory work, eg, manipulating a motif

• Apply theory work to a practical task

• Work by yourself

• Contribute to a collaborative task

• Present a work to the class

• Write a reflection in your journal

• View a dance performance

• Write a critical analysis of a dance performance

• Use production elements to enhance a dance piece

• Research contemporary dance.

Future pathways: Successful completion is ideal preparation for the following TCE courses: Dance 2, Dance 3. However, this subject is not a prerequisite for studying these TCE courses. Subject Prerequisites: Recommended completion of 1 semester of Dance in Grade 9.

Drama

Can either be undertaken for a semester or for the entire year. At this level students are provided with the opportunity to develop their artistic ideas and skills through exploring a wide variety of genres and styles. During each semester students will present polished performances for audiences.

In typical lessons, students might be involved in the following:

• Extend their use of voice and movement to build a wider variety of roles

• Share individual and ensemble work and provide constructive feedback for other students

• Use devices such as contrast, dramatic tension, creation of mood, Laban’s Effort Actions

• Learn about the genre of Naturalism

• Use elements such as lighting and staging to suit different audiences and genres

• Workshops as available - Bell Shakespeare

• Devise solo and group performances

• Engage with more diverse performances to evaluate acting and use of production elements

• Further develop theatre etiquette and maintain safe performance practices

• Reflect on their own work

• Learn about Commedia dell’arte and its impact on modern theatre and performers

• Explore the drama and influences of Aboriginal and Torres Strait Islander Peoples

• Compulsory performances in Competitions, 9-12 Soiree and 9/10 Drama/Dance Evening

• Develop vocal skills including use of accent, vocal dynamics and the importance of breath.

Future pathways: Successful completion is ideal preparation for the following TCE courses: Grade 11 and 12 study in Drama Foundations 2, Technical Theatre Production 2, Musical Theatre 2, Drama 3 or Theatre Performance 3. However, this subject is not a pre-requisite for studying these TCE courses.

Subject Prerequisites: There are no prerequisites.

Visual Arts

Music

Learning Area Leader: Mr Paul Snell

Visual Art

Media Art

Visual Art

In the first semester students acquire a broad range of technical skills across the disciplines of collage, drawing, sculpture and photography, where they employ the elements and principles of design to produce works that are perceptive and expressive.

During the second semester they explore perspective, the landscape and painting before embarking on a self-directed project to assist their preparation for TCE study.

Throughout the year students will be frequently involved in the following activities:

• Researching contemporary practitioners

• Documentation, and developing an understanding of the importance of idea development

• Technical skills

• Justification of artistic decisions

• Problem solving

• Critical thinking

• Independent work practice

• Reflection.

Future pathways: Successful completion is ideal preparation for the following TCE courses: Visual Art 2, Visual Art 3, Art Studio Practice 3. However, this subject is not a pre-requisite for studying these TCE courses.

Subject Prerequisite: There are no prerequisites for this subject.

Media Art

The Grade 10 Media Art course is designed to enable students to develop, through a variety of practical and theoretical activities, an appropriate understanding of skills related to the creation of screen-based media, with a focus on narrative film making and the production of journalistic pieces for GrammarTV.

A largely practical course, products completed throughout the year include, producing short narratives, creating news stories, and working with sound and genre based investigations. A theoretical focus will be placed on preproduction; planning, storyboards and shot listing and also understanding codes and conventions of narrative films and journalism. Throughout the year students will be frequently involved in the following activities:

• Non-linear editing (Final Cut Pro)

• Post production adjustments and effects (After Effects)

• Story-boarding

• Script writing

• Studio and location lighting

• Soundtrack and foley

• Recognising and appraising codes and conventions in film making and journalism

• Understanding target audiences and demographics

• Directing

• Interview skills.

Future pathways: This course is designed to ensure students continuing with Media Production or Foundation, in Grades 11 or 12, have the skills required to excel in those courses, but also teaches skills relevant to students regardless of future studies or career choices.

Subject Prerequisites: There are no prerequisites for this subject.

Design, Technology and Enterprise

Learning Area Leader:

Michelle Bradley

Applied Engineering

Applied Engineering

Aviation Theory

Building and Construction

Design and Technology

Digital Technology

F1 in Schools

Introduces learners to engineering principles and systems through an integrated Science, Technologies, Engineering and Mathematics (STEM) inquiry. STEM education integrates concepts that are usually delivered as separate subjects in different classes and emphasise the application of knowledge to real-life situations. STEM learning is typically based around finding a solution to a ‘real-world’ problem and tends to emphasise project-based learning.

Applied Engineering affords an opportunity for learners to gain an understanding of our influence as users and consumers and can equip students with the skills and knowledge to make positive contributions to the future of the societies and environments in which they live. In this regard, an engineer must be socially responsible and conscious of global community issues that may impact on the environment and sustainable management of resources.

Society’s heavy reliance on the creativity and problem-solving abilities of Engineers reinforces that Applied Engineering students need to learn how to formulate ideas and strategies to solve problems through applying lateral thinking and engineering design principles.

Through this course, learners will have the opportunity to research and appraise existing ideas, products, processes and solutions to problems. Learners will learn to generate imaginative and creative solutions of their own. They will communicate their ideas within the parameters and requirements of

Food Studies

Graphics and Design

Robotics

Textiles and Design

engineering-based tasks whilst gaining and applying knowledge of industry standards of design, manufacture and safety. Through practical experiences, learners will learn to use technology to design, test and appraise products and solutions.

Each Semester, students investigate a different engineering field, giving them a broad range of learning experiences relevant to each specialisation. Units covered include the following areas:

• Marine Engineering

• Aeronautical Engineering

Each unit of study covers a related theoretical component, after which students are required to apply the engineering concepts learnt to a range of tasks and challenges

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Design and Production 2, Housing and Design 3, Object Design 3.

Subject Prerequisites: There are no prerequisites for this subject.

Aviation Theory

This is a year long course. Aviation topics are covered in greater depth in this course and additional disciplines of knowledge are covered for the first time. Students will have the opportunity to put theory into practice and gain basic flying skills. Although flying is an exciting part of the course, the general approach continues in this year level with a considered intention to include a broad range of topics.

Experiences and excursions will enable students to appreciate the breadth and depth of the aviation/aerospace industry.

Proposed learning activities may include:

• Aerodynamics 2 (aeroplanes and helicopters)

• Flight Science

• Aircraft Systems 2 including engine model making

• Australian Air Space

• Flight Planning Basics

• Navigation

• Radio and Satellite Communication

• The Flying Environment – Meteorology

• Pilot and Crew Management

• Scenarios and Teamwork

• Introduction to Aerospace

• Exploration of Aviation Careers and Companies

• Excursions and Guest Speakers.

• Flying Activities:

• Piloting Skills – Flight Lesson 1 and 2 (Aircraft Controls, Basic Manoeuvres)

• Flight Plan a Simple Navigation Exercise

• Simulator Exercises and Reinforcement of Skills

• Remote Piloted Aircraft – Advanced Air Exercises, Air Law for RPL.

Future pathways: Successful completion of this course is ideal preparation for VET Aviation.

Subject Prerequisites: There are no prerequisites for this subject.

Building and Construction

The Building and Construction course develops students’ knowledge and practical appreciation of building technologies. The course provides students with a context in which to practice and integrate their knowledge and apply it to meet community and environmental responsibilities. It develops their knowledge of environmental issues. It allows them to apply and extend mathematical knowledge and strategies for problem solving within a building context. It develops their skills in planning and management and in technical communication. In achieving the course outcomes, students

learn and practice building processes and technologies, planning jobs and management of work sites.

This course develops interaction and communication skills and fosters an understanding of teamwork. It prepares students to appreciate the continually changing conditions and expectations within building professions and encourages innovation and creativity. The course trains students in safe work practices and the principles of occupational safety and health (OSH).

Future pathways: The Building and Construction course is an introduction to further studies in construction trade certificates, engineering and architecture. The course leads to employment options, further vocational education, and industry training. It is also ideal preparation for the following TCE courses: Design and Production 2, Housing and Design 3, Object Design 3. However, this subject is not a prerequisite for studying these TCE courses.

Semester 1 is a prerequisite for Semester 2 in both Grades 9 and 10.

Design and Technology

Design responds to human need by producing artefacts and solutions to enhance quality of life and user experience. Innovative solutions to ‘real world’ problems are addressed through the use of a design process. Objects are designed in a range of fields.

Social, economic and environmental benefits are derived from the innovation and the creative use of technologies that contribute to the lives of individuals and to cultures and environments. The use of a design process, when devising and producing solutions, necessitates the application of a range of cognitive processes which are transferable to contexts beyond the design realm. These include business, engineering, social entrepreneurship and innovation in other sectors.

Design and Technology develops design thinking, systems thinking and project implementation skills which typify contemporary design practice. Through an iterative and reflective approach, ideas are generated, tested and refined and the functional, environmental, economic, aesthetic, social and technological attributes of the design

brief are considered. A range of technological skills are developed, through the use of tools and equipment to transform materials to meet a need in areas such as furniture and homewares, farm equipment and tools and devices.

This is a ‘hands on’ course with the emphasis on skills development through the design and construction of projects in principally, wood and metal. In Grade 10, experience in a wider range of materials is possible, depending on student interests.

Students have a choice to undergo semesterbased projects or to undertake a larger full-year project which would have a student-directed design brief.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Design and Production 2, Housing and Design 3, Object Design 3.

Subject Pre-requisite: There are no prerequisites for this subject, however, it is advisable for students wishing to undertake study in this area in Grade 11 or 12 to have studied Design and Technology in Grades 9 and 10.

Digital Technology

This course aims at the development of practical computer skills through the use of a variety of applications. Students are encouraged to continually build their knowledge based on their existing skills, understanding and interests. While basic subject areas are taught, students are encouraged (in conjunction with their teacher) to create an individual learning programme. This allows a wide interpretation of each topic.

Some of the areas of study are:

• Animation

• Coding

• Game making

• Graphic and image manipulation and enhancement

• Negotiated project

• Programming

• Social issues

• Video editing

• Web authoring

• Artificial Intelligence

• Virtual and Augmented reality.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Computer Science 3, Data Science and Digital Solutions 3.

Subject Prerequisites: There are no prerequisites for this subject

F1 in Schools

This course is for students entering Grade 9 only. However students in Grade 10 who wish to participate may enrol in 10 ICT Studies and still work on the F1 in Schools challenge.

The F1 in Schools STEM Challenge assists with the transition to the world or work and bridges the gap between high schools, TAFE and universities. Collaboration is a fundamental aspect of the programme. It is multi-faceted and multi-disciplined. It is about much more that car design and mimics the world of a F1 Team.

Some of the areas of study are:

• Laws of Motion

• Aerodynamics and streamlining

• 3D-modelling and 3D-printing

• Problem solving and product prototyping

• Marketing and team promotion

• Innovation and entrepreneurialism

Students choosing this course will work on the programme within the 9ICT elective class.

Subject Prerequisites: There are no prerequisites for this subject

Robotics and Coding

This course is aimed at developing programming and problem-solving skills in students, with a focus on robotics and coding. Students completing this course will be able to begin from their current level of expertise and build on that expertise to complete robotic and gaming challenges.

Some areas the course will cover are:

• Algorithm design

• Basic robotic programming introduction

• Project building

• Design challenges

• Major project

Students with advanced prior knowledge and understanding will be able to use Arduino to

create their own custom projects.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Computer Science 3, Data Science and Digital Solutions 3.

Subject Prerequisites: There are no prerequisites for this subject.

Food Studies

Students will develop practical skills in preparing and presenting food that will enable them to select and use appropriate ingredients, methods, and equipment. Integral to this syllabus is the ability to design, produce and evaluate solutions to situations involving food.

During the two years students will study 8 units that are developed on the principles of nutrition, communication skills, management of resources, and the decisionmaking process. Students will complete one assignment in each unit that forms a major assessment task.

Students can select from the following semesters:

Semester 1:

• Unit 1 – Seasonal and Sensational – Design and prepare everyday seasonal foods in the home- e.g. preserves, salads, dinner meals and sensational desserts in a glass. Design a Tasmanian apple or pear dessert as a major project.

• Unit 2 – Fast and Fabulous Food – Design and prepare healthy fast foods e.g. spring rolls, pies and gourmet burgers. Design a fast- food item or a food van product as a major project.

Semester 2:

• Unit 3 – Food around the World –Investigate a cuisine of your choice and prepare some cultural dishes. Share a cultural meal with your friends.

• Unit 4 – Celebration Foods – Make foods for gifts, Christmas foods and cookies. Decorate a Christmas cake as a major

project.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Food and Nutrition 3, Food, Cooking and Nutrition 2.

Subject Prerequisites: There are no prerequisites for this subject.

Textiles and Design

The syllabus for Grade 10 Textiles and Design caters for students planning to participate in the course for one or two semesters only. The course is arranged to provide students with practical experience in textile construction techniques and the design process, encouraging the translation of original ideas into completed textile articles.

Semester 1

Unit 1: Fashion Design Project.

This unit incorporates the design process, design development, simple fashion drawing and mood board construction. Students are encouraged to consider entering a national competition.

Unit 2: Fashion/Textile Design and Construction

Students are introduced to the design process, elements of design, pattern making and use of commercial patterns. Students work to complete 2 articles of individual choice from within the course guidelines. There is a focus on meeting individual needs and enabling individual creative expression using textiles. Students are encouraged to enter textile articles and projects into local and national competitions.

Work on both units occurs concurrently throughout the semester.

Semester 2.

Unit 1: Fashion Story.

Students study current textile issues, manmade and natural fibres as well as eco- fashion and how these can be considered when making textile project.

Unit 2: Fashion/Textile Design and construction.

Students construct 2 garments or projects of choice from within the course guidelines incorporating skills according to their textile experience. Individual needs and experience levels are catered for.

Students interested in designing and creating with textiles should include this.

Graphics and Design

Graphics exists as a means of communication. As a life skill, the ability to rapidly visualise one’s ideas would, to many, be highly treasured. Students undertake a core of work encompassing the following areas:

• Freehand sketching

• Two or three-dimensional computer modelling and printing

• Perspective, isometric and oblique projection

• Principles of design - harmony, contrast, balance and function

• Techniques of visual communication - line, form, tone, colour, composition

• Orthographic projection including the use of standards and symbols

• 3D drawing methods - perspective and isometric

• engineering drawing

• architectural drawing

Semester 1 - Engineering

This course develops students’ knowledge, skills and capabilities to respond to design problems of an industrial/engineering nature. Emphasis is placed on developing Engineering design skills through a range of design briefs requiring students to virtual model their ideas using different software programmes and then

producing prototype of their designs using 3D printers or a laser cutter for 2D briefs. Analysis and testing will then occur. Students will consider environmental, aesthetic, functional, social, technological and ergonomic influences and impacts within a range of industrial engineering briefs.

Semester 2 - Architecture

This Course develops students’ knowledge, skills and capabilities to respond to design problems relating to indoor and outdoor living spaces. Emphasis is placed on developing the architectural design skills of imagining, representing and testing design ideas, and application of research strategies to support this progress. Students will consider environmental, aesthetic, functional, social, technological and ergonomic influences and impacts within a range of housing and design projects.

Future Pathways: The Graphics and Design course will provide an excellent basis for those students selecting Computer Graphics and Design, Technical Graphics, and/or Housing and Design in Grade 11 or 12, which are both pre-tertiary subjects.

Subject Prerequisites: There are no prerequisites for this subject.

English

Learning Area Leader:

Mr James Sheffield

Creative Writing

Subject Description

This course is designed to extend students with an interest in creative writing beyond that studied in the core English class. Through this subject they will explore a number of ideas through writing.

During this course students will:

• Investigate and discuss imaginative texts as a model for their own writing

• Learn about audience and purpose in conceptualising their own writing

• Discover ways to use their own experience as a basis for their writing

• Examine effective aspects of character and setting

• Develop skills in crafting their own work

• Reflect on their own writing in order to improve the final product

• Investigate various genres and forms of writing

• Share ideas for writing with a writing community

• Workshop their writing with their peers

• Examine professional writers and their interests in writing

• Engage in their own reading and viewing, reflecting on this as a source of their own ideas

• Discuss how writing has changed over time

• Students will also have the opportunity to participate in competitions such as:

• Book Blitz

• Dorothea McKellar Poetry Awards

• ABC Heywire

• Australian Writers’ Centre competitions. Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: English Studio 3, English 3, English

Literature 3, English Foundations 2.

Subject Prerequisites: There are no prerequisites for this subject.

Creative Writing

English Literature

English Literature

The study of Literature provides an opportunity for students to explore how texts represent identity, culture (past and present) and perspective, and to consider them in light of their own understanding and life experience. Students study texts drawn from a range of authors, poets, genres, time periods and regions. Aims of the course are to foster an enjoyment and appreciation for literature, to encourage wide and independent reading and to develop an understanding of the different ways in which literary texts are constructed. In addition, critical and creative thinking, collaboration and discussion are highly valued in the Literature classroom.

Literature is taught in two stand-alone semester units:

1. Works in Translation

Travel the world, learning about other cultures through translated poetry and prose. In this unit we will traverse three continents to explore contemporary world voices. Our journey begins in Japan where we will explore Banana Yoshimoto. A stopover in Chile and Columbia will see us engage with Pablo Neruda and Gabriel Garcia Marquez. On the way, we will also visit Poland and Norway before finally landing softly back in Tasmania where we’ll reflect on what we have learned and our place within the global community.

2. Celebrating Black Voices

Explore the poetry and prose of important black voices from Australia and around the world. This unit will study works from such luminaries as Langston Hughes, Alice Walker, Toni Morrison, Oodgeroo Noonuccal, James Baldwin, Wole Soyinka and Samuel Wagon Watson. Learn to apply post-colonial theory to open up new and different interpretations of texts.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: English Studio 3, English 3, English Literature 3, English Foundations 2.

Subject Prerequisites: There are no prerequisites for this subject.

Health and Physical Education

Learning Area Leader:

Mr Peter Wattke

Sports Science

This course delves deeper into the main pillars of Sport Science. Students work within the areas of Exercise Physiology, Biomechanics, Sport Psychology and Skill Acquisition. Through practical and theory lessons students are exposed to the scientific aspects of sport and their application.

The following topics are covered:

Semester 1

Exercise Physiology with an emphasis on energy systems and how they are utilised during different sporting activities.

Semester 2

Sport Psychology, Biomechanics and Skill Acquisition.

The Sport Science programme is developmental and although each of the semesters are standalone units, it is recommended that student’s progress through each of the semesters. The programme is an excellent lead – in subject for those going on to study the Sport Science 3 course in Grades 11 or 12.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Health Studies 3, Sports Science 3, Athlete Development 2. However, this subject is not a pre-requisite for studying these TCE courses.

Subject Prerequisites: There are no prerequisites for this subject.

Sport Science

Sports Performance and Leadership

Sports Performance and Leadership

Sport performance and coaching will enable students to gain an in-depth knowledge of their chosen sport. This will assist each student to be engaged in a sporting community and be an active person for life, whether it is through competing, sports management, coaching or umpiring. Sports performance and coaching plans to broaden each student’s knowledge surrounding nutrition, coaching, umpiring and strength and conditioning.

Nutritional comprehension will assist the students to create food plans and enable them to understand how to meet the nutritional needs of a professional athlete. Each student will develop and implement a strength and conditioning plan to grow as an athlete in their chosen field and understand the necessary steps it takes to minimise the risk of injuries. Students have the opportunity to develop their coaching knowledge of tactics and strategy to increase their successfulness in their sport. Furthermore, they have a chance to develop leadership skills when coaching a group and how to apply their knowledge to improve performance. The students will focus on umpiring their sport to enhance their understanding of their game and leadership characteristics it takes to responsibly umpire a group of athletes.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Health Studies 3, Sports Science 3, Athlete Development 2. However, this subject is not a prerequisite for studying these TCE courses.

Subject Prerequisites: There are no prerequisites for this subject.

Humanities and Social Sciences

Learning Area Leader:

Gail Harris

Ancient History: Personalities in the Past Geography

Ancient History: Personalities in the Past

This is a one or two semester elective course focusing on skills required for the study of TCE and tertiary Ancient History, such as:

• Examining the physical evidence e.g. archaeology

• Interpreting the written evidence – reading the original texts and secondary historians

• Learning the role of context in interpretation

• The ability to argue by conjecture using parallel studies such as anthropology and sociology

• Writing history essays

• Learning to use referencing systems

• Using online databases

• Independent planning and research in consultation with your teacher mentor. You will choose, in consultation with your teacher, a powerful personality from the past about whom we have evidence. You will then conduct an historical research project culminating in a multimedia report with interpretation of primary and secondary sources.

People you may choose from include:

Egypt – Hatshepsut OR Akhenaten

The Near East – Darius I OR Xerxes OR Atossa

Greece – Pericles OR Alexander the Great OR Cleopatra

Rome – Tiberius Gracchus OR Gnaeus

Pompeius Magnus OR Marcus Antonius OR Marcus Agrippa OR Agrippina the Younger. Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Ancient History 3 and Modern History 3.

Subject Prerequisites: There are no prerequisites for this subject.

History Extended Introduction to Social Sciences Philosophy Commerce

Duke of Edinburgh

Geography

The content is organised into two themes: physical geography and human geography. These themes are interrelated and are taught in an integrated manner, using topics from a local to a global scale.

Physical theme - Environmental change and management

Begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews that influence how people perceive and respond to these challenges. Students apply humanenvironment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.

Human theme - Geographies of human wellbeing.

Focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore programmes designed to reduce the gap between differences in wellbeing.

Future pathways: Successful completion of this course is ideal preparation for the following TCE course: Geography 3.

Subject Prerequisites: There are no prerequisites for this subject.

History Extended

This subject can be studied for one semester in a year or both. The course allows students to investigate aspects of History which are of personal interest in either Modern or Ancient historical periods. The topics create opportunities for students to delve deeply into events that changed the course of civilizations and historical figures whose actions have caused significant impacts on the course of history. One unit asks students to assess a figure from the past as a hero or villain and another explores the question “Who owns History?”

Using a model of historical inquiry, students undertake a series of investigations and work is presented in various ways ranging from teaching the class a mini-lesson, to historical reports, creating interactive activities and debates.

This course is designed for those students who are fascinated by history and historical events and seek to delve deep into the topics and concepts which interest them the most. Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Ancient History 3 and Modern History 3.

Subject Prerequisites: Students should be achieving at CA standard or higher in History.

Introduction to Social Sciences

This subject is an exploration of the way humans think and behaviour. It is designed to be a taster of the social sciences, one that allows students to develop basic skills and knowledge in key disciplines. It will also give students a sense of whether they would like to pursue further study in these fields.

Semester 1 explores questions in sociology and psychology. Why do people deviate from the norm? How are norms established and changed? Are we the product of nature or nurture? How do psychologists study human thought and behaviour? How does the visual system work, and what can we learn from its flaws?

Semester 2 turns them onto the subjects of law and criminology. The learnings from Semester 1 are helpful but not essential to engaging with Semester 2’s content. Our culture is captivated

by true crime, but this course digs deeper into what makes criminals tick and how they interact with the justice system. We look at psychopaths and sociopaths, examining the prevalence of such anti-social people and how they are produced. We also look at what makes some ordinary people, even well-meaning scientists, do terrible things.

Future pathways: This elective serves as an ideal introduction to TCE Humanities courses including Sociology, Psychology and Legal Studies.

Subject Prerequisites: There are no prerequisites for this subject.

Philosophy

The course is designed to introduce philosophical thinking skills through the exploration of relevant and interesting topics. In a world of quick and often dubious information, Philosophy equips students to ask probing questions and scrutinise claims, as it introduces them to some of life’s most fascinating and meaningful questions.

The course, which students can take in either semester or both, examines a range of big questions, some of which are front and centre in our minds, while others are important but rarely occur to us. All are crucial to understanding ourselves, our place in the world, and our relations with others. Grade 10 Philosophy is designed to be accessible and engaging for young people who are curious about themselves and life’s big questions. Each Semester entails a month-long negotiated inquiry, but otherwise students’ assessments are based on their group work, contributions to discussions and debates, and minor written tasks. Semester 1 will focus on the questions: What is consciousness (the mind/body problem)? And the vexing question of whether we have free will? Semester 2 interrogates our attitudes towards death and mortality before considering the deceptively simple question, what is a person and what makes us the same person over time?

Future pathways: This course is ideal preparation for the TCE Philosophy 3 course. However, this subject is not a pre-requisite for the TCE course.

Subject Prerequisite: There are no prerequisites for this subject.

Commerce

This course teaches students skills in financial literacy, seen by so many as essential life skills. Students will learn to manage money and make wise financial decisions, and to learn what it takes to be enterprising by nature and in business.

Grade 10

Commerce is taught in two stand-alone semester units:

Market Awareness.

Students looks at how markets operate in the economy with a view for students to become more financially literate to make wiser financial decisions. Students apply their economic knowledge in order to become a smarter investor by looking at various strategies for investments.

Small Business.

Students deal with basic business principles, starting and managing a business and evaluating business performance. Students are expected to conduct a Business Enterprise with the $20 Boss programme and complete a business plan

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Business Studies 3, Economics 3, Accounting 3. However, this subject is not a prerequisite for studying these TCE courses.

Subject Prerequisites: There are no prerequisites for this subject.

Duke of Edinburgh Award

Students will be supported through the process of registering within the Duke of Edinburgh International Award programme, and commencing the Award journey. The Award facilitates personal development through:

• Community service

• Acquisition of skill

• Recreation

• Adventurous journeys.

Students will be guided to choose a level of challenge for the Award (Bronze, Silver or Gold) and to select and plan activities to fulfil the requirements of the Award within the categories of community service, skills, and recreation.

The course will include the following components to help students prepare for adventurous journeys:

• Outdoor safety

• Adventure planning

• Group management

• Leadership skills.

Students will be supported to undertake appropriate adventurous journeys to satisfy the requirements of the level of the Duke of Edinburgh Award in which they are registered. This may be undertaken within the School’s scheduled Outdoor Education programme, or through a field trip offered specifically to Duke of Edinburgh participants.

Future pathways: The course provides an excellent pathway towards the Community Service Learning and Outdoor Leadership courses offered to Grade 11 and 12 students. Subject Prerequisites: There are no prerequisites for this subject.

Languages

Learning area Leader: Mrs Allison Sheehan

Chinese

Mandarin Chinese is spoken by 1.3 billion people around the world. It is the official language of mainland China and Taiwan and one of the official languages of Hong Kong, Singapore, and the United Nations. It is spoken by approximately 40 million people in Asian countries geographically located “on Australia’s doorstep”: including in Indonesia, Malaysia, and Vietnam. It is also spoken by people of Chinese heritage living in English-speaking countries all around the world, including right here in Australia, where Chinese is the second most spoken language after English.

China is Australia’s largest trading partner, so Australian government and business are looking for employees with Chinese language skills and an understanding of contemporary Chinese culture. So, in acquiring Chinese language skills, you will be broadening your horizons whilst also enhancing your travel, educational and career opportunities.

• This course is a continuation of the Grades 7, 8 and 9 Chinese courses. Entry into Grade 10 Chinese for students who have not completed these courses, will require permission from the Director of Teaching and Learning and the subject teacher

• Students enrolling in Grade 10 Chinese may be offered the opportunity of travelling to China with other LCGS Senior School Chinese language learners

• Students will have the option of enrolling directly in TCE pre-tertiary Chinese Level 3 in Grade 11

• Students who complete Grade 9 Chinese but who do not study Chinese in Grade 10, would have the option of completing TCE Chinese Level 2 in Grade 11, then completing the TCE pre-tertiary Chinese Level 3 course in Grade 12.

Future pathways: Successful completion of this course is ideal preparation for the following TCE courses: Chinese 2, Chinese 3.

Subject Prerequisites: This course is a continuation of the Grades 7, 8 and 9 Chinese courses. Due to the sequential nature of the course, students enrolling in Semester 2 Chinese must have completed Semester 1 Chinese.

French

French remains a key international language; indeed, it is the only language apart from English which has truly international status, being spoken as a native tongue in 42 nations and on all five continents.

France constitutes one of the central powers of the European Union and the study of French, apart from its inherent cultural interest, is a key to other Romance languages. It is truly a ‘world language’ and the one most often recommended for the career of journalism. This course is a continuation of the Grade 7 and Grade 8 course. Entry into Grade 9 without Grade 7 and Grade 8 must be negotiated with both the Director of Teaching and Learning and the relevant subject teacher.

If there are sufficient numbers, students may be offered a study tour to New Caledonia or France.

Future pathways: Students can complete University entry level French in Grade 11 or 12.

Subject Prerequisites: This course is a continuation of the Grade 7 and Grade 8 course. Due to the sequential nature of this course, students enrolling in Semester 2 must have completed Semester 1 French.

Chinese French

Mathematics

Learning Area Leader: Mr Paul Townsend Mathematics Methods Foundation 3

Mathematics Methods Foundation 3

Grade 10 Mathematics Extended teaches the TASC Mathematics Methods – Foundation 3 course utilising an elective line and the line devoted to core mathematics giving 14 periods a fortnight (the same organisation as Grade 9 Mathematics Extended).

Due to the sequential nature of this course, students enrolling in Semester 2 must have completed Semester 1 Grade 10 Mathematics Extended.

Note that students who complete Mathematical Methods Foundation 3 in Grade 10 will need to sit the 3-hour TASC external examination in the subject.

Note also, that students who complete Mathematical Methods Foundation 3 in Grade 10, will not be able to use the ATAR earned in that year if they use ATAR from Grades 11 and 12 (TASC rules). For this reason, these students will be given the option of repeating Mathematical Methods Foundation 3 offline in Grade 12 assuming successful completion of Mathematical Methods 4 in Grade 11. This will entail no formal lessons, but all internal and external assessments will need to be completed again in Grade 11.

Future pathways: In the normal course of events, students who wish to study Tasmanian Certificate of Education Mathematics Methods 4 course (a prerequisite to most tertiary mathematics, science courses and some business courses) do so in Grade 12 after studying Mathematics Methods Foundation 3 in Grade 11.

Some very able students prefer to undertake Mathematics Methods 4 in Grade 11 and this

enables them to:

• Complete Mathematics Methods 4 in only one year of TCE study

• Study Mathematics Specialised 4 (advantageous for university engineering courses) in Grade 12

• Develop their potential in mathematics more fully

• Enjoy the challenges posed by a most demanding subject.

To undertake Mathematics Methods 4, Grade 11 students need to have successfully completed (a CA or better is recommended) the Mathematics Methods – Foundation 3 course in Grade 10 taught in Grade 10 Mathematics Extended. Only students with solid Grade 9 Mathematics Extended results will be accepted for this course.

Subject Prerequisites: Due to the sequential nature of this course, students enrolling in Semester 2 must have completed Semester 1 Mathematics Methods Foundation.

Science

Learning area Leader: Mr Mark Cox

Agriculture Science

Science Extended

Agriculture Science

This is a STEM-based course which offers students the opportunity to explore the production of the food we eat and the fibre we wear. Various units are studied in Grade 10, which utilise both the practical and theoretical skills, as well as students participating in excursions for relevant on-farm and industry experiences. The course is intended to provide a variety of ‘Paddock to Plate’ experiences and inspire students to be informed consumers or active influencers in improving Agricultural production in Australia and globally.

Units of Study include:

• Horticulture & Forestry

• Careers in Agriculture

• Wool Production

• Red Meat Production

• Fisheries & Aquaculture

• Regenerative Agriculture

• Technology & Precision Agriculture

• Emerging Industries.

Future pathways: Successful completion of this course is ideal preparation for the following pre-tertiary Science courses: Environmental Science 3, Agricultural Systems 3 and Biology 3 in either Grade 11 or 12, but it is not a prerequisite for these courses. Students may also study Agriculture Enterprise 2 or Biology 2.

Subject Prerequisites: There are no prerequisites for this subject.

Science Extended

This is a year long subject offered to students with a high degree of scientific ability, skill and genuine interest. Students will complete the coursework in an elective subject in addition to their regular Science lessons.

The course includes the content from the Grade 10 Australian Curriculum for Physical Sciences, Chemical Sciences and Biological Sciences. Concepts are studied with greater depth of detail.

In studying this course, students will also develop skills in scientific thinking and understanding of scientific terminology. Students will be exposed to a range of scientifically based approaches for inquiry into the physical, chemical and natural world. Content will have a strong practical basis and where possible, linked to the students’ experiences and lives.

Students will undertake a major open-ended student-led investigation with the best projects being entered in the Tasmanian Science Talent Search.

Future pathways: Successful completion of this course will enable students to enrol in any of the following Science courses in Grade 11:

• Agricultural Enterprise 2

• Agricultural Systems 3

• Biology 2

• Biology 3

• Environmental Science 3

• Physical Sciences Foundation 2

• Physical Sciences 3.

Limitations: Class sizes are limited due to issues of safety and access to equipment. Subject Prerequisites: The award of EA or HA in Grade 9 Science (with a minimum of B ratings on the Biology, Physics and Chemistry criteria) is considered essential.

Study Skills

Learning area Leader: Mr David Clark

Language and Literacy

English Literature

Language and Literacy

Students are provided with explicit language and literacy intervention through the implementation of the Orton Gillingham approach, which is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy. This subject also uses The Writing Revolution and Big Write methodology which is an explicit way of teaching language and literacy that enables students to master the skills that are essential if they are to become competent writers.

Subject Prerequisites: This course is designed to assist students with significant language difficulties as evidenced by a professional report or school-based assessment.

Passion, Acceleration and Curriculum Extension

Students complete an interview with their parents and Head of School Learning Support and Enrichment prior to enrolment in this course to identify the specific areas of giftedness, talent and passion to plan their individual projects for the Semester which they will work on during a facilitated elective allocation. Student application should include a written reference, professional reports, school reports or school-based assessments that demonstrate their strengths and ability to work autonomously. Students will also work on a group project over the semester with like-minded peers to solve multidimensional problems utilising higher order thinking skills, application of new knowledge and skills, and through networking with specialists in the field with real-world context and application.

Future pathways: Successful completion of this course is ideal preparation for the following TCE course: Student Directed Inquiry 3.

Subject Prerequisites: Application Required

Structured Study and Life Skills

This option is only available after consultation and approval by the Head of Learning Enrichment. Students work on class assignments for 2 periods per week and for the other 2 periods they complete a designed course that covers a range of essential life skills such as resume writing, interviewing skills, preparing a tax return, touch typing and Microsoft Office skills, financial literacy and car loans, and basic vehicle maintenance. This is a competency based subject with additional tutoring to assist organisation, build study habits and to break down and chunk assignments into smaller parts.

Subject Prerequisites: There are no prerequisites for this subject.

Grade 11 & 12

TCE INFORMATION AND SUBJECTS

Tasmanian Assessment, Standards and Certification (TASC)

The Office of Tasmanian Assessment, Standards and Certification issues three certificates to our senior school leavers:

1. Tasmanian Certificate of Education (TCE)

2. Qualifications Certificate (TQC)

3. Tasmanian Certificate of Educational Achievement (TCEA).

This following extract is adapted from the TASC website to suit the Launceston Grammar School context.

1. Tasmanian Certificate of Education

To achieve the Tasmanian Certificate of Education students must complete the equivalent of a two-year programme of senior secondary studies with a significant amount of learning at a set standard. These standards include the following:

1.1 Literacy

1.2 Numeracy

1.3 Information communication technology skills

1.4 Participation and achievement of 120 TCE credit points (with at least 80 credit points in studies at Level 2 or higher)

1.5 Pathway planning.

These standards will be met though studying TASC accredited courses, vocational education and training (VET) courses and other TASC endorsed courses. Results in some of these courses are approved by the TASC as showing that literacy, numeracy and ICT requirements have been met.

Grade 12 students usually gain entry to university courses using their ATAR score which is calculated from their achievement in TASC level 3 & 4 subjects. To be eligible for the calculation of an ATAR, students must meet the standards for the award of the TCE. Please refer to the section on university

entrance requirements for further information. Tasmanian employers are very supportive of the TCE qualification because its standards match important skills people need for employment, further education and training.

1.1 Literacy Standard

The standard is based on ‘everyday adult reading, writing and oral communication’ – for example, reading procedures and instructions, interpreting information from diagrams, graphs and charts, writing a brief formal letter, using questions to gather information and provide a verbal report.

Many students will show that they meet or do better than this standard by the results they get in senior secondary subjects. Examples of subjects that meet the standard are:

• English Literature 3

• English 3

• English Foundations 2

It is compulsory for Grade 11 students to study an English subject, and with this pass, they will gain their Literacy Standard.

1.2 Numeracy Standard

The standard is based on ‘everyday adult maths’, for example, using common maths knowledge and skills to measure, solve basic problems, develop budgets, collect survey information and interpret it, and carry out calculations involving fractions and metric quantities. Many students will show they meet or do better than this standard by the results they get in senior secondary subjects. Examples of subjects that meet the standard are:

• Accounting 3

• General Mathematics Foundation 2

• Mathematics Methods Foundation 3

• Workplace Maths 2

• Physical Science 3

1.3 Information and Communication

Technology Standard

Previously students needed to demonstrate use of a computer to ‘everyday adult standards’. Currently, TASC now give this standard automatically to students as a result of the 1:1 laptop programme at Launceston Grammar School and with our Principal’s verification.

TASC ‘Safety Net’ Tests for Everyday Adult Skills in Literacy, Numeracy and ICT

Students can check on the TASC website to see whether their proposed courses meet any of the standards. For those students who may not meet the standards above, they will sit a ‘safety net’ test. These tests are available at Grammar in mid-June and mid-September each year. Further

Information can be found here: https://www. tasc.tas.gov.au/students/qualifications/tceeveryday-adult-standards-skill-tests/

1.4 Participation and Achievement Standard

The participation and achievement standard for the TCE says that students must achieve ‘a significant amount of learning at a set standard’. A student will need to have a minimum of 120 credit points gained over the two years with at least 80 points in studies rated at complexity level 2, 3 or 4.

All TASC accredited subjects are designated according to their length of study:

15 credit points = 150 hours

10 credit points = 100 hours

5 credit points = 50 hours

TASC subjects are coded using 9 characters to help you identify the complexity and the credit points. For example, English 3 is coded ENG315117.

ENG 3 15 1 17

A B C D E

A Three letters identify the course name: ENG English

B Level of complexity: Level 3

C Number of credit points: 15 Credit points

D Version: 1

E Year of accreditation: (20)17

Most Level 2, 3 and 4 courses are year-long subjects that gain 15 points each. Therefore, students who study four subjects in Grade 11 and 4 subjects in Grade 12 of a Level 2, 3 or 4 complexity, will gain 120 credit points, thus fulfilling the participation and achievement standard. For ease, the credit points allotted to each TCE subject offered at Grammar are indicated in the information box.

For a result in an accredited TASC course to contribute towards the participation and achievement requirement a student must achieve an award of at least a Preliminary Achievement (PA).

In addition to TASC subjects, the following courses are also recognised by the TASC as contributing towards the participation and achievement requirement of the Tasmanian Certificate of Education:

• Australian Music Examinations Board (AMEB)

• Civil Aviation Safety Authority

• Duke of Edinburgh’s Award in Australia

• Enterprise Education Certificate (NextGen Enterprise)

• Guide Association of Australia (Tasmania)

• Scout Association of Australia (Tasmania)

• St Cecilia School of Music

• Trinity College

• University of Tasmania High Achievers Program

• VET Certificates.

TCE Course Planner

The TCE Course Planner is designed to assist students in putting together their two year programme of study. TASC have developed the online TCE Course Planner which automatically tallies up TCE, VET and other courses in terms of the amount of credit and the level of credit generated. It will also indicate whether the amount is sufficient to meet TCE requirements. In addition, it will indicate if the courses chosen will contribute to meeting the literacy, numeracy and ICT standards. Each student is expected to submit a copy of their planner to the Director of Teaching and Learning at the same time that their subjects are registered (Tuesday 20 August). The TCE Course planner can be found on the TASC website: https://www.tasc.tas.gov. au/students/course-planner/

Grade 11 2025 students: Please list ALL subjects chosen for study in Grade 11 PLUS your proposed subjects for Grade 12. Include main preferences and offline subjects but not reserve subjects. If you have studied Mathematics Methods Foundation 3 in Grade 10, you should also include this subject in your TCE Planner.

Grade 12 2025 students: Please list ALL subjects studied this year in Grade 11 as well as those chosen for Grade 12 next year. Include main preferences and offline subjects but not reserve subjects. If you have studied Mathematics Methods Foundation 3 in Grade 10, you should also include this subject in your TCE Planner.

Features:

• TASC accredited and recognised courses and qualifications, and AQF vocational education and training units of competency and qualifications can be added to an individual’s planner either by typing in a course code (if known) or via a search on key words or parts of a code

• The planner gives immediate feedback on how the course/s selected contribute to meeting the standards of the TCE

• The planner can be printed or saved for future use/updating.

Notes:

• It is important to realise that the planner’s feedback is based on the assumption that a learner successfully completes the course/s. For the literacy, numeracy, and ICT standards ‘successful completion’ means getting a ‘Pass/SA’ award or better. For the participation and achievement

• Standard it means gaining an award, so a ‘PA’ or better can generate the credit points used to measure this standard.

Essential Reading - TASC The Tasmanian Certificate of Education

This link will provide the answers to many questions about the TCE: https://www.tasc. tas.gov.au/students/qualifications/tasmaniancertificate-of-education-tce/

2. Qualifications Certificate

The Qualifications Certificate will list all education and training qualifications. Your Qualifications Certificate will include all your qualifications in courses approved by TASC, including TASC approved syllabuses, VET certificate courses or other recognised formal learning such as:

• Australian Music Examination Board (AMEB)

• CISCO Systems Australia

• Enterprise Education Certificate (Australian Business Week)

• Girl Guides Association (Tasmania)

• The Duke of Edinburgh Awards in Australia (Tasmania Division)

• Scouts Australia (Tasmanian Branch)

• St Cecilia School of Music

• Tasmanian Aero Club

• Trinity College London

• University of Tasmania High Achievers Program

• University of Tasmania Connections Program

• Royal Academy of Dance qualification.

The Qualifications Certificate will be issued in December to Grade 12 students finishing their senior secondary education and training. A person achieving an additional qualification after Grade 12 may request an updated qualifications certificate. More information can be obtained here: https://www.tasc.tas.gov.au/students/ qualifications/qualifications-certificate-qc/

3. Tasmanian Certificate of Educational Achievement

The Tasmanian Certificate of Educational Achievement is a quality assured, centrally issued narrative’ (rather than standardised) certificate for the small number of students for whom a fair account of their achievements requires this form of certification. There are eligibility criteria which must be met by both the student and the school before the certificate can be issued. It will apply most commonly in situations where personal circumstances, disability, illness, or impairment mean that only a ‘narrative’ certificate will give an adequately fair and just account of a student’s

achievements. Students may also get the Qualifications Certificate and the TCE along with the TCEA. More information can be obtained here: https://www.tasc.tas.gov.au/students/ qualifications/tasmanian-certificate-ofeducational-achievement/

TCE Subjects & Assessment

Methods of Assessment

All assessment information relating to individual subjects offered in this handbook, including criteria, standards, subject outlines and past examination papers, is available on the TASC website. You are encouraged to access this information when deciding on your courses for study. All currently accredited TCE courses use criterion-based assessment. In all TASC subjects, students are assigned ratings, one on each of the criteria. Where there is an external assessment component, there are normally twelve ratings, typically, five of the criteria are assessed both externally and internally and the remainder assessed internally. Understanding how criterion-based assessment works is important for success with your TCE studies.

Ratings

In criterion-based assessment a student will receive an A, B, C, t, or z rating as follows:

A = Outstanding achievement in this aspect of the work

B = Clearly superior achievement in this aspect of the work

C = Sound achievement in this aspect of the work

t = Minimum standard has not been achieved in this aspect of the work

z = No evidence of achievement has been presented for assessment

Standards

The TASC subject documentation describes standards. It sets out requirements for assessing, recording, and validating judgments of standards. Regular meetings of teachers are held to ensure standards are moderated between schools and colleges. TASC subjects are required to undergo quality assurance processes.

Awards

In TCE subjects the ratings on the individual criteria will be determined by using standards indicated within the subject syllabus documents and the overall result on the subject determined as one of these five awards:

EA Exceptional Achievement

HA High Achievement

CA Commendable Achievement

SA Satisfactory Achievement

PA Preliminary Achievement

LA Limited Achievement

This is the result for the subject which will be displayed on the student’s Qualifications Certificate. If the student does not satisfy the requirements for PA, they will not receive TCE points.

Choosing Subjects with Folios, Practical, Presentation, Oral and Displays

A number of TASC pre-tertiary subjects require students to complete externally assessed folios. Students are set precise guidelines for the completion of each folio including the date for submission to their subject teacher. The folios are assessed internally before being sent to TASC for external marking. Students are advised to carefully consider the number of subjects they choose which have an externally assessed folio as a major component of the assessment. In deciding to study two foliobased subjects, students should be aware of the likely due dates of each folio to ensure there is no overlap. It is strongly recommended that no more than two subjects involving externally assessed folios are chosen in one year. In addition, some subjects have a practical, presentation, oral or display component. Again, students are encouraged to consider the nature of the demands of the assessment tasks and ensure that they are aware of the workload and due dates when selecting their subjects.

2024 dates are included as a guide to what is expected next year:

FOLIOS

Due to teacher by 5:00pm Course (in due date order)

Wednesday, 18 September

Wednesday, 18 September

Wednesday, 18 September

Wednesday, 18 September

Wednesday, 25 September

Tuesday, 15 October

Wednesday, 16 October

Wednesday, 16 October

Wednesday, 16 October

Wednesday, 23 October

Wednesday, 23 October

Wednesday, 23 October

Wednesday, 23 October

Friday, 25 October

Wednesday, 30 October

Wednesday, 30 October

Wednesday, 30 October

Wednesday, 30 October

Teachers:

BHP315116 Psychology

DNC315124 Dance: Analytical Essay

ENL315114 English Literature

HDS315118 Housing and Design

TDS315123 Transdisciplinary Science

DNC315124 Dance

BHS315116 Sociology

CAP315124 Contemporary Art Practice

SDI315117 Student Directed Inquiry

CGD315118 Computer Graphics and Design

ENT315124 English Inquiry

MED315117 Media Production

MSM315120 Music: Composition

ENS315124 English Studio

AGR315117 Agricultural Systems

DSD315124 Data Science and Digital Solutions

EDN315123 Engineering Design

TAS315119 First Nations

FOLIO, PRACTICAL, PRESENTATION, ORAL & DISPLAY

assessment requirements courses may have a written exam, a folio of work, an oral or practical asse ssment and/or display.

PRACTICAL, PRESENTATION, ORAL & DISPLAY

Courses with practical assessment

SDD315120 Drama

SDP315120 Theatre Performance

Teachers must upload to TRACS the Theatre Performance Independent Reflective Study (IRS) by the day of the school performance.

Date

18 – 29 October

Below dates are subject to change:

South: 18 – 29 October

North: 18 – 25 October

North West: 18 – 25 October

DNC315124 Dance 21 – 29 October

MSM315120 Music 28 October – 5 November

Courses with folio presentation assessments

SDI315117 Student Directed Inquiry

Date

TDS315123 Transdisciplinary Science 28 October – 1 November

Courses with oral assessments

CHN315114 Chinese

EAL315120 English as an additional Language or Dialect

FRN315114 French

GRM315114 German

ITN315114 Italian

JPN315114 Japanese

Courses with display/exhibition assessments

ART315123 Visual Art

ART315214 Art Studio Practice

Date

4 – 7 November

Date

Displays and verification of own work: 6 November

Marking: 11 – 22 November

Individual and school interview/performance times to be advised in Term 4

Visit the TASC Courses page for further information about the external assessment requirements for each course with a folio, practical, presentation, oral and/or display assessment.

WRITTEN EXAMS

11 November – 21 November 2024

University Entrance

Australian Tertiary Admission Rank (ATAR) and University Entrance

Students gain entry to University by the ATAR (Australian Tertiary Admission Rank). The ATAR is a percentile ranking of students using their initial subject scores. Students wanting to enter a degree or diploma course at a tertiary level must fulfil the following eligibility requirements:

• Have met the standards for the Tasmanian Certificate of Education (see above)

• Achieved during two post-year 10 years, at least a Satisfactory Achievement (SA) award or equivalent in a minimum of four Level 3 or Level 4 TASC accredited senior secondary courses (a minimum of 60 TCE credit points)

• Achieved at least a Satisfactory Achievement in a minimum of three TASC Level 3 or 4 subjects taken in Grade 12 (45 TCE credit points).

The ATAR is calculated from the following:

• A minimum of four TCE Level 3 or Level 4 subjects

• A maximum of two best TCE Level 3 or Level 4 subjects from Grade 11

• A minimum of three best TCE Level 3 or Level 4 subjects from Grade 12

How the ATAR is Calculated - Subject Scores and Scaling

TASC pre-tertiary or Level 3 and 4 courses are assessed using internally assessed criteria, some of which are also assessed externally. These results are combined using an algorithm to generate the student’s award for the course and the ATAR score. The range of scores for each course is then scaled to take into account the degree of difficulty of the course. The aim of scaling is to ensure there is no systematic advantage/disadvantage to students based purely on their selection of subjects. TASC calculates a score for each of the awards in each TASC pre-tertiary subject; the scaled ranges for each subject in the previous year can be found here: https://www.tasc.tas.gov.au/ about/data/open-access-data/

The score given to awards in subjects is based on the results of the students in the current year and therefore cannot be determined until marking has been finalised. Subject award scores vary from year to year. The method used in the determination of scores maintains comparability between years. The best advice to a student is to choose subjects for interest, for challenge and for relevance to future plans; subject choice should not be based on previous years’ scaled scores.

Co-Operative Program

An arrangement between Launceston Church Grammar School, Scotch Oakburn College, St Patrick’s College and Launceston Christian School enables students at each school to gain access to specialist subjects which might not otherwise be available to them because of the small numbers of students wishing to study them. For this purpose, the four schools timetable common lines allowing students to study a subject at another school without interruption to the rest of their academic programme. All classes on the common lines occur in double lessons and students travel between schools during recess or lunchtime. Students do not miss any class time in other subjects. Assessment, reports and transport arrangements are handled collaboratively by the schools. Enrolment into a cooperative subject is based on availability and will be discussed with student, parents or carers and the Director of Teaching and Learning.

Choosing Subjects - Grade 11 Students 2025

All Grade 11 students are required to study one of the English subjects on offer. In addition, students should then choose the equivalent of three other subjects, not including those offered offline. Students selecting an academically challenging load, of at least three Level 3 subjects, may opt for a study line. Students not meeting these parameters will only be considered for a study line in consultation with the Director of Teaching and Learning and the Head of Learning Support. It is important to note that students can count a maximum of two pre-tertiary subjects towards their ATAR in Grade 11. What this means is that students should consider studying Level 2 subjects to reduce their academic workload in their first year of the TCE. They may also like to complement their TCE studies with a VET pathway, thus offering more breadth with their programme of study.

It is important for current Grade 10 students to select their programme of study with their current academic performance in mind. Grade 10 results of Satisfactory Achievement indicate the need for some subjects to be taken at non pre-tertiary level, and there are many TASC Level 2 subjects from which to choose. Students who are achieving High Achievement and Exceptional Achievement results at Grade 10 may be good candidates to study Level 3 subjects, or, if studying Mathematical Methods Foundation 3 at Grade 10, a Level 4 Mathematical Methods in Grade 11. For entry into some Level 3 subjects, students’ Grade 10 end-of-year examination and reporting results will be taken into account. Where there are concerns about a students’ capacity to manage a Level 3 subject in Grade 11, they will be counselled by the Learning Area Leader in that faculty, or meet with the Director of Teaching and Learning to discuss the most appropriate pathway.

Choosing Subjects - Grade 12 Students 2025

Students aiming for university entrance should be planning their course of study around maximising their ATAR score. With the ATAR calculated on the student’s best five results in TASC pre-tertiary subjects, and only two subjects studied in Grade 11 contributing, it is important to save three of their strongest subjects for Grade 12. Students should consider how they can best prepare for those subjects in Grade 11. To be eligible for the calculation of an ATAR, students will also need to have met the standards for the award of the TCE. Grade 11/12 subjects will be timetabled in five lines. The placement of subjects in these lines will be made to achieve the best possible match with student subject choices, consistent with room and staff constraints.

TCE Subject Selection Timeline

Term 3 Weeks 1A-4B

Individual student meetings with Heads of House and other members of the teaching and learning leadership team in-order to discuss subject selection choices being considered.

Thursday 25 July

TCE Subject Selection launch Auditorium

Introductory meeting for current Grade 10 students held during Period 3 in the Auditorium. There will be presentations by the Director of Teaching and Learning/TASC Liaison Officer.

Friday 26 July

Meeting for current Grade 11 students held during Period 3 in the Auditorium. There will be presentations by the Director of Teaching and Learning/TASC Liaison Officer.

Tuesday 30 July

Grade 10 and 11 and 12 (2025) Subject Selection night.

Students and parents to be presented with information on university entrance requirements and the TCE. There will be a formal presentation held in the Memorial Hall, followed by subject booths in the Gymnasium where students and their parents/carers can speak with subject co-ordinators. Current Grade 11 students and their parents/carers can make their way directly to the Gymnasium to speak with subject experts.

Monday 19 August

Final date for the on-line submission of subjects for 2025 using Edval WebChoice (after this date WebChoice will not be available).

Tuesday 20 August

To complete the process all students must ensure that a printout of the TCE planner and signed confirmation of submission of subjects has been handed into the Teaching and Learning Office.

September

The lines for 2025 will be created based on the students’ subject choices. Where an insufficient number of students have enrolled for a course to be run, alternative options will be sought. This may mean that the subject operates with reduced contact hours, or alternatively, the subject may be sought at either Scotch Oakburn College, St Patrick’s College or Launceston Christian School under the Co-operative programme.

Heads of House, tutors and subject coordinators will be further involved in discussions concerning subject choices and, where necessary, contact will be made with students and/or parents if changes are deemed necessary or desirable.

During this period there is also opportunity for students to request changes in subject choices.

October

Course details for 2025 distributed to students.

The Arts

The Arts encompass a rich tapestry of creative endeavour across a wide variety of Visual and Performing Arts courses. Society is coming to an increasing awareness that involvement with the Arts is an integral and essential component of education. Such involvement encourages the development of understanding and skills required in order to not only survive, but excel, in our rapidly changing society. Through undertaking learning in the Arts, students develop skills, knowledge and understanding that will enable them to: communicate and cooperate with others; adapt to change; develop strategies for personal growth; and acquire techniques for dealing with the pressures of our modern world. Education that includes the Arts helps to develop people who are resilient, creative, versatile and self-assured.

Through the study of the Arts, students learn to express themselves in varied and original ways. They acquire new skills and learn specialised techniques. At the same time they have the opportunity to engage in creative decision-making processes. Students will also examine the impact of new technologies and techniques in their chosen field of specialisation and consider these in the context of the contemporary Arts.

The Arts develop aesthetic understanding and practice, involving students in questions of taste, values, personal identity and culture. The Arts make a significant contribution to the Australian economy, offering career opportunities and skills that can be applied in a wide range of occupations as well as leisure time pursuits. Study of Arts is a significant means of defining Australian culture and, by their unique nature, the Arts enrich the lives of all in our society. A knowledge and understanding of the Arts will enable students to participate more effectively in, and contribute to, the diverse aspects of Australian cultural life.

Creative Arts

Dance 2

TASC

Recommendation/ prerequisites

DESCRIPTION

• Dance Level 2 is a course for learners who want to move, create and learn new perspectives and skills.

IN THIS SUBJECT I WILL LEARN:

• Movement principles

• Dance making techniques and

• Performance skills

• How to reflect on and respond to your own work and the work of others.

• You will be involved in both solo and ensemble work, so working as part of a team is important.

IN TYPICAL LESSONS I MIGHT:

• Warming up and stretching

• Creating movement sequences

• Learning dance making techniques, e.g. using choreographic devices or developing a motif

• Collaborating as part of a group

• Performing for peers

• Participating in self-assessment

• Keeping a reflective journal

• Writing reviews.

THIS SUBJECT COULD LEAD ME TO:

• Further study in Dance Choreography and Performance 3.

Contact Teacher: Mrs Mariana Hedges

Dance 3

TASC Code DNC315124

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

It is recommended that you have undertaken Dance in Grade 9 or Grade 10; or have prior dance training, or success in Dance 2.

• Dance Level 3 provides opportunities for learners to explore movement as a means of creative expression and communication. In Dance Level 3 learners create and perform their own dance works as well as studying the dance works of others. Prior dance experience and skill development is beneficial for learners undertaking this course.

IN THIS SUBJECT I WILL LEARN:

• The principles of dance composition and use these to choreograph a group and a solo piece for external assessment

• Critical analysis of dance works you view, and detailed reflection on your own work are the basis for an external assessment of theory work, so good literacy skills are important.

IN TYPICAL LESSONS I MIGHT:

• Warming up and stretching

• Learning and exploring choreographic and composition techniques

• Expanding and developing your own movement vocabulary

• Creating sequences and dance works using personal movement vocabulary

• Collaborating as part of a group

• Performing for peers

• Participating in self-assessment

• Keeping a reflective journal

• Viewing, responding or analysing the dance works of others.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to a career in dance performance or choreography.

Contact Teacher: Mrs Mariana Hedges

Drama Foundations 2

TASC Code SDS215117

TASC Level 2

TCE Points 15

TCE Standards N/A

Recommendation/ prerequisites

DESCRIPTION

• Drama is a means by which learners can develop the capacity to understand and appreciate social values, develop empathy for others, and learn strategies to think creatively and solve problems. The study of drama builds an individual’s confidence and sense of well-being, and is a means by which students can learn about themselves and others.

IN THIS SUBJECT I WILL LEARN:

• About performing solo and in an ensemble

• About different drama texts

• About storytelling

• How to review live theatre

• The role of technical elements

• About improvisation

• Vocal and movement skills

• How to devise drama

• How to turn script into a performance.

IN TYPICAL LESSONS I MIGHT:

• Create solo and group performances

• Participate in warm-ups and workshops

• Devise drama work

• Keep a reflective journal.

THIS SUBJECT COULD LEAD ME TO:

• Further study in Drama 3.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment of performance tasks

• Written and verbal responses to the work of others, including professional theatre

• Written and verbal responses to your own work.

Contact Teacher: Mrs Mariana Hedges

Drama 3

TASC Code SDD315120

TASC Level 3

TCE Points 15

TCE Standards Reading/ Writing

Recommendation/ prerequisites

DESCRIPTION

• Drama is a Level 3 course requiring successful completion of Drama Level 2 or considerable experience in the performing arts.

IN THIS SUBJECT I WILL LEARN:

• How to create characters from scripts

• Vocal techniques for characterisation

• About presenting solo and ensemble performances

• How to review and evaluate live theatre

• About theatrical genres

• Vocal and movement skills

• How to interpret drama texts.

IN TYPICAL LESSONS I MIGHT:

• Participate in warmups and workshops

• Participate in improvisation work

• Study acting skills and techniques

• Interpret text

• Perform solo and ensemble work for an audience

• Attend theatre performances and write reviews

• Rehearse for practical exams

• Prepare for written external exams.

THIS SUBJECT COULD LEAD ME TO:

• Further study in the Theatre Performance 3.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment + externally assessed performance work

• Internal assessment + externally assessed theory response on the work of self and others

• including professional productions.

Contact Teacher: Mrs Mariana Hedges

Musical Theatre 2

TASC Code MUT215120

TASC Level 2

TCE Points 15

TCE Standards N/A

Recommendation/ Prerequisites

DESCRIPTION

• Learning is contextualised in rehearsal and performance as either a member of the onstage ensemble or instrumental ensemble within the production of a Musical Theatre season. In addition to Musical Theatre skills common to both ensembles, learners will also develop specific skills relevant to their role in a Musical Theatre production.

IN THIS SUBJECT I WILL LEARN:

• About musical theatre

• About planning rehearsing and presenting a musical theatre performance to an audience

• About working as a member of a musical theatre ensemble

• About performance skills needed to present a musical theatre season

• Focus and discipline needed to perform in a large-scale production

• Vocal techniques (spoken and singing), instrumental techniques, movement/ dance

• Techniques, and/or acting skills as appropriate to my role in the musical

• How to interpret the text, score or music for a musical theatre show.

IN TYPICAL LESSONS I MIGHT:

• Participate in an audition

• Work on developing performance skills

• Rehearse scenes

• Undertake text, score or music interpretation

• Practice numbers from the show

• Learn choreography or singing parts

• Reflect on my own work and the work of others.

THIS SUBJECT COULD LEAD ME TO:

• Further study in the Performing Arts.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment + externally assessed performance work

• Internal assessment + externally assessed theory response about your own work.

Contact Teacher: Mrs Mariana Hedges

Technical Theatre Production 2

TASC Code

SDT215120

TASC Level 2

TCE Points 15

TCE Standards N/A

Recommendation/ prerequisites

DESCRIPTION

An interest in the technical aspects of theatre. To enjoy participating in a range of practical theatrical experiences, both individually and in group situations.

• Lighting and Sound, Set and Properties, Costume and Theatrical Make-up, Stage Management, Publicity and Front of House Responsibilities.

IN THIS SUBJECT I WILL LEARN:

• About set and properties design and construction

• About costume and theatrical make-up

• About stage management

• What is involved in publicity and FOH

• How to operate lighting and audio

• How to make and keep costumes and sets

• Aspects of theatre production and event management.

IN TYPICAL LESSONS I MIGHT:

• Decorate and paint set or properties

• Maintain costume and wardrobe

• Rig and operate lighting

• Set up and run audio equipment

• Undertake publicity and marketing

• Attend and write reports on live theatre performances

• Reflect on my work in a production team context.

THIS SUBJECT COULD LEAD ME TO:

• Further study in VET courses

• Further study in the Performing Arts.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment on practical work and OHS procedures

• Internal assessment for theory response about your own work and the work of others in theatre.

Contact Teacher: Mrs Mariana Hedges

Theatre Performance 3

TASC Code SDP315120

TASC Level 3

TCE Points 15

TCE Standards N/A

Successful

Recommendation/ prerequisites

completion Drama 3 (or equivalent) A strong commitment to teamwork, rehearsal and performance obligations.

DESCRIPTION

• This course is designed to provide learners with practical and creative opportunities to acquire skills, knowledge, understanding and experience of theatre. The course encompasses a comprehensive programme of theatre performance.

IN THIS SUBJECT I WILL LEARN:

• Acting skills

• About ensemble and solo performance

• How to work as a theatre company

• Vocal techniques and improvisation

• How to create an effective character

• Physicalisation techniques

• About theatrical conventions

• About performing to an audience

• About the history of theatre.

IN TYPICAL LESSONS I MIGHT:

• Attend live performances

• Perform for an audience

• Rehearse and develop monologues

• Participate in improvisation activities

• Interpret text

• Rehearse a play

• Attend theatre performances and write reviews

• Rehearse for practical exams.

THIS SUBJECT COULD LEAD ME TO:

• Further study and work in the Performing Arts.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment + externally assessed practical solo and ensemble examinations and 3,000-word folio.

Contact Teacher: Mrs Mariana Hedges

Media and Visual Arts

Recommendation / Prerequisites

DESCRIPTION

TASC

TCE Standards N/A

None, however students who have studied Grade 10

Media Art are at an advantage to the students who have not been exposed to Media concepts and technologies

• This course aims to prepare learners for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret others’ stories. Learners experience the languages of media communication and how a story is constructed using representations. Learners are encouraged to explore, experiment and interpret their world, reflecting and analysing contemporary life, while understanding that this is done under social, cultural and institutional constraints. Learners, as users and creators of media products, consider the important role of audiences and their context

IN TYPICAL LESSONS I MIGHT:

• Analyse media coverage of current events

• Apply critical thinking and develop understanding of production techniques and codes and conventions in screenbased media

• Analyse advertising

• Analyse journalism and ethical issues surrounding news media

• Work on pre-production tasks (planning practical productions)

• Work on production tasks including; interview techniques, sound capture, lighting and camera control

• Work on post-production tasks including; editing, voice overs, colour correction and compositing.

THIS SUBJECT COULD LEAD ME TO:

• Journalism

• Communications

• Filmmaking

• Marketing

• Advertising.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Five short essays related to Journalism, Advertising and Genre Studies

• Four Practical Tasks which includes; 2x Journalism products, 1 x Advertisement and 2 x genre based production.

Contact Teacher: Mr Mark Webster

Media Production 3

TASC Code MED315117

TASC Level 3

TCE Points 15

TCE Standards N/A

Recommendation/ prerequisites

There are no prerequisites for Media Production, however, students who have studied Grade 10 Media Art are at an advantage to the students who have not been exposed to Media concepts and technologies.

DESCRIPTION

• This course offers learners experiences in media production and media analysis at the highest level of complexity available in senior secondary courses. Learners are provided with practical and creative opportunities to acquire media skills, knowledge and understanding through a practical and theoretical study of media. Learners develop an understanding of the creative and collaborative processes needed to make media products.

IN THIS SUBJECT I WILL LEARN:

• How to communicate media ideas

• How to use media techniques and technologies in order to create their own media products

• Implement aspects of design and design processes relevant to media works

• Manage media activities by applying appropriate time management, planning and negotiation skills

• Using and identifying appropriate production elements and narrative structures in the creation of media products

• How to analyse and respond to media issues and the role of media in society

• About using media codes and conventions when making and responding to media works

• Identify target audiences for specific media products.

IN TYPICAL LESSONS I MIGHT:

• Analyse media coverage of current events

• Apply critical thinking and develop understanding of production techniques and codes and conventions in screen based media

• Analyse advertising

• Analyse journalism and ethical issues surrounding news media

• Work on pre-production tasks (planning practical productions)

• Work on production tasks including; interview techniques, sound capture, lighting and camera control

• Work on post-production tasks including; editing, voice overs, colour correction and compositing.

THIS SUBJECT COULD LEAD ME TO:

• Journalism

• Communications

• Filmmaking

• Marketing

• Advertising.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Five exam related essays

• Four Practical Tasks which includes; 2x Journalism products, 1 x Advertisement and 1 x Major genre based production.

Contact Teacher: Mr Mark Webster

Art Studio Practice 3

TASC Code ART315214

TASC Level 3

TCE Points 15

TCE Standards N/A

Recommendation/ prerequisites

Visual Arts 3 or equivalent

DESCRIPTION

• Art Studio Practice has been designed to enable learners to develop meaningful conceptual knowledge through research and studio practice. It will challenge learners to engage in reflective and critical analysis to refine, evaluate and articulate their ideas in the consolidation of their artistic practice.

IN THIS SUBJECT I WILL LEARN:

• To critique own art, and the artwork of others

• To apply artistic judgements to resolve aesthetic and conceptual issues

• To understand historical and contemporary art issues, their impact on society, artists and their own art works

• To apply the principles of reflective practice and academic integrity

• To use artistic techniques, media and technologies to create art works

• To design, manage and implement to resolution a studio exhibition

• To communicate artistic concepts.

IN TYPICAL LESSONS I MIGHT:

• Complete artworks for my folio

• Experiment with new techniques

• Reflect on my current folio

• Participate in small group critique sessions

• Undertake research into artists of relevance to my concept and techniques

• View and respond to exhibitions

• Complete art theory assignments.

THIS SUBJECT COULD LEAD ME TO:

• Tertiary Study in Visual Arts

• Visual Artist

• Curator

• Arts writer

• Industries that require creativity and creative problem solving.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment of minor research tasks

• Progressive art journal assessment

• Progressive practical folio assessment

• Major Research Paper of a conceptual concern to my folio

• Production of a Visual Schematic Overview

• Artist Statement

• Folio Proposal.

Contact Teacher: Mrs Clare Farrell

Visual Art 2

TASC Code ART215123

TASC Level 2

TCE Points 15

TCE Standards N/A

Recommendation/ prerequisites

DESCRIPTION

• A course for learners who would like to engage with a specific visual art studio from the available selection offered by their provider, and it may also prepare them for Visual Art Level 3

IN THIS SUBJECT I WILL LEARN:

• Methods and processes specific to the studio of choice are explored so that students develop visual literacy skills

• The ability to interpret and make meaning from information presented in images

• Technical skills, and knowledge and understanding of traditional, modern and contemporary art forms

• Learners begin to develop skills in the research, analysis, and criticism of art from different social, historical and cultural contexts and learn to express and identify meaning in artworks.

IN TYPICAL LESSONS I MIGHT:

• Explore a range of art techniques

• Discuss ideas and themes in art

• View exhibitions

• Research artists and their work

• Create artworks in response to concepts and stimuli

• Share and exhibit work

• Keep a visual diary.

THIS SUBJECT COULD LEAD ME TO:

• Further study in Art Studio Practice 3

• Tertiary Study in Visual Arts

• Visual Artist

• Curator

• Arts writer

• Industries that require creativity and

• Creative problem solving.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment of minor research tasks

• Progressive art journal assessment

• Progressive practical folio assessment.

Contact Teacher: Mr Paul Snell

Visual Art 3

TASC Code ART315123

TASC Level 3

TCE Points 15

TCE Standards N/A

Recommendation/ prerequisites There are no prerequisites for this subject, but it is a definite advantage for students who have achieved a high standard in Visual Arts or Media Arts in Grade 10.

DESCRIPTION

• The course encourages learners to apply problem-solving skills, think creatively and analytically and engage with traditional, modern and contemporary art forms. Learners apply and refine their skills in the research, analysis and criticism of art from a range of social, historical and cultural

contexts, and express and identify meaning in artworks in increasingly sophisticated ways. Study of Visual Art Level 3 promotes skill refinement, confidence, self-direction and innovation, all of which help prepare learners for their future.

IN THIS SUBJECT I WILL LEARN:

• Critique own art, and the artwork of others

• Apply artistic judgements to resolve aesthetic and conceptual issues

• Understand historical and contemporary art issues, their impact on society, artists and their own art works

• Apply the principles of reflective practice and academic integrity

• Use artistic techniques, media and technologies to create art works

• Design, manage and implement to resolution a studio exhibition

• Communicate artistic concepts.

IN TYPICAL LESSONS I MIGHT:

• Complete artworks for my folio

• Experiment with new techniques

• Reflect on my current folio

• Participate in small group critique sessions

• Undertake research into artists of relevance to my concept and techniques

• View and respond to exhibitions

• Complete art theory assignments.

THIS SUBJECT COULD LEAD ME TO:

• Further study in Art Studio Practice 3

• Tertiary Study in Visual Arts

• Visual Artist

• Curator

• Arts writer

• Industries that require creativity and creative problem solving.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment of 4 x minor research tasks and 1 major written task

• Progressive art journal assessment

• Progressive practical folio assessment.

Contact Teacher: Mr Paul Snell

Visual Arts 2 (Photography)

TASC Code ART215123

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

• Learners will undertake arts practice in a studio area and learn specialised skills, techniques and knowledge.

IN THIS SUBJECT I WILL LEARN:

• A range of techniques and processes in photo-media

• How to create finished artworks

• About art materials and processes

• About other artists and their work

• About ideas and themes in art and photography.

IN TYPICAL LESSONS I MIGHT:

• Explore a range of photographic and postproduction techniques

• Discuss ideas and themes in art and or photography

• View exhibitions

• Research artists and their work

• Create photo-based works in response to concepts and stimuli

• Share and exhibit work

• Keep a visual diary.

THIS SUBJECT COULD LEAD ME TO:

• Further study In Visual Art Level 3 (Photography) and/or further study in the visual arts.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment of minor research tasks

• Progressive art journal assessment

• Progressive practical folio assessment.

Contact Teacher: Mr Paul Snell

Visual Arts 3 (Photography)

TASC Code ART315123

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

None, but it is a definite advantage to study Visual Arts or Media Arts in Grade 10.

• Learners develop a resolved body of work in a single studio area which demonstrates their understanding of visual art as a form of communication, a way to make sense of the world and their own experience and a form of cultural transmission.

IN THIS SUBJECT I WILL LEARN:

• To critique own art, and the artwork of others

• Current trends in photography and will see their own work in relation to the local, national and international context.

• To apply artistic judgements to resolve aesthetic and conceptual issues

• To understand historical and contemporary art issues, their impact on society, artists and their own art works

• To use artistic techniques, media and technologies to create art works

• To design, manage and implement to resolution a studio exhibition

• To communicate artistic concepts.

IN TYPICAL LESSONS I MIGHT:

• Create photo-based works in response to concepts and stimuli

• Explore a range of photographic and postproduction techniques

• Reflect on my current folio

• Participate in small group critique sessions

• Undertake research into artists of relevance to my concept and techniques

• View and respond to exhibitions

• Complete art theory assignments.

THIS SUBJECT COULD LEAD ME TO:

• Internal assessment of 4 x minor research tasks and 1 major written task

• Progressive art journal assessment

• Progressive practical folio assessment.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment of 4 x minor research tasks and 1 major written task

• Progressive art journal assessment

• Progressive practical folio assessment.

Contact Teacher: Mr Paul Snell

Music

Contemporary Music and Song Writing 2

TASC Code CMS215123

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Proficient on an instrument and/or voice prior learning is Music Theory

• Through the course learners will compose, perform and record music. The course is practical and skills-based and will develop learners’ creative and critical thinking, collaboration, communication and selfmanagement skills.

IN THIS SUBJECT I WILL LEARN:

• About contemporary music, the contemporary music industry and the types of knowledge, skills and understanding needed to be a contemporary musician or songwriter.

IN TYPICAL LESSONS I MIGHT:

• Perform as a soloist/in an ensemble, plan a concert, compose, set up and use sound equipment.

THIS SUBJECT COULD LEAD ME TO:

• Music 3, University Connections Program (UCP) course Music Technology, University of Tasmania Foundation Practical Study.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Performances/composition folios/sound equipment set-up & operation/written work requirements.

Contact Teacher: Dr Melissa Rogers

Music Studies 2

TASC Code MSS215120

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Proficient on an instrument and/or voice prior learning is Music Theory

• Music Studies provides opportunities for learners to gain skills, knowledge and understanding by performing, creating and listening to music. Learners gain an understanding of music and musicianship, and develop as musicians through an experience based programme that promotes a coherent relationship between performing music, creating music and listening to music.

IN THIS SUBJECT I WILL LEARN:

• Instrumental/vocal techniques, about different styles of music, performance skills.

IN TYPICAL LESSONS I MIGHT:

• Work on music listening and theory skills, music composition tasks, performance rehearsals.

THIS SUBJECT COULD LEAD ME TO:

• Music Level 3 and University of Tasmania Foundation Practical Study.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Performances/composition folios/aural and theory tests

Contact Teacher: Dr Melissa Rogers

Music 3

TASC Code

MSM315120

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Proficient as a soloist and/or ensemble member on an instrument/voice in contemporary, classical, or jazz styles, prior learning in Music Theory

• Music enable learners to develop as musicians through an experience-based programme that provides opportunities to investigate the relationship between creating, listening to and performing music. Learners will engage in reflective and critical analysis in order to refine, evaluate and articulate their ideas, and to consolidate their musical practice.

IN THIS SUBJECT I WILL LEARN:

• Performance, composition, music theory and listening analysis skills.

IN TYPICAL LESSONS I MIGHT:

• Work on music listening and theory skills, music composition tasks, performance rehearsals.

THIS SUBJECT COULD LEAD ME TO:

• University Level Music Degree.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Performances

• Composition Folios

• Aural and Theory tests

• Listening analysis.

Contact Teacher: Dr Melissa Rogers

Music Ensemble 2

TASC Code MSM205120

TASC Level 2

TCE Points 5

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Proficient on an instrument and/or voice, according to Ensemble choice. Some ensembles require an audition

• This course enables learners to develop as musicians through engagement and collaboration in the rehearsal process and performance, in at least one (1) music ensemble.

IN THIS SUBJECT I WILL LEARN:

• Rehearsal etiquette, performance etiquette, music theory, aural skills, ensemble skills, instrumental/vocal skills.

IN TYPICAL LESSONS I MIGHT:

• Tune instruments/work on technical instrumental/vocal exercises & warmups/rehearse songs/instrumental pieces, as an entire ensemble/in sectionals.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Regular attendance at weekly rehearsals and participation in the applicable ensemble’s events, in school hours and outside of school hours, as required.

Contact Teacher: Dr Melissa Rogers

Music Technology Projects Foundation 2

TASC Code

AUD215120

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

An interest in audio design and sound technology

• Is designed to allow learners opportunities to develop foundation skills across a wide range of aspects of audio design. Learners will carry out tasks and activities that involve developing a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills relevant to the wider audio/music technology industry.

IN THIS SUBJECT I WILL LEARN:

• About the physics of sound, microphone characteristics and techniques, signal flow and system use, mix aesthetics and professional practice.

IN TYPICAL LESSONS I MIGHT:

• Compose using technology (MIDI-virtual instrument), set up and use sound and recording equipment, record live solo/ ensemble performances.

THIS SUBJECT COULD LEAD ME TO:

• University Connections Program (UCP) course Music Technology.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Selection of two finished products for final assessment negotiated from the range of audio tasks.

Contact Teacher: Dr Melissa Rogers

Mixed Field

Student Directed Inquiry 3

TASC Code

SDI315117

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/

prerequisites

DESCRIPTION

Student Directed Inquiry enables learners to explore an area of interest in a real world setting with a Mentor to guide them. Learners are encouraged to collaborate beyond the confines of the school context to solve problems, make decisions, create personal meaning and develop deep transdisciplinary understanding.

This course will challenge learners to set themselves learning goals that will enable them to explore deeply in an area of personal interest and that will require them to:

• Take responsibility for their learning

• Reflect on progress of their learning using formative and self-assessment

• Make connections with others and between bodies of knowledge

• Undertake quality research processes

• Act autonomously and independently

• Apply a range of substantial new learnings/knowledge.

IN THIS SUBJECT I WILL LEARN:

• To conduct original research and present that research in written and aural form

IN TYPICAL LESSONS I MIGHT:

• Discuss ideas with peers and experts, conduct original research and express that research in written form.

THIS SUBJECT COULD LEAD ME TO:

• University Level Research.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Trans-disciplinary written folio of original research and an aural presentation.

Contact Teacher: Dr Melissa Rogers

Pathways to Work 1

TASC Code WRK115117

TASC Level 1

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Pathways to Work Level 1 is designed to prepare learners for their career and the world of work. It reiterates and consolidates work in the Australian Curriculum: Work Studies and complements Personal Pathway Planning Level 2. Personal Pathway Planning Level 2 aims to develop learners understanding of self, and develop goals and plans for their future and career. Pathways to Work Level 1 complements this by aiming to develop the core skills learners require to plan for, participate in and maintain work at an entry level.

IN THIS SUBJECT I WILL LEARN:

• Identifying work options and gaining work

• Getting the work done

• Interacting with others.

IN TYPICAL LESSONS I MIGHT:

• Identify some pathways to work

• Recognise some responsibilities, expectations and accepted practices of work situations

• Plan, organise and implement simple tasks in a work context

• Use digital systems and technologies in a work-related context as directed

• Work co-operatively to achieve team goals

• Respond appropriately to diversity and difference

• Use basic literacy skills and knowledge in a work-related context

• Use basic numeracy skills and knowledge in a work-related context.

THIS SUBJECT COULD LEAD ME TO:

• Entry level occupations, supported employment, open employment, volunteer work, and can be a foundation for Work Readiness.

• A pathway for Vocational Pathways.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• A portfolio of evidence of development of core skills for work

• Journal, log book, blog containing a variety of reports on practical work tasks in a variety of forms (PowerPoint, Publisher, video, digital image)

• Work samples demonstrating completion of work tasks.

Contact Teacher: Mrs Pushpa Kunasegaran

Fluency in English is the gateway to life’s successes: relationships, creativity, employment. These are only a few spheres in which we humans find opportunities to express our individuality, imagination and lived experiences. We process knowledge, dreams, thoughts and emotions through language. Although it’s imperfect, for many of us it is our major medium of communication, receiving and articulating how it is to be human. Increasingly sophisticated modes of unpacking and creating language are explored through the study of English. Reading, listening, observing, speaking and writing are all daily skills which are honed through the English programmes in secondary education, as dictated by the Australian Curriculum.

Learning to speak persuasively is a skill focused on explicitly at each grade from Grades 7-10 and implicitly in Grades 11 and 12. The increasingly sophisticated texts studied in English prepare our students for not only school-based learning but to be high functioning adults beyond school.

The TCE courses on offer provide sufficient scope to meet students’ needs from English Foundations Level 2, with its focus on skill building required for Level 3 English and other courses with assessment in written expression, to English 3 and English Literature 3, which each explore a range of written and audio-visual texts and how text composers use different media, forms and genre in written, visual and spoken language to create meaning. English Studio 3 is a course which allows students to build industry awareness and skills in writing both fiction and creative nonfiction and to produce externally graded texts with pitches.

English Foundations 2

TASC Code

ENG215117

TASC Level 2

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

PA/SA/CA in Grade 10 English

DESCRIPTION

This course focuses on developing learners’ analytical, creative and critical thinking and communication skills in all language modes. It encourages learners to engage with texts from their contemporary world and with texts from Australian and other cultures. Such engagement helps learners develop a sense of themselves, their world and their place in it. Through close study and wide reading, viewing and listening, learners develop the ability to appreciate and evaluate the purpose, stylistic qualities and conventions of literary and non-literary texts and enjoy creating their own imaginative, interpretive and analytical responses. English Foundations Level 2 is designed to develop learners’ facility with all types of texts and language modes and to foster an appreciation of the value of English for lifelong learning. Learners refine their skills across all language modes by engaging critically and imaginatively with texts, including literary and media texts. They learn to speak and write fluently in a range of contexts and to create mono and multimodal texts. They hone their oral communication skills through discussion, debate and argument, in a range of formal and informal situations.

IN THIS SUBJECT I WILL LEARN:

• What is happening in our world locally, nationally and globally through engaging closely with texts and class discussion

• How to communicate more clearly and precisely both orally and in writing

• How to study different texts including a novel, film and short stories

• The Level 3 English subjects

IN TYPICAL LESSONS I MIGHT:

• Explore different text types including film, short stories, poetry, a novel, art, famous speeches and newspaper articles

• Collaborate with peers

• Develop my thinking skills

• Improve my ability to communicate.

THIS SUBJECT COULD LEAD ME TO:

• In particular, English Foundations 2 leads to the study of any of our Level 3 English courses in Grade 12. However, the study of English leads to any career! Being able to write and speak with clarity and precision are essential communication skills for life and the workplace.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Folio, group tasks, creative and analytical tasks.

Contact Teachers: Mr James Sheffield

English 3

TASC Code ENG315117

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

English is a study of contemporary language, literacy, media and literature. It is designed to develop learners’ analytical, creative, critical thinking and communication skills in all language modes. English develops learners as proficient, articulate communicators of English by extending and refining their language, literacy and literature skills.

It encourages learners to critically engage with a range of texts and genres from their contemporary world, including those from Australia and other cultures. Such engagement helps learners develop a sense of themselves, their local and wider world and their place in it, as well as an understanding of how that world is represented.

IN THIS SUBJECT I WILL LEARN:

• Module 1: Genre Study – Dystopian texts: novel and two films studied (comparative essay)

• Module 2: Adaptation Study – novella and film adaptation studied (comparative essay)

• Module 3: Close study of a text – one novel is studied for textual and context analysis (reflective essay)

• Module 4: Negotiated study – student directed, examining perspectives on a concept (imaginative and analytical responses)

IN TYPICAL LESSONS I MIGHT:

• View/read text and discuss analysis in small groups/whole class

• Make notes on classroom discussion

• Discuss ideas, issues, context and textual devices (e.g. literary devices, film techniques, etc)

• Research context in small groups and make a presentation

• Explore the perspective of a character and their motivation

• Create an imaginative response to a text.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or careers where I can use my skills from English (of communication, interpreting different perspectives, and considering context), such as many tertiary courses in the liberal Arts, including specific writing careers (e.g., Journalism, publishing, editing, creating copy, marketing, etc).

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Analytical essays

• Imaginative texts in response to studied texts

• Group tasks.

Contact Teachers: Mrs Gail Harris

English Literature 3

TASC Code ENL315114

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

HA/EA in Grade 10 English; English Foundation 2 in Grade 11

English Literature explores how literary texts shape perceptions of the world and enable us to enter other worlds of the imagination. In this course learners actively participate in the dialogue and detail of literary analysis and the creation of imaginative and analytical texts in a range of modes, mediums and forms. Learners enjoy and respond creatively and critically to literary texts drawn from the past and present and from Australian and other cultures. They reflect on what these texts offer

them as individuals, as members of Australian society, and as world citizens. Learners establish and articulate their views through creative response and logical argument. They reflect on qualities of literary texts, appreciate the power of language and inquire into the relationships between personal preference and texts, authors, audiences and contexts as they explore ideas, concepts, attitudes and values.

IN THIS SUBJECT I WILL LEARN:

• About the art of literature

• Where a text exists within time and place

• How the composer’s biographical details may impact our interpretation of a text

• How a text is constructed

• How to communicate more accurately and clearly, both orally and in writing.

IN TYPICAL LESSONS I MIGHT:

• Be involved in in-depth discussions

• Explore poetry

• Engage with a close reading from the passage of a text

• Compare and contrast two texts

• Learn how to write a brilliant essay

THIS SUBJECT COULD LEAD ME TO:

• Any career! Being able to write and speak with clarity and precision are essential communication skills in life and in the workplace.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Folio

• Group tasks

• Literary reviews

• Essays

• End-of-year examination.

Contact Teachers: Mrs N Stewart/Mrs Pickering/Mr Sheffield

English Studio 3

TASC Code ENS315124

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

English Studio Level 3 provides a structured environment for learners to enhance language, literary and literacy skills. They will do this by:

• Exploring the art of storytelling, emerging forms of creative nonfiction and experimenting with genre tropes and conventions

• Promoting their own compositions

• Participating in practical studio-based learning

• Creating a range of original pieces

• Exploring a range of contemporary writing industries

• Investigating and applying relevant writing industry knowledge and professional practice

• Consolidating and refining their literacy, reflective, critical and creative thinking, ICT and personal and social capabilities

• The course culminates in an independent writing project where learners craft an original piece and write a pitch to market their work. They also produce a folio of original works that will be externally assessed. English Studio Level 3 prepares learners for a career in the creative writing industry and supports those on a tertiary English pathway.

IN THIS SUBJECT I WILL LEARN:

• Creative writing and the process of professional writing

• The Craft of Writing – surveying the landscape of literary techniques, forms, genres, perspectives, etc

• Short stories and the process of crafting a short story from reading and studying short stories

• Writers and the Writing – following authors and their journey, including analysis of style, process, publication

• Creative non-fiction writing, such as

narrative non-fiction, travel, life and food writing, informative essays

• Managing my own planning and writing with teacher mentor

• Creating my writing project, inspired by research and exposure through modules 1, 2 and 3

• Pitching my projects

• Writing to manuscript standards.

IN TYPICAL LESSONS I MIGHT:

• View/read text and discuss analysis in small groups/whole class

• Make notes on classroom discussion

• Discuss ideas, issues, context and textual devices (e.g. literary devices, genre conventions, etc)

• Explore my writing voice through emulating writers studied in class –moving out of my comfort zone

• Creating imaginative responses to a text by exploring perspectives

• Editing my own and others’ writing

• Reflecting on influences on content and form

• Engage in writing workshops

• Engage in active research for writing.

THIS SUBJECT COULD LEAD ME TO:

• Pathway to university or careers where I can use my skills from English (of communication, interpreting different perspectives, and considering context), such as many tertiary courses in the liberal Arts, including education and writing specific careers (e.g. professional writer, journalism, publishing, editing, creating copy, marketing, etc).

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Independent research and writing in a range of forms and genres

• Pitching ideas

• Independent writing folio externally assessed: 1 short story with pitch, 1 creative non-fiction piece with pitch, and student choice writing project with pitch with journal entries on the writing process throughout the year.

Contact Teacher: Mrs Natalie Stewart

English as an Additional Language or Dialect 2

TASC Code EAL215114

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Standard Australian English, both formal and common informal phrases and expressions

IN THIS SUBJECT I WILL LEARN:

• Communication skills and strategies

• Comprehension skills and strategies

• Text analysis skills and strategies

• Creating texts for different purposes, in a range of media

IN TYPICAL LESSONS I MIGHT:

• Start, sustain and end conversations

• View/read text and discuss meanings in small groups/whole class

• Listen to audio texts and answer comprehension questions

• Create texts using scaffolds for information, persuasion, and entertainment

• Describe and analyse texts for features such as visual presentation, language techniques.

THIS SUBJECT COULD LEAD ME TO:

• TASC EALD 3.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Written tasks

• Comprehension tasks

• Oral tasks.

Contact Teacher: Mr Chris Ellison

English as an Additional Language or Dialect 3

TASC Code EAL315120

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

This course is based on ACARA English as an Additional Language or Dialect (EAL/D) Units 3 and 4.

• The learner’s use of SAE will be extended and consolidated

• Learners will, independently and collaboratively, use SAE to analyse and evaluate issues, ideas and attitudes, and develop their appreciation of how these vary across cultures and within different contexts, particularly the Australian context

• Learners will use SAE in a range of communication contexts, and to present oral, written and multimodal text of their own creation to a range of audiences

• Use of SAE language is developed to describe, inform, respond, express a point of view and persuade

• The ways in which language choices shape meaning and influence audiences are explored through the study of a range of texts

• Effective and independent research skills are developed. Learners will use research strategies to present ideas, information, conclusions, arguments and recommendations. They will apply the principles of referencing and academic integrity.

IN THIS SUBJECT I WILL LEARN:

• Communicating using spoken language, pause, expression, nuance and hand and facial gestures

• Analysing, assessing and evaluating fiction and non-fiction texts

• How creators of texts use form and conventions to affect audience and reception

• How perspective can shape meaning

• Formal referencing and research skills.

IN TYPICAL LESSONS I MIGHT:

• Perform prepared spoken texts, such as a report, speech, review, retelling

• Perform impromptu spoken texts, such as a debate, a reaction, a formal ‘thank you’

• View/read text and discuss meanings in small groups/whole class

• Write text for purpose, audience and subject

• Describe and analyse texts for features such as visual presentation, language techniques

• Edit my own and others’ work.

THIS SUBJECT COULD LEAD ME TO:

• Further understanding of the English language to support current and further studies.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Oral task

• Listening and responding

• Reading and responding

• Analysing visual and informative texts

• Writing texts for purpose.

Contact Teacher: Mr Chris Ellison

Humanities and Social Sciences

The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. The Humanities and Social Sciences have a historical and contemporary focus, from personal to global contexts, and consider challenges for the future. The Humanities and Social Sciences include a study of history, geography, civics and citizenship, economics and business.

Through studying Humanities and Social Sciences, students develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. They provide opportunities for students to develop their own personal and social learning, and to explore their perspectives as well as those of others. Students develop a broad understanding of the world we live in, and how people can participate as active and informed citizens with the skills needed for the 21st century.

Business

Accounting 3

TASC Code ACC315116

TASC Level 3

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites CommerceGrade 10 Elective

DESCRIPTION

Accounting is an information system that provides financial and other information for making and evaluating decisions about the allocation of resources of a business. It involves recording, reporting, analysing and interpreting financial data and accounting information which is then communicated to internal and external stakeholders for decision making purposes. This course focuses on fundamental knowledge and procedures for a single-activity sole trader operating a trading business under the perpetual inventory system.

IN

THIS SUBJECT I WILL LEARN:

• The Accounting Landscape for a Sole Trader

• Recording and Controlling Financial Information

• Preparing Financial Reports Using Accrual Accounting Techniques

• Analysing Financial Information and Making Business Decisions

• Financial Investigation – Inquiry Approach.

IN TYPICAL LESSONS I MIGHT:

• Explore terms, concepts and principles of accounting and finance

• Apply double-entry accounting terms, concepts and processes to record financial data and for financial risk management and control of cash

• Apply accrual accounting terms, concepts and processes to select and organise data to prepare financial reports for business purposes

• Select, use and interpret financial data and information, draw reasoned conclusions and make logical decisions, judgments and recommendations for business purposes

• Use a range of appropriate technologies to record, report and interpret financial data and information

• Communicate financial ideas and

information in ways that are suitable for the business environment and for purpose and audience, including the use of appropriate information and communication technologies

• Apply relevant accounting and financial ideas, practices, processes and concepts and inquiry skills to plan and undertake a financial investigation

• Identify the social, regulatory and ethical influences on financial recording, reporting and decision-making.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or an accountingbased career

• A future in finance and further education, training and employment in finance and management across a wide range of businesses

• Complementary vocational education and training (VET) pathways in Finance Services, such as Certificate III in Accounts Administration.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Written tests and a mid-year and end of year examination

• Inquiry study

Contact Teacher: Mrs Pushpa Kunasegaran

Business Studies 3

TASC Code BST315116

TASC Level 3

TCE Points 15

TCE Standards No

Recommendation/ prerequisites

DESCRIPTION

Study of the nature of business and the environments in which businesses operate Learners develop understanding of business organisations, the markets they serve, the internal workings and management of business and the processes of decisionmaking. They learn about sustainable management practices and are made aware

of the economic, environmental, ethical, regulatory, social and technological issues associated with business activity. Learners also plan and prepare a feasibility study for a business start-up idea.

IN THIS SUBJECT I WILL LEARN:

• The Business Environment

• Operations Management

• Human Resource Management

• Financial Management

• Marketing Management

• Preparing a Feasibility Study.

IN TYPICAL LESSONS I MIGHT:

• Explore business terms, concepts, principles and ideas related to the management of business in Australia

• Use tools, techniques and processes to assess data and information about business performance

• Analyse issues arising from business practices and management strategies using case studies

• Make recommendations to improve management practices and business performance based on case studies

• Communicate business ideas and information

• Undertake research about business opportunities

• Use inquiry skills to plan and prepare a feasibility study/business plan.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or a businessbased career

• Entrepreneurship possibilities.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Written tests and a mid-year examination

• Quizzes

• Business plan

• Sales pitch presentation (individual/group)

• End of year written examination.

Contact teacher: Mrs Pushpa Kunasegaran

Economics 3

TASC Code ECN315116

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

The study of Economics supports an understanding of the nature of decisionmaking, our demands for the allocation of resources, and how we distribute those resources. Learners evaluate the operation of the free market as a system to deal with the economic problem, examine the role of government in a modern mixed economy and the strengths and limitations of government policy. This is done in the context of the global economy and Australia’s role as an international citizen.

IN THIS SUBJECT I WILL LEARN:

• Unit 1: An Introduction to Economics

• Unit 2: Economic Management

• Unit 3: Australia and the Global Economy

• Unit 4: Investigation into a Contemporary Economic Issue

IN TYPICAL LESSONS I MIGHT:

• Explore economic terms, concepts, principles and ideas related to the management of the Australian economy

• Use tools, techniques and processes to assess data and information about economic performance

• Analyse issues and suggest strategies to address various economic conditions using current economic activity and policies

• Communicate economic ideas and information

• Undertake research related to economic performance

• Use inquiry skills to predict future economic trends and outcomes.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or a economicbased career.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Written tests and a mid-year examination

• Quizzes

• Research assignments

• End of year written examination.

Contact Teacher: Mr. Philip McLennan

Humanities

Ancient History 3

TASC Code ANH315117

TASC Level

TCE Points

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

Ancient History Level 3 stimulates learners’ curiosity and imagination, and enriches their appreciation of humanity and the value of the ancient past. It shows how the world and its people have changed, as well as the significant legacies that exist into the present, and gives a context for this interconnectedness of past and present.

IN THIS SUBJECT I WILL LEARN:

• Section A: The nature of investigating and interpreting the ancient past from written and archaeological records – Roman games

• Section B: The social, cultural, religious, political and economic features of an ancient society – The cities of Vesuvius: Pompeii and Herculaneum (80BC – 79AD)

• Section C: The nature of power in the ancient world: Student choice of Ancient Personality from Greece or Rome (Historical inquiry module).

IN TYPICAL LESSONS I MIGHT:

• Undertake historical inquiries and incorporate methodologies from collaborative disciplines, such as anthropology, sociology, and the sciences to aid in interpretation

• Analyse primary sources, archaeological and written, and secondary interpretations to conjecture theories about the past

• Discuss ideas, issues and controversies e.g. Who owns the past? Preservation vs re-creation; the history and evolution of archaeology as a discipline

• Build skills in academic research, referencing, communication (such as oral presentations, PowerPoint composition for academic purposes) and essay writing.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or careers where I can use my skills from Ancient History (of inquiry, interpreting different perspectives, and considering context), such as Education, Law, Philosophy, Archaeology, History, Research, Politics, Studies of Religion, Journalism, Anthropology, Criminology and Museum Curator.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Analytical essays

• Research essays and reports

• Source analysis (written and physical e.g. archaeological)

• Group tasks.

Contact Teacher: Mrs Gail Harris

Modern History 3

TASC Code HSM315117

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

Modern History course enables learners to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. The focus is on the 20th Century and 21st Century from the end of World War I (1917-18) until 2010. Learners are encouraged to make connections with the changing world to the present.

IN THIS SUBJECT I WILL LEARN:

• The 20th century history of a Western nation such as Germany from 1919 until 1945 and the factors which caused political, economic and social change

• The 20th century history of an Asian nation such as India and major challenges faced such as the movement to gain independence from Britain

• The Cold War and how historians’ interpretations about this era have changed over time.

IN TYPICAL LESSONS I MIGHT:

• Undertake historical inquiries

• Analyse primary source documents

• Discuss ideas, issues and controversies

• Build skills in essay writing.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or careers where I need to know about the world I live in such as politics, international relations or journalism.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Analytical essays

• Research essays

• Document analysis

• Group tasks.

Contact Teacher: Mrs Gail Harris

Geography 3

TASC Code GGY315120

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

The award of CA or higher in Grade 10 English is considered essential.

The study of geography draws on learners’ curiosity and wonder about the diversity of the world’s places and their peoples, cultures and environments.

It enables learners to appreciate the complexity of our world and the diversity of its environments, economies and cultures.

IN THIS SUBJECT I WILL LEARN:

• Human geography, including the process of urbanisation, its implications for world population growth, human wellbeing and urban and rural places

• The impact of anthropogenic climate change and direct human activity on the earth’s land cover

• The process of globalisation, including an overview of the potential spatial, economic, social, political, cultural, technological, transport and temporal consequences/ impacts of globalisation

• Geographical fieldwork methods

IN TYPICAL LESSONS I MIGHT:

• Explore human development and the factors that give rise to the variation in population distribution and wellbeing

• Investigate the causes and consequences of climate change, and the actions required to combat climate change

• Study several forms of direct human impact on land cover, such as deforestation and desertification

• Study the factors that facilitate globalisation, and the ways in which globalisation affects economic, cultural, social and political interconnections.

THIS SUBJECT COULD LEAD ME TO:

• Prepare for higher-level geography courses at university

• Develop skills in geographical thinking and understanding geographic terms

• Apply geographic principles to explain realworld observations and phenomena

• Potential career pathways may include, environmental management, town planning, Geographic Information Systems (GIS), architecture, journalism, policy development, economics, law, demographic studies, cartography, statistical analysis, teaching and a range of other careers in the fields of science and the humanities.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests to check your understanding of concepts and theories

• Written assignments or reports

• A mid-year examination

• A final examination.

Contact Teacher: Mr John McLaine

Legal Studies 3

TASC Code LST315117

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

This course explores the main structures and processes of the Australian legal and political systems. The legal and political processes in Australia involve individual rights, responsibilities and participation in our legal and political systems to ensure that governments and individuals work within a framework of justice and freedom, based upon the elements of a liberal democracy including rule of law, separation of powers and procedural fairness.

IN THIS SUBJECT I WILL LEARN:

• Why we have laws, how they are made and whether they really work

• How to change the law

• International law

• Major legal and political events

• Crime and punishment.

IN TYPICAL LESSONS I MIGHT:

• Investigate legal and political current affairs

• Learn how the legal system functions

• Discuss and debate perspectives

• Build skills in research.

THIS SUBJECT COULD LEAD ME TO:

• Professional work in law, policing or journalism

• A better understanding of the world around me.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Extended essays

• Inquiry research reports.

Contact Teacher: Mr Ariel Halperin

Psychology 3

TASC Code BHP315116

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

Recommended: Introduction to Social SciencesGrade 10 Elective

IN THIS SUBJECT I WILL LEARN:

• Human memory and forgetting

• Human learning

• Consciousness, especially sleep and dreaming

• How individual differences, such as gender or intelligence, can be explained by genetics and the environment.

IN TYPICAL LESSONS I MIGHT:

• Investigate theories and ideas that explain human behaviour

• Discuss experiments, case studies, and research to support or question theories

• Develop an understanding of the scientific method used in Psychology

• Explore and debate key psychological concepts

• Build skills in essay and report writing

• Compare concepts, theories, and research and apply these to the real world

• Reflect on the relevance and prevalence of these ideas in my own life.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or a career as a psychologist or psychiatrist, social worker or counsellor, the police or defence forces, nursing, or teaching

• Build skills invaluable in understanding other people, which will help in my professional and personal future

• Develop my study skills and understanding of how and why I behave the way I do.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Extended essays using stimuli

• Psychological research reports

• Content tests

• Group tasks.

This course provides an understanding of human behaviour and experiences of the individual. In doing so, learners develop a familiarity with central concepts as used by psychologists, and their application for understanding behaviour. Through studying the individual differences, psychobiological processes, human learning and remembering learners develop an understanding of the basic concepts and techniques of psychology and the relationship between thoughts, feelings and behaviour, and how these are underpinned by environmental and biological factors. Learners apply enquiry skills of psychology to real-life situations.

Contact Teachers: Dr Nick Clements

Sociology 3

TASC Code BHS315116

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

Recommended: Introduction to Social Sciences

Grade 10 Elective

Sociology Level 3 is about understanding and interpreting society and the people within it. It examines the ways we organise our lives and institutions and the consequences of such activities. The social world is explored with the help of theories about the structure of social life and the sociological influences on it. Theories are applied to a range of social issues to understand why patterns exist, why problems have occurred (e.g. crime), and how they might be dealt with. It examines issues such as those related to inequality, power, culture and identity and investigates how these are changing in contemporary Australian society.

IN THIS SUBJECT I WILL LEARN:

• The creation, development and change of society

• Deviance and criminality

• Social institutions including school, family, work and media

• Social inequality.

IN TYPICAL LESSONS I MIGHT:

• Investigate why societies change over time

• Discuss the ways our society is different to others

• Explore and compare theories of criminality and inequality

• Investigate various models of research and apply these to the real world.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or a career as a lawyer, teacher, social worker or counsellor, law enforcement, nursing, or caring for others

• Build skills to understanding the world as viewed through the perspective of others

• Work with people from different social backgrounds with different values.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Creation of videos or presenting to a class

• Essays

• Analysis of readings

• Group tasks.

Contact Teacher: Mr Simon Shaw

Philosophy 3

TASC Code PHL315118

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

CA or better in Grade 10 English and History or CA or better in Grade 11 English

The course enables learners to develop responses to questions without definitive answers, thus helping them to become comfortable with difficult intellectual challenges.

The emphasis on epistemology, the scientific method and logic allows students to identify faulty or weak arguments and understand the limits of knowledge.

IN THIS SUBJECT I WILL LEARN:

• Free will and moral responsibility

• Epistemology (knowledge)

• Mind body (consciousness)

• Ethics (gender, politics, or environment).

IN TYPICAL LESSONS I MIGHT:

• Engage with the teacher delivering an interactive presentation speckled with minor individual and group tasks

• Consider as a class the ideas of history’s biggest thinkers and ideas

• Work on assessment tasks with teacher assistance

• Explore and debate key philosophical dilemmas and controversies

• Build essay writing skills

• Compare concepts, theories, and thought experiments

• Reflect on the relevance and prevalence of these ideas in my own life.

THIS SUBJECT COULD LEAD ME TO:

• Teaching/Lecturing

• Consulting

• Management

• Sky’s the limit (the philosophical toolkit is applicable in almost every context).

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Essays

• Debates

• Presentations

• Group tasks.

Contact Teacher: Dr Nick Clements

Studies of

Religion

2

TASC Code REL215124

TASC Level 2

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

The course has an inquiry-based approach. This approach to investigating religious traditions is applied through different disciplines which include philosophy: exploring the links between belief and practice; sociology: investigating differences in religious institutions; theology: understanding how specific faiths work; history: understanding the foundation or evolution of a religious tradition. Throughout this course learners will have opportunities to work both individually and in a group. They will undertake projects that investigate different religious beliefs, values and practices.

Learners will study details about specific religious traditions that will include aspects of spirituality, individual and communal faith.

Learners are immersed in a global world and are likely to encounter diverse cultures, religions and belief systems.

IN THIS SUBJECT I WILL LEARN:

• Module One: Religion in SocietyQuestions of ‘what is a religion’, religion in Australia and Aboriginal spirituality

• Module Two: Exploring the Meaning of Life How different faith systems answer the big questions of life looking at different stories e.g. Heroes and role models

• Module Three: Religious CitizenshipLooking at human rights, justice and peace including laws around Pastafarians and ethics of Environmental sustainability

• Module Four: Applications - How faith is represented e.g. rites of passage, art and music.

IN TYPICAL LESSONS I MIGHT:

• Investigate theories and ideas that explain human behaviour and the big questions of life

• Hear from and share conversation with adherents of different faiths

• Explore and debate ideological concepts

• Build skills in essay and report writing

• Reflect on the relevance and prevalence of these ideas in my own life

• Enjoy each other’s company and work as a learning team

• Build my empathy and communication skills.

THIS SUBJECT COULD LEAD ME TO:

• A career in fields in psychology/social work, education, law, theology and international business, it would be great even as a way of learning about the world if you are interested in volunteer/service activities

• Build skills invaluable in understanding different religious, ideological and cultural perspectives, which are crucial in your professional and personal future

• Develop my study skills within a strong community of learners.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Projects, presentations, and written tasks.

Contact Teacher: Ms Rachel Pickering Studies of Religion 3

TASC Code REL315124

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

This course will suit learners who wish to continue study from the Level 2 course or those who are seeking a better understanding of religion. In Studies of Religion Level 3

learners will investigate the beliefs, values and practices of two major religious traditions and undertake two depth studies.

IN THIS SUBJECT I WILL LEARN:

• Studies of Religion Level 3 explores religious diversity and the role that religion plays in society and in many people’s lives

• Studies of Religion Level 3 has an inquirybased approach applied through different disciplines which include philosophy; sociology; theology; history

• Module 1: Introduction to two major religious traditions – What is Religion, Islam and Christianity

• Module 2: Further investigation of two major religious traditions – Further study into specific practices and ethics

• Module 3: Exploring a contrasting religious view – Aboriginal Spirituality.

IN TYPICAL LESSONS I MIGHT:

• Investigate theories and ideas that explain human behaviour and the big questions of life

• Hear from and share conversation with adherents of different faiths

• Explore and debate ideological concepts

• Build skills in essay and report writing

• Reflect on the relevance and prevalence of these ideas in my own life

• Enjoy each other’s company and work as a learning team

• Build my empathy and communication skills.

THIS SUBJECT COULD LEAD ME TO:

• A career in fields in psychology/social work, education, law, theology and international business, it would be great even as a way of learning about the world and volunteer/service activities

• Build skills invaluable in understanding different religious, ideological and cultural perspectives, which are crucial in your professional and personal future

• Develop my study skills within a strong community of learners.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Inquiry projects, presentations, and written tasks

• End-of-year 3 hour examination.

Contact Teacher: Ms Rachel Pickering

Languages

Chinese 2

TASC Code CHN215123

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

The study of Chinese will contribute to my overall education, particularly in the areas of communication, intercultural understanding, and general knowledge. Through studying Chinese, I will gain access to Chinesespeaking communities in China and across the world, including Australia. The ability to communicate in Chinese will provide me with enhanced vocational opportunities and the possibility to apply Chinese culture and language skills to work, further study, training, or personal interests.

IN THIS SUBJECT I WILL LEARN:

• Communicate with people from a Chinese language background, by speaking, listening, reading, and writing in Chinese

• I will also gain an understanding of contemporary Chinese culture in Chinesespeaking communities around the world.

IN TYPICAL LESSONS I MIGHT:

• Master the vocabulary and sentence structures required to conduct a short conversation in Chinese on a range of everyday topics

• Develop my knowledge of written Chinese with the aim of recognising and reproducing approximately 120 simplified characters by year’s end

• Develop my aural comprehension skills by listening and responding to a range of short texts spoken in Chinese

• Use Chinese to communicate with others by reading and responding in written Chinese

• Engage with a range of interactive online language tools and smartphone applications designed to help learners master the fundamentals of Chinese.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Workbook activities (listening and reading comprehension; writing in Chinese);

• Short conversations with the teacher in Chinese

• English to Chinese/Chinese to English translations; vocabulary and character tests

• Online quizzes.

Contact Teacher: Miss Louise Ives

French 2

TASC Code FRN215123

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

French Level 2 enables learners to communicate in basic French and develop an understanding of French language and culture.

• They will make comparisons between their own lives and those of French-speaking teenagers

• Learners will learn to use basic vocabulary and structures to read, write, speak, view and listen to French

• They will be able to talk about themselves, their family, friends, daily routine, school life, part-time employment, the media, travel, past experiences and their plans for the future.

IN THIS SUBJECT I WILL LEARN:

• To use basic vocabulary and structures to read, write, speak, view and listen to French

• To talk about myself, my family, friends, daily routine and school life

• To talk about part-time employment, the media, travel, past experiences and my future plans

• To make comparisons between my own life and those of French-speaking teenagers

• To explore personal, community and global perspectives

• To build the skills to make social, cultural and economic contributions using my knowledge of the French language and interest in French-speaking communities.

IN TYPICAL LESSONS I MIGHT:

• Engage in pair and group conversations, small group presentations, cultural immersions such as cooking a simple French dish like crêpes, learn how to communicate effectively both orally and in writing.

THIS SUBJECT COULD LEAD ME TO:

• Study Level 3 and attain a higher level of French competency

• Career in tourism where translation may be required

• A career as a flight attendant on international flight

• Language teaching

• International business or media careers.

• Medical career in a French-speaking country.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Oral quizzes and tests

• Test and practice essays

• Listening and reading comprehension tests and quizzes

• Individual, pair and group tasks and assignments

French

3

TASC Code FRN315114

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Grade 10 French or a satisfactory completion of French Foundation 2

The study of French contributes to the overall education of learners, particularly in the areas of communication, intercultural understanding and general knowledge

• Through studying French, learners gain access to French-speaking communities in France, Belgium and across the world, including Australia. The ability to communicate in French will (in conjunction with other skills acquired in the study of this course) provide learners with enhanced vocational opportunities and the possibility to apply French culture and language skills to work, further study, training or personal interests. This course builds on FrenchFoundation and provides a pathway to the study of French at university level.

IN THIS SUBJECT I WILL LEARN:

• To describe and explore topics relating to

my identity, relationships and my place in the world

• Vocabulary useful in everyday situations and places: e.g.: food shopping, going to the post office, the bank, making appointments, sending emails etc

• To be able to express my opinions and ideas about school life, career aspirations etc

• The customs of French-speaking communities throughout the world and compare to our own customs

• To express opinions about world events and social issues such as treatment of the elderly, gender balance in the workforce, immigration, tourism, environmental issues etc.

IN TYPICAL LESSONS I MIGHT:

• Engage in pair and group conversations, small group presentations, learn how to communicate effectively both orally and in writing.

THIS SUBJECT COULD LEAD ME TO:

• Employment in the tourism industry, hospitality, travelling and working overseas, teaching and practical communication skills in this target language.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internally assessed comparative study on French and Australian culture (approximately 1000 words)

• Oral tests and quizzes

• Test and practice essays of about 250 words or less

• Listening and reading comprehension tests and quizzes

• Individual, pair and group tasks and assignments

• Mid-year and end-of-year exams.

Contact teachers: Mrs Allison Sheehan and Mr Abdul Kamara

Mathematics

The study of Mathematics provides a foundational education that goes beyond mere numbers and equations, fostering essential skills such as logical reasoning, problem-solving, and structured thinking. From measurement to calculus, each branch of mathematics trains students to break down complex problems into manageable steps, promoting resilience and critical thinking.

The practical applications of Mathematics extend far beyond the classroom. STEM fields heavily rely on mathematical principles: engineers use calculus for designing structures, data scientists utilise statistics for analyzing trends, and economists employ mathematical models for predicting market behavior. Even in non-STEM disciplines, mathematical literacy plays a crucial role in decision-making, from managing personal finances to understanding risks and interpreting data.

For those choosing to study the algebra based pure maths the Extended Mathematics Pathway allows students to accelerate their progress through the curriculum and completing their Australian Curriculum Grade 10 maths by the end of Grade 9. This allows students to begin their TCE Mathematics study in Grade 10.

Those choosing to study more Applied Mathematics Pathway are well supported with a differentiated curriculum in Grade 10 that is focused on best preparing students for success in their TCE studies.

THIS SUBJECT WILL SUIT SOMEONE WHO:

Has found maths challenging through grades 7-10 (PA).

Has had some success in maths during grades 7-10 (PA, SA, CA), but maths is not their passion.

TASC SUBJECTS: MAY LEAD TO:

Essential Mathematics –Workplace 2

Undertaking a trade or similar employment post school.

General Mathematics Level 2

Undertaking employment in an industry that requires good mathematical ability (e.g. Retail, Administration etc.).

Has performed well in maths during grades 7-10 (CA, HA), EA) although algebra is not their strong suit. OR

Has passed General Mathematics Level 2 and is looking to further develop their skills.

Has performed well in maths during grades 7-10 (CA, HA, EA) and has enjoyed the algebra topics.

General Mathematics Level 3

Mathematics MethodsFoundation

Undertaking employment in an industry where strong mathematical literacy will be required such as Finance, Administration etc.

• Enrolling in a University course or further training that requires strong mathematical ability such as Applied Science, Finance, Education, Allied Health etc.

Undertaking Mathematics Methods Level 4

• Enrolling in a University course that requires high level of mathematical ability such as Applied Science, Accounting etc.

Has at least passed Mathematics MethodsFoundation.

Has at least passed Mathematics Methods Level 4.

Mathematics Methods Level 4

Mathematics Specialised 4

• Undertaking Specialised Mathematics

• Enrolling in a University course that requires high level of mathematical ability such as Science, Engineering.

• Enrolling in a University course that requires a very high level of mathematical ability such as Engineering or Science with Maths Major

Essential Mathematics

–

Workplace 2

TASC Code MEW215123

TASC Level 2

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites

DESCRIPTION

This course enables learners to develop essential mathematical skills and understanding.

• They will study finance and money management; probability and statistics; measurement, scales, plans and models.

• Learners will solve problems, explain their reasoning and investigate, explore and model situations

• By discussing ideas with others, learners will reflect and extend their own thinking

• They will apply their learning to make informed decisions and take on further mathematical challenges.

IN THIS SUBJECT I WILL LEARN:

• About finance and money management including earning money, budgeting, investing and depreciation

• About collecting data, presenting it in graphical form and using statistics to analyse it

• To calculate perimeters, areas, volumes and surface areas of different shapes and objects

• To use scale models, plans and maps to depict and investigate real world objects.

IN TYPICAL LESSONS I MIGHT:

• Build on my understanding through listening to and discussing theory and taking notes

• Put in to practice my understanding by working through problems in a collaborative and supportive manner with my classmates

• Go outside to make measurements and collect data which I can analyse back in class.

THIS SUBJECT COULD LEAD ME TO:

• Enrolling in General Maths Level 2

• Undertaking a TAFE or VET course

• Employment in an industry where maths is used in a practical way such as a trade or retail employment.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Completing work booklets that contain practice problems

• Short tests to assess ability to complete calculations independently.

Contact Teacher: Mr Paul Townsend

General Mathematics 2

TASC Code MTG215123

TASC Level 2

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites

DESCRIPTION

This course enables learners to broaden their mathematical experience beyond Year 10. It provides different scenarios for incorporating mathematical arguments and problem solving. They will study linear algebra and matrices, finance, univariate data analysis, and right-angled trigonometry, shape and measurement.

• Learners will apply mathematical concepts and techniques to communicate arguments, solve problems and explain reasonableness of solutions

• Learners will model and investigate situations with and without the use of technology

• By working collaboratively, they will reflect upon and broaden their own thinking.

IN THIS SUBJECT I WILL LEARN:

• To use linear equations to model real world situations

• About matrices and how they can be used for calculations dealing with tables of data

• About consumer arithmetic including budgeting, share investment, foreign exchange and investigating loans

• Statistics and how they can be used to interpret data I collect

• About right angle trigonometry and how it can be applied to calculate distances in the real world

• How to calculate areas, volumes and surface areas of complex shapes

• How to undertake a mathematical investigation and prepare a written report of my work.

IN TYPICAL LESSONS I MIGHT:

• Build on my understanding through listening to new theory and taking notes

• Put in to practice my new understanding by working through problems in a collaborative and supportive manner with my classmates

• Go outside to make measurements and collect data which I can analyse back in class.

THIS SUBJECT COULD LEAD ME TO:

• Enrolling in General Mathematics Level 3

• Undertaking a trade or employment in an industry where a good understanding of mathematical concepts is required.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and assignments relating to the material covered in each unit (tests will usually be around 1 hour in duration)

• Two 4-6 page written reports on mathematical investigation projects.

Contact Teacher: Mr Paul Townsend

General Mathematics 3

TASC Code MTG315123

TASC Level 3

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites

DESCRIPTION

This Level 3 course enables learners to extend their mathematical experience beyond Year 10 with increasing sophistication. It

provides increasingly abstract scenarios for incorporating mathematical arguments and problem solving in situations involving growth and decay, standard financial models, bivariate data analysis, time series analysis, trigonometry, geometry, networks and decision mathematics.

• Learners will apply mathematical concepts and techniques to communicate reasoned arguments, solve problems and explain reasonableness of solutions

• Learners will model and investigate situations with and without the use of technology

• By working collaboratively, they will reflect upon and extend their own thinking.

IN THIS SUBJECT I WILL LEARN:

• How to analyse the relationship between two sets of data using bivariate data analysis

• How to analyse data that has been collected over a period of time, create a linear model using the data and then use the model to forecast into the future

• About mathematical sequences and series and how they can be used to model discrete real world situations

• About financial concepts such as Interest, Inflation, Depreciation

• To model loans and investment accounts and investigate ways of saving money

• How to carry out mathematical investigations and modelling projects and prepare written reports

• How to use trigonometry to calculate distances and travel times across the curved surface of the Earth

• How to use a Graphics Calculator.

IN TYPICAL LESSONS I MIGHT:

• Build on my understanding through listening to new theory and taking notes

• Put into practice my new understanding by working through problems in a collaborative and supportive manner with my classmates.

THIS SUBJECT COULD LEAD ME TO:

• Consolidate my mathematical skills and build confidence in applying mathematical ideas in the real world

• Enrolling in a university course that requires a strong level of mathematical proficiency such as applied science, finance, education, allied health or similar technical disciplines.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and assignments relating to the material covered in each unit (tests will usually be around 1 hour in duration)

• Two 6-8 page written reports on mathematical investigation projects

• A 3-hour internally assessed mid-year exam which assesses the material covered in Semester 1

• A 3-hour externally assessed end-of-year exam which assesses the material covered throughout the whole year.

Contact Teacher: Mr Paul Townsend

Mathematics Methods –Foundation 3

TASC Code MTM315117

TASC Level 3

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites

DESCRIPTION

This course provides for the study of algebra, functions and their graphs, calculus, probability and statistics. These are necessary prerequisites for the study of Mathematics Methods Level 4 in which the major themes are calculus and statistics. For these reasons this subject provides a foundation for study of Mathematics Methods Level 4 and disciplines in which mathematics has an important role, including engineering, the sciences, commerce, economics, health and social sciences.

IN THIS SUBJECT I WILL LEARN:

• Advanced algebraic techniques and how to apply them to linear, quadratic and cubic expressions and equations

• How to solve exponential and logarithmic equations

• About quadratic, cubic, exponential and trigonometric functions and how their graphs behave on the cartesian plane

• How these functions can be used to model real world situations

• About the Unit Circle and how it forms the foundation of trigonometry

• The fundamentals of differential calculus and the importance of rates of change in modelling real world situations

• How to use probability to investigate simple and complex events including modelling selection questions using combinations

• How to use a Casio Classpad Graphics.

IN TYPICAL LESSONS I MIGHT:

• Build on my understanding through listening to new theory and taking notes

• Put in to practice my new understanding by working through problems in a collaborative and supportive manner with my classmates.

THIS SUBJECT COULD LEAD ME TO:

• Developing my problem-solving techniques and building my resilience when faced with having to understand challenging concepts and ideas

• Enrolling in a university course that requires a high level of mathematical prowess such as applied science, finance or similar technical disciplines.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• A number of (typically two) assignments for each unit

• A number of (typically two) tests for each unit which are generally around 45 to 60 minutes in length. The tests are in two parts – a non-calculator and a calculator allowed section

• A 3-hour internally assessed mid-year examination which assesses the material covered in Semester 1

• A 3-hour externally assessed end-of-year examination which assesses the material covered throughout the whole year.

Contact Teacher: Mr Paul Townsend

TASC Code MTM415117

TASC Level 4

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites Mathematics Methods –Foundation Level 3

DESCRIPTION

Mathematics Methods Level 4 extends the study of elementary functions of a single variable to include the study of combinations of these functions, algebra, differential and integral calculus, probability and statistics and their applications in a variety of theoretical and practical contexts.

IN THIS SUBJECT I WILL LEARN:

• About higher order polynomial functions and deepen my knowledge of logarithmic and exponential functions

• About hyperbola, truncus functions and their characteristics and behaviour on the Cartesian Plane

• To use these functions to model real world situations

• To find composite and inverse functions and determine when they exist

• More about circular (trigonometric) functions and manipulating them to model more complex real world situations

• To use Differential Calculus to explore the behaviour of transcendental and more complex functions

• About Integral Calculus and how to use it to find anti-derivatives and the area under curves

• About Binomial and Normal Distributions and how they can be used to determine probabilities and calculate the statistical significance of inferences drawn from data

• How to use a Casio Classpad Graphics Calculator to assist in solving complex mathematical problems.

IN TYPICAL LESSONS I MIGHT:

• Build on my understanding through listening and discussing to new theory and taking notes

• Put into practice my new understanding by working through problems in a collaborative and supportive manner with my classmates.

THIS SUBJECT COULD LEAD ME TO:

• Developing my problem-solving techniques and resilience when faced with having to consolidate and understand high level conceptual mathematic ideas

• Enrolling in a university course that requires a very high level of mathematical expertise such as science, engineering, or similar technical disciplines

• Undertaking Specialised Mathematics in Grade 12.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• A number of (typically two) assignments for each unit

• A number of (typically two) tests for each unit which are generally around 45 to 60 minutes in duration (tests are in two parts – a non-calculator and calculator allowed section)

• A 3-hour internally assessed mid-year examination which assesses the material covered in Semester 1

• A 3-hour externally assessed end-of-year examination which assesses the material covered throughout the whole year.

Contact Teacher: Mr Paul Townsend

Mathematics Specialised 4

TASC Code MTS415118

TASC Level 4

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites Mathematics Methods 4

DESCRIPTION

Mathematics Specialised extends the study of functions and calculus, introduces studies in sequences and series, complex numbers, matrices and linear algebra, and deepens the ideas presented in Mathematics Methods, demonstrating their applications in a variety of theoretical and practical contexts.

IN THIS SUBJECT I WILL LEARN:

• About Sequences and Series and investigate their behaviour as their number of terms approaches infinity

• That there exists a field of numbers called complex numbers whose definition is based upon the Imaginary Number √−1

• The arithmetic of these Complex numbers and their usefulness in Mathematics

• About Matrices and their applications in linear algebra and transformations of objects in two and three dimensions

• New aspects of integral calculus and how to integrate more complex functions as well as calculate the volumes of nonprismatic three-dimensional objects

• How Differential Equations can be used to model real world situations and the mathematical techniques needed to solve them.

IN TYPICAL LESSONS I MIGHT:

• Build on my mathematical understanding through highly interactive discussions in a small class and taking notes on new theory and ideas

• Put into practice my new understanding by working through problems in a collaborative and supportive manner with my classmates.

THIS SUBJECT COULD LEAD ME TO:

• Enrolling in a University course that requires a very high degree of mathematical ability such as a Science

Degree with a Mathematics Major

• Enrolling in an Engineering Degree or other highly technical tertiary study

• Enrolling in a degree where a very high degree of mathematical ability is advantageous such as Economics.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Regular tests and assignments throughout the year which are designed to test your understanding, but also prepare you for examinations

• A 3-hour internally assessed mid-year exam and a 3-hour externally assessed end-of-year exam.

Contact Teacher: Mr Terry Sheehan/Mr Paul Townsend

Science

Science provides a rational and empirical way of answering interesting and important questions about the biological, physical, and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social, and broader lives. Most modern and applied science flows between scientific disciplines and is transdisciplinary by nature. At Grammar, our lessons will connect transdisciplinary knowledge and ideas where such opportunities are relevant and authentic.

Collaboratively and individually, learners will employ a scientific approach to collecting, representing, and analysing data, and use technological tools effectively where appropriate.

A rigorous science education is important because science is central to many of the issues facing Australia’s citizens and the wider global community. In recent years concerns such as climate change, renewable energy, microplastics, genetic modification of foods and organisms, pandemics, vaccinations, sustainability, food security, and biosecurity have been discussed extensively in the media and in the community. The wider benefits of this ‘scientific literacy’ are well established. The ability to think and act in scientific ways helps build the broader suite of capabilities in learners as confident, self-motivated and active members of our society.

The Grammar Science department commend the following TCE Science courses for your consideration.

Is interested in continuing their study of science.

Achieved an SA or higher in Grade 10 Science and would like to gain further experience before attempting a pretertiary level 3 Science subject.

Is interested in biology and the environment.

Achieved a CA or higher in Grade 10 Science or an SA in G10 Science Extension and would like to gain further experience before attempting a pre-tertiary level 3 Science subject.

Is interested in the physical sciences of chemistry and physics.

Achieved an HA or better in Grade 10 Science (with B ratings on the physics and chemistry criteria) or SA in Grade 10 Science Extended and would like to go onto study pre-tertiary level 3 Chemistry or Physics.

Is interested in the biological and health sciences.

Achieved an HA in Grade 10 Science or an SA in Biology 2, Environmental Science 3 or Physical Sciences 3.

Is interested in the environment and wants a foundation for further studies in Biology, Geography, and Agricultural Systems.

Achieved an SA or higher in Grade 10 Science.

Is interested in a broad range of science career pathways.

Is a Grade 12 student who achieved a CA or higher in Physical Sciences 3 in Grade 11.

Is interested in pursuing further study in physics or related fields at university.

Is a Grade 12 student who achieved a CA or higher in Physical Sciences 3 in Grade 11.

Physical Science Foundation 2

Physical Science 3

Biology 2

Physical Science 3

Biology 3

Environmental Science 3

Biology 3

Chemistry 4

Physics 4

Chemistry 4

Physics 4

Pre-tertiary Biology is not often a prerequisite for university entrance but is considered desirable and relevant to many university science pathways.

Pre-tertiary Environmental Science is not often a prerequisite for university entrance but is considered desirable and relevant to many university science pathways.

Pre-tertiary Chemistry is often a prerequisite for university entrance into a variety of university science pathways.

Pre-tertiary Physics is often a pre-requisite for university entrance into a variety of university science and engineering pathways.

Agricultural Enterprise 2

TASC Code AGR215117

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

This course provides a broad overview of the food and agribusiness industry. The Tasmanian Food and Agribusiness sector covers operations that include dairy, viticulture, aquaculture, fruit, vegetables, animal production, fibre production and horticulture. In this course learners will develop skills, knowledge and understanding in key areas of Science, Technology, Engineering and Mathematics (STEM).

• Learners engage in a small scale enterprise in an area of production that is suited to their learning context

• Learners develop an awareness of agricultural systems and the importance of sustainable agricultural practice

• This course covers content areas that include Environmental Systems: Managed and Natural, Animal Production, Plant Production and Enterprise.

IN THIS SUBJECT I WILL LEARN:

Managed & Natural Systems

• Natural Systems

• Basic Anatomy & Morphology

• Farm Management

• Engineering Principles & Farm Operations

• Data Analysis

Plant/Animal Production

• Management & Genetics

• Plants, climate and resource interaction

• Microbes, invertebrates & pests

• Alternative practices & systems

Agricultural Enterprise

• Farm as a production unit

• Farm management

• Marketing and Agribusiness

IN TYPICAL LESSONS I MIGHT:

• Go on excursions for industry experience and exposure

• Engage with industry experts for insights and knowledge

• Participate in theory work to support you understanding of the industry

• Work on and manage a personal enterprise project.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to a universe of options requiring varying academic capacity

• Build skills invaluable in communicating with other people, which will help in my professional and personal future

• Make connections with key stakeholders in the Agricultural industry

• Build an understanding and capacity for farm management.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Short written tasks and reflections

• Industry engagement

• The ability to design, implement and manage a small enterprise of your choosing.

• Practical skills based on the chosen enterprise.

Contact Teacher: Mrs Tanya Beaumont Power, Structural and Technical Systems Agribusiness Systems

Animal Systems

Service Systems Food Products and Processing Systems

Agricultural Systems 3

TASC Code AGR315117

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Animal production is dependent on plants, which in turn are dependent on the soil and water. Farmers aim to manage the physical and biological processes in soils, plants and animals to produce agricultural products in a sustainable manner. Learners examine the ways in which farmers manage and manipulate these processes and systems to maximise outputs.

• Farms are a part of a broader sector in which products are marketed and processed. Learners examine marketing and processing of a product in terms of its quality and quantity and undertake a specific farm product study

• Learners explore the use of agricultural technologies and their purpose in optimising food and fibre production. Learners design and develop an engineering solution to an agricultural problem or situation.

IN THIS SUBJECT I WILL LEARN:

• Systems Thinking strategies

• The farm as an ecosystem

• Plant Production Systems

• Animal Production Systems

• Agricultural Engineering & Technologies

• Agricultural Business Principles.

IN TYPICAL LESSONS I MIGHT:

• Go on excursions for industry experience and exposure

• Have a guest speaker discuss key concepts in the industry

• Work with peers to investigate common issues in agriculture and find solutions

• Work on a major project I have designed.

THIS SUBJECT COULD LEAD ME TO:

• This course is quite rigorous academically

and is more suited to students looking to pursue careers in Agricultural Science, R&D, Management or business

• Build skills invaluable in communicating with other people, which will help in my professional and personal future

• Connect with UTAS and TIA Scientists working on Research projects in the industry

• Work with local Agribusiness through connections with Cadetships and graduate programmes.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Agricultural Systems melds together many skills you have learned in your schooling thus far. Each assessment undertaken relates to a particular area within STEM:

• Systems Thinking Journal (English/ Science)

• Ecosystems Case Study (Science)

• Plant Trial (Science)

• Engineering Solution Presentation & Folio (STEM & English)

• Agribusiness Case Study (Business Principles).

Contact Teacher: Mrs Tanya Beaumont

Biology 2

TASC Code BIO215123

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

In this course earners will understand the basic building blocks of biology. They will explore cell structure, processes and function. They will investigate organ systems and their place within multicellular organisms. They will apply this knowledge when inquiring into ecosystems and biodiversity. Learners will use these concepts to explore one or more contexts or themes; for example, human biology, agriculture, environmental biology, biochemistry or marine studies. Learners will come to understand how applying biological knowledge is central to society. They will explore relationships between biology and society and investigate the processes of

biological discovery. They will use practical inquiry to engage with and understand the natural world.

IN THIS SUBJECT I WILL LEARN:

• How cells, organisms, and ecosystems work and interact

• How human activity impacts the environment and living things

• How to address important challenges related to the environment, health and sustainability.

IN TYPICAL LESSONS I MIGHT:

• Explore the different parts of cells and how they function

• Discover the diversity of life and how organisms depend on each other

• Investigate how human actions can affect the natural world

• Discuss ways to solve big biological problems and make things better using science.

THIS SUBJECT COULD LEAD ME TO:

• Understand the problems our planet faces and how the science of biology can help

• Understand how to protect and care for ecosystems and the well-being of living things, using natural resources sustainably

• Stay informed about important biological issues in your everyday life

• Potential career pathways may include, but are not limited to, wildlife biologist, health scientist, geneticist, conservationist, environmental scientist, science educator and many more.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and quizzes to check my understanding

• Hands-on experiments and projects to apply what I’ve learned. Some of these will include a laboratory report as formal assessment

• Assignments to share my ideas and knowledge

• Discussion and tasks to promote thinking critically about ethical questions in biology

• There is also a final investigation or case study based on an experiment of student design.

Contact Teacher: Mr Jordan

Travers

Biology 3

TASC Code BIO315124

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

In this course learners will:

• Biology Level 3 provides a foundation to prepare learners for a broad range of fields, including all aspects of health, agriculture and marine science

• Use practical inquiry to observe, measure and represent the biological world

• Use established theory to interpret data, analyse findings and propose further study

• Explore biochemical and cellular systems

• Develop an understanding of the basis of genetics and gene regulation

• Investigate the genetic basis for evolution by natural selection

• Understand how organisms respond to challenges such as temperature and disease

• Understand how biological knowledge explains observations over small and large scales.

IN THIS SUBJECT I WILL LEARN:

• The essential processes that support life, from single cells to whole organisms

• How to understand and evaluate biological concepts and participate in discussions about current biological issues

• How to apply scientific principles to complex concepts involving biology.

IN TYPICAL LESSONS I MIGHT:

• Explore the chemical basis of life and how cells function

• Investigate how organisms interact with their environment

• Understand energy flow and nutrient requirements in living organisms

• Study how nerves and hormones work to transmit complex information around the body

• Explore cell reproduction, genetics and biotechnology

• Learn about the process of natural selection and evolutionary change

• Study disease-causing agents and the immune system.

THIS SUBJECT COULD LEAD ME TO:

• Pursue further study in the biological sciences, contributing to research, conservation, healthcare and environmental management

• Maintain an interest in science even if I do not choose to study it at the tertiary level

• Potential career pathways may include, but are not limited to zoology, marine science, biotechnology, health science, pharmacy, medicine, biomedical science, nursing, agriculture, botany, natural environment and wilderness studies, exercise science, veterinary science and many more.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and quizzes to check your understanding of concepts and theories

• Hands-on experiments and projects to apply what you’ve learned. Some of these will include a laboratory report as formal assessment

• Assignments to share your ideas and knowledge

• Discussion and tasks to promote thinking critically about ethical questions in biology and the impact of the biological sciences on society

• Internal examinations

• External 3-hour written examination.

Contact Teacher: Ms Tori Haeusler

Physical Sciences Foundation 2

TASC Code PSC215118

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

The physical sciences endeavour to explain natural phenomena and properties of matter that occur in the physical world: physics uses models and theories based on

physical laws to visualise, explain and predict physical phenomena; and chemistry uses an understanding of chemical structures, interactions and energy changes to explain chemical properties and behaviours.

IN THIS SUBJECT I WILL LEARN:

• How to explain and predict physical phenomena using models and theories

• How chemical structures and interactions explain properties and behaviours of substances.

IN TYPICAL LESSONS I MIGHT:

• Explore different physical phenomena like force, motion and energy

• Investigate the properties and behaviours of substances and chemicals

• Conduct experiments and perform practical activities to understand scientific concepts

• Use data to describe and interpret physical and chemical phenomena.

THIS SUBJECT COULD LEAD ME TO:

• Prepare for higher-level physical science courses in TCE

• Develop skills in scientific thinking and understanding scientific terms

• Apply scientific principles to explain realworld observations and phenomena

• Gain a practical understanding of how physical sciences impact society

• Potential career pathways may include, but are not limited to, chemist, physicist, engineer, research scientist, environmental scientist, energy specialist, science educator and many more.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and quizzes to check your understanding of concepts and theories

• Practical experiments and investigations to apply your knowledge

• Written assignments or reports to describe and analyse physical and chemical data

• Assignments exploring the impact of physical sciences on society.

Contact Teacher: Mr Mark Cox/Mr Darren Chilcott

Physical Sciences 3

TASC Code PSC315118

TASC Level 3

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites

DESCRIPTION

In studying Physical Sciences learners have the opportunity to explore concepts, models and theories of both physics and chemistry. Physics and chemistry are fundamental sciences that: provide a foundation for undertaking investigations; endeavour to explain physical and chemical phenomena that occur in the universe; and can be applied to, and have an impact on, issues in society.

IN THIS SUBJECT I WILL LEARN:

• The basics of physics and chemistry in one course, preparing me for further study in science and technology

• How to apply scientific principles and develop scientific numeracy and literacy skills

• How to explain and predict scientific phenomena using models and theories

• The nature and characteristics of science as a discipline.

IN TYPICAL LESSONS I MIGHT:

• Explore forces, motion, and conservation of mass and energy

• Study the structure and properties of materials, including metals, ionic substances, and compounds

• Investigate chemical reactions, solutions, and quantities involved in reactions

• Learn about atomic structure, nuclear physics, and the periodic table.

THIS SUBJECT COULD LEAD ME TO:

• Pursue further study in physics and/ or chemistry, opening doors to various scientific and technical fields

• Maintain an interest in science even if I do not choose to study it at the tertiary level

• Potential career pathways may include,

but are not limited to, chemist, physicist, engineer, doctor, research scientist, environmental scientist, energy specialist, science writer or communicator, materials development technologist and many more

• Note that for some universities Physical Sciences 3 is not recognised as a prerequisite for Physics 1 or Chemistry 1. Students are advised to seek further information from each university.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and quizzes to check my understanding of concepts and theories

• Practical experiments and investigations to apply my knowledge

• Written assignments or reports to describe and analyse physical and chemical data

• Assignments exploring the impact of physical sciences on society

• Internal examinations

• External 3-hour written examination

Contact Teacher: Mr Mark Cox/Mr Darren Chilcott

Environmental Science 3

TASC Code ESS315118

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

• Environmental Science prepares learners for tertiary studies that include ecology and ecologically sustainable management.

• Learners will engage with research, experimental work, field trips and analysing data to explore:

• The nature of ecological systems

• How ecosystems change naturally and due to human activity

• How we depend on and impact on ecosystems

• What strategies we use to sustainably manage ecosystems

• Experience how all these are interrelated using locally available ecosystems

• Use their case study to investigate in detail and apply their knowledge to an ecosystem or issue of their choice.

IN THIS SUBJECT I WILL LEARN:

• About the natural environment, climate change, and environmental management

• How different individuals and societies perceive and address environmental issues

• The scientific approach to understanding the environment and promoting sustainability.

IN TYPICAL LESSONS I MIGHT:

• Explore different environments and their ecology, both natural and human made

• Explore components of experimental design

• Learn about ecological processes and how they support life

• Understand how humans depend on the natural environment and the impact of human activities on it

• Discuss the political, legal, ethical, social, and economic factors that affect the sustainable management of the environment

• Engage in approximately 30 hours of practical activities, including fieldwork and laboratory work

• Work on a case study that will be a significant part of the course.

THIS SUBJECT COULD LEAD ME TO:

• Pursue further study in the environmental sciences, contributing to research, conservation, and environmental management

• Maintain an interest in science even if I do not choose to study it at the tertiary level

• Potential career pathways may include, but are not limited to agriculture, ecology, environmental management, fisheries, forestry, geography, teaching, tourism, national park ranger, journalism, media, economics, environmental law and many more.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and quizzes to check my understanding of concepts and theories

• Hands-on practical tasks in the field or laboratory to apply what I have learned. Some of these will include a laboratory report as formal assessment

• Discussion and tasks to promote thinking critically about ethical questions and issues in environmental science

• Completion of a case study that represents a significant portion of the course (15%)

• Internal examinations

• External 3-hour written examination.

Contact Teacher: Mr Mark Cox

Chemistry 4

TASC Code CHM415115

TASC Level 4

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites

DESCRIPTION

Recommended for Grade 12 students who have achieved a CA or higher in Physical Sciences 3 in Grade 11.

Chemistry is the study of materials and substances, and the transformations they undergo through interactions and transfer of energy. Chemists can use an understanding of chemical structures and processes to adapt, control and manipulate systems to meet particular economic, environmental and social needs. This includes addressing the global challenges of climate change and security of water, food and energy supplies, and designing processes to maximise the efficient use of Earth’s finite resources. Studying Chemistry provides a learner opportunity to explore key concepts, models and theories through active inquiry into phenomena and through contexts that exemplify the role of chemistry and chemists in society. The study of chemistry provides a foundation for undertaking investigations in a wide range of scientific fields and often provides the unifying link across interdisciplinary studies. Learners will become more informed citizens, able to use chemical knowledge to inform evidence-based decision-making and engage critically with contemporary scientific issues.

IN THIS SUBJECT I WILL LEARN:

• About different materials, their properties, and how they can be changed through chemical reactions

• How chemists adapt and manipulate systems to meet societal needs and address environmental concerns

• The impact of chemical use on the planet and the importance of resource management.

IN TYPICAL LESSONS I MIGHT:

• Explore topics such as electrochemistry, energy, rates of reactions, equilibrium processes, acids and bases, electronic structure, the periodic table, organic chemistry, spectra, gas laws and quantitative chemistry

• Engage in practical work that involves qualitative and quantitative analytical techniques.

• Conduct experiments and investigations to apply the concepts learned.

THIS

SUBJECT COULD LEAD ME TO:

• Pursue further study in a wide variety of science related disciplines, industries and research fields

• Potential career pathways may include, but are not limited to chemical engineering, pharmacy, forensic science, materials science, agricultural science, biotechnology, environmental science, forestry, analytical chemistry, medicine and many more.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and quizzes to check my understanding of concepts and theories

• Practical experiments and investigations to apply my knowledge

• Written assignments or reports to describe and analyse chemical data

• Assignments exploring the impact of chemical sciences on society

• Internal examinations

• External 3-hour written examination.

Contact Teacher: Mr Mark Cox / Mr Darren Chilcott

Physics 4

TASC Code PHY415115

TASC Level 4

TCE Points 15

TCE Standards Mathematics

Recommendation/ prerequisites

DESCRIPTION

Recommended for Grade 12 students who have achieved a CA or higher in Physical Sciences 3 in Grade 11.

Physics is a fundamental science that endeavours to explain all the natural phenomena that occur in the universe using the method of experiment and observation and the method of mathematical reasoning Its power lies in the use of a comparatively small number of assumptions, models, laws and theories to explain a wide range of phenomena, from the incredibly small to the incredibly large. Physics has helped to unlock the mysteries of the universe and provides the foundation of understanding upon which modern technologies and all other sciences are based. Students learn how an understanding of physics is central to the identification of, and solutions to, some of the key issues facing an increasingly globalised society. They consider how physics contributes to diverse areas in contemporary life, such as engineering, renewable energy generation, communication, development of new materials, transport and vehicle safety, medical science, an understanding of climate change, and the exploration of the universe. Studying physics will enable learners to become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues.

IN THIS SUBJECT I WILL LEARN:

• About matter and energy and their relationship to each other

• To understand the composition of matter and its behaviour in different situations

• Theoretical concepts, problem-solving skills, and practical applications of physics

• To develop scientific literacy and express physics laws using mathematics.

IN TYPICAL LESSONS I MIGHT:

• Explore energy production, transformation, and control through theory and practical tasks

• Solve problems and conduct investigations to apply the concepts learned

• Explore topics such as Newtonian mechanics, fields and waves, electromagnetism and atomic physics (including the photoelectric effect, x-rays, radioactivity and nuclear energy).

THIS SUBJECT COULD LEAD ME TO:

• Pursue further study in physics or related fields at university

• Potential career pathways may include, but are not limited to engineering, astronomy, research science, materials science, medical physics, technology innovation, energy innovation, data science and many more.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Tests and quizzes to check my understanding of concepts and theories

• Practical experiments and investigations to apply my knowledge

• Written assignments or reports to describe and analyse physical data

• Assignments exploring the impact of physics on society

• Internal examinations

• External 3-hour written examination.

Contact Teacher: Mr Jordan Green

Technologies

Design, Technology and Enterprise covers several subject areas, each with the core focus of shaping students to be critical design thinkers who will embrace opportunities and experiences at every turn. Our key strategy within the learning area is to provide a holistic approach to learning, one in which our students are 21st century learners, who can create and embrace futures that are yet to be invented or even imagined.

The key to the development of our learning area is that we embrace and incorporate a variety of strategies and pedagogies. These are listed below.

Design Thinking – The ability to look at a situation or problem and come up with the best strategy to solve that problem.

Critical Thinking – The ability to analyse pros and cons of a situation, analyse any data or information that is available, and reach the best solution for all the stakeholders.

Creative Thinking – The ability to think outside what exists and see a different solution or solutions. This may be as part of the conceptualisation, or as the method of output.

Computational Thinking – The ability to take larger tasks and break these tasks into smaller logical and manageable tasks. This allows the development of advanced problem-solving skills.

Student agency – As part of the Design process, students will be given tasks that provide choice of entry points, and options for differing outcomes based on their interests, thought processes and expertise.

Each of these pedagogies and strategies fits under the bigger umbrella of STEAM (science, technology, engineering, art, and mathematics) and allow us to challenge students to develop future focused. Through the study of Design, Technology and Enterprise, students will develop confidence in their abilities to understand and solve problems in any situation they find themselves in.

Our main areas of study are Design Technology, Digital Technology, Food Technology, Textiles and Design and Enterprise. Each have their own advantages and skills, but speak the common language of design, creativity and problemsolving strategies. Students who complete courses within this learning area will be able to forge their own personal future in unimagined ways. This may mean roles in traditional design, building and service industries, but could also incorporate digital innovation and entrepreneurial skills. The possibilities are endless.

Computer Science 3

TASC Code ITC315118

TASC Level 3

TCE Points 15

TCE Standards Computers and Internet

Recommendation/ prerequisites

DESCRIPTION

Computer Science involves the study of the processes underlying the storage, transformation and transfer of data. It includes both the theoretical study of algorithms and the practical problems involved in implementing them, usually via a programming language.

IN THIS SUBJECT I WILL LEARN:

• Algorithms and algorithmic thinking

• Problem solving and programming

• Computer fundamentals

• Social, ethical issues and professional responsibility.

IN TYPICAL LESSONS I MIGHT:

• Complete coding tasks in Java

• Develop Graphical User Interfaces (GUI) in Java

• Learn about representation of number including Binary and Hexadecimal

• Use truth tables and Karnaugh Maps to understand and simplify circuits

• Develop an understanding of operating systems and the role of the Java Virtual Machine

• Develop an understanding of machine code and its relationship to Java.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to University or a career as a programmer, developer or engineer or any other Digital Technologies specialist

• Builds general problem-solving ability for any career.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Content assignments

• Content tests

• Small research assessments

• Four-week coding project.

Contact Teacher: Miss Michelle Bradley Data Science and Digital Solutions 3

TASC Code DSD315124

TASC Level 3

Recommendation/ prerequisites

DESCRIPTION

This course is designed for learners who are interested in the wider implications of the use technology to individuals and to workplace environments. Learners will apply a professional approach to:

• Explore methods of data collection, management and analysis

• Understand and apply project management techniques

• Collaborate with others to identify a need or opportunity and to evaluate processes and products

• Investigate digital system weaknesses in terms of ethical data management, privacy and cyber security

• Apply a safe by design approach to development of digital solutions

• Undertake a real-world case study that uses data to design a solution to user problems.

Data Science and Digital Solutions Level 3 provides learners with the opportunity to develop industry-based skills in data science and the creation of digital solutions which are highly advantageous across a range of careers. It also supports further study for those interested in vocational and university courses in STEM† and business-related pathways.

*†STEM is an approach to learning and development that integrates the discipline areas of science, technology, engineering and mathematics.

IN THIS SUBJECT I WILL LEARN:

• To analyse problems and apply practical solutions that improve work flow

• Practical skills in numerous software packages

• Project management skills

• Digital technologies and innovation

TCE Points 15 TCE Standards Computers and Internet

• To understand relationships between data, hardware, and software systems.

IN TYPICAL LESSONS I MIGHT:

• Analyse digital systems and create solutions

• Learn management and manipulation of data

• Discuss social and ethical issues surrounding Digital Technologies

• Learn about current software and how it complements work environments.

THIS SUBJECT COULD LEAD ME TO:

• A pathway to university or a career as an Information Technology specialist, developer or engineer or any other Digital Technologies specialist

• Building general problem-solving ability for any career.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Content assignments

• Content tests

• Small research assessments

• External folio and major project development.

Contact Teacher: Miss Michelle Bradley

Design and Production 2

TASC Code DAP215116

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Design and Production Level 2 emphasises the use of a design process to respond to design briefs to produce objects, models or prototypes in one or a combination of materials including glass, metal, plastics, textiles or wood. Design development and solutions are generated and communicated using a range of drawing techniques. Relevant functional, social, environmental, aesthetic and technological factors are considered when making design decisions. Products, models or prototypes are completed in response to the design brief using technical skills and processes relevant to the chosen materials. Design and production phases are reviewed using an iterative process to reflect on and

adjust design decisions throughout the process. Learners build the skills in planning and implementing projects, enabling them to manage resources effectively. A design folio records the design process for a major practical project.

IN THIS SUBJECT I WILL LEARN:

• To apply a design process to produce appropriate solutions in response to a design brief

• To develop solutions using one or more of a variety of materials including metal, wood, textiles and composite materials

• To identify relevant considerations and constraints when generating design possibilities and producing solutions for design briefs including functional, social, environmental, aesthetic, technological and ethical factors

• To identify and use design practices used by designers

• To plan and implement practical projects involving design and production processes.

IN TYPICAL LESSONS I MIGHT:

• With the design brief in mind, be working somewhere in the design process; either investigating, generating, producing working drawings, authoring CAD files, cutting, shaping timber, fabricating metal or evaluating projects

• Be working in a folio driven manner, ensuring my finished project reflects the design process.

THIS SUBJECT COULD LEAD ME TO:

• Grade 12 studies in Object Design (University College Program)

• Housing and Design Level 3 and Student Directed Inquiry Level 3

• A range of vocational education and training (VET) programmes or tertiary study in areas such as fashion design; art, craft and design; construction; metal fabrication and engineering; furniture production; manufacturing or soft furnishings.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal, and includes a Folio that outlines the design process that I will continually move through, as well as at least 1 Major Project and at least 1 or 2 Minor Project(s) depending on specialisation.

Contact Teacher: Mr Craig Slavin

Housing and Design 3

TASC Code HDS315118

TASC Level 3

TCE Points 15

TCE Standards Computers and Internet

Recommendation/ prerequisites

DESCRIPTION

Housing and Design emphasises the development of design thinking through the use of imagination and creativity in making proposals and choices in the creation of innovative and enterprising solutions to problems. Learners study a variety of strategies for meeting identified needs, and addressing considerations of a design brief.

• Students learn to draw from a wide spectrum of thinking, including design and systems thinking, and use creativity to plan, generate, synthesise and realise ideas

• They use a diverse range of techniques to communicate this thinking, and their design proposals (e.g. graphical, oral, notational, textual, mathematical, digital, virtual or three-dimensional presentations)

• Learners engage with complexity, being adaptive, creative and enterprising in their work

• Their outcomes reflect qualities of appropriateness of designs and sensitivity, having learned to critically challenge housing values to improve the social and environmental impacts of the built environment.

IN THIS SUBJECT I WILL LEARN:

• Design Communication

• Design and Systems Thinking

• Form and Function

• Passive Solar Design and Sustainability

• Project Management

• Architectural and spatial design principles

• Environmentally sustainable practices

• Information about needs, precedents and influences.

IN TYPICAL LESSONS I MIGHT:

• Develop knowledge, skills and capabilities to respond to design problems relating to indoor and outdoor living spaces. Through an integrated Science, Technologies, Engineering and Mathematics (STEM) inquiry model using individual and collaborative learning experiences

• Consider environmental, aesthetic, functional, social, technological and ergonomic influences and impacts

• Develop insights into how design within the built environment is culturally, socially and ethically constructed with an environmentally sustainable approach.

TO DO THIS YOU WILL BE INVOLVED IN THE FOLLOWING TASKS:

• Investigate, analyse and integrate information about site, precedents, client needs and other relevant influences applying the design process

• Identify features that contribute to environmentally sustainable design and support human comfort

• Accurately apply a range of numeracy skills related to planning, including use of measurement and scale, proportion and graphically represented data, calculation of area, ratios and gradients, and application of solar geometry

• Learn drawing conventions that will help sketch ideas

• Work on small projects to master and adapt architectural forms and create solutions to design problems

• Apply research, analysis and evaluation skills to inform a range of design projects.

THIS SUBJECT COULD LEAD ME TO:

• A pathway towards training and tertiary study in Environmental Design and Architecture, Interior Design, Building Design or Urban Planning. It is also relevant if you are interested in pursuing pathways in Design Teaching, Spatial Design, Landscape Design or Furniture Design

• Housing and Design has links with the Science, Technologies and Arts learning areas.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Internal assessment tasks

• a 2-hour external examination

• a design folio.

Contact Teacher: Mr Craig Slavin

Food and Hospitality Enterprise

TASC Code FHE215116

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

This course provides a broad overview of the hospitality industry, food enterprise and product development sectors. Skills in preparation, presentation and service of foods and non-alcoholic beverages are developed. Through planning and implementing catering events such as functions and café operations, learners apply food safety and workplace hygiene procedures and use a knowledge of menu planning to meet special dietary needs and consumer expectations.

• Food product development processes are investigated through examples of niche food enterprises that value add locally sourced produce. Learners design food products using local ingredients and apply relevant food standards and labelling requirements in the production of their food.

IN THIS SUBJECT I WILL LEARN:

• How to understand the links between hospitality, tourism and the niche food product market

• How to apply nutrition understandings to meal planning and food product development

• How to develop work related skills, knowledge and dispositions for work in the hospitality industry.

IN TYPICAL LESSONS I MIGHT:

• Develop skills in food and beverage production and service e.g. café operations

• Plan menus for functions and occasions

• Devise and create food products using Tasmanian produce.

THIS SUBJECT COULD LEAD ME TO:

• Further vocational TAFE or University courses related to hospitality and food innovation sectors crucial to Tasmania’s economic future

• Entrepreneurial opportunities for selfemployment.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• 2 written reports

• 1 hospitality event

• 2 food product development.

Contact Teacher: Mrs Janelle Scott

Food, Cooking and Nutrition

2

TASC Code FDN215118

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

This course provides learners with an opportunity to develop knowledge of food and food preparation skills within a domestic context.

• Learners will apply safe food handling practices and food safety hygiene procedures as they work individually and in a team to prepare key foods for a range of contexts

• They will learn about the nutritional, sensory and functional properties of foods and prepare healthy meals

• Learners will consider cultural and environmental aspects of food in Australia, including indigenous food, and from around the world.

IN THIS SUBJECT I WILL LEARN:

• Principles of nutrition for individuals and groups in the Australian population throughout the lifespan

• How to analyse diets for excess and deficiencies of significant nutrients

• The factors which influence food choices that are made by individuals and groups

• The value of nutrition and health promotion in the Australian population

• How issues of food security and ecological sustainability are being addressed in a changing world.

IN TYPICAL LESSONS I MIGHT:

• Research key nutrients

• Analyse a diet

• Examine a case study about food choice

• Engage with one of six practical sessions are conducted in the kitchen during the year.

THIS SUBJECT COULD LEAD ME TO:

• TAFE and University courses in nutrition for dietitians, hospitality, food service, catering management, food technology and food product design, work in childcare and education, nursing and medical areas

• This is a course which has value for all of life.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• 11 assessment tasks

• 3-hour examination.

Contact Teacher: Mrs Janelle Scott

UTAS Object Design 3

TASC Code FSF104

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

The programme is project-based. Students work with teachers in their colleges completing design activities, engaging with iterative practices and methods, and working toward a creative response to the project brief. Students will be required to produce a major design piece or proposition for assessment, supported by a project journal, design proposal and reflective statement. Completed student works will be presented at a group exhibition in a gallery setting, which will also form the basis of the assessment process. Assessment will be undertaken by University of Tasmania staff in collaboration with teachers associates. UTAS teaching facilitators scaffold learning and teaching activities by supporting students and associate teachers through college visits, excursions and by providing online resources.

IN TYPICAL LESSONS I MIGHT:

• Explore and utilise a range of design methods and skills to create an experimental and/or speculative project that responds to a design brief

• Select and apply technical skills and techniques relevant to the design/creative project

• Engage with and transpose theoretical, contemporary and historical contexts into the development and evaluation of ideas, concepts and processes

• Develop and employ approaches that communicate critical reflections on project iterations, outcomes and achievements through written and visual modes.

THIS SUBJECT COULD LEAD ME TO:

• The successful completion of 25 percent credit towards the Diploma of General Studies

• Results to contribute to my ATAR and TCE

• A range of vocational education and training (VET) programmes or tertiary study in areas such as fashion design; art, craft and design; construction; metal fabrication and engineering; furniture production; manufacturing or soft furnishings.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• 3 assessment tasks including a Design Proposal Folio (30% weighting)

• A Final Design Project for Exhibition (50% weighting)

• A Design Reflection (20% weighting)

Contact Teacher: Mr Craig Slavin/ Mr David Jones

Object Design Textiles

TASC Code

This course runs with the University Connections Program UTAS

TASC Level 3

TCE Points ATAR score

TCE Standards

Recommendation/ prerequisites

IN THIS SUBJECT I WILL LEARN:

• How to apply the design thinking process using design elements and principles

• How to manage time and resources to meet design brief requirements with the support of LCGS staff and UTAS mentors

• How to write a design proposal, designer statement and design reflection

• How issues of ecological sustainability are related to the textiles and fashion industries and are being addressed in a changing world.

IN TYPICAL

LESSONS I MIGHT:

• Design a garment or textile item to meet the requirements of a design brief set by UTAS

• Write a design proposal

• Record the design process in journal

• Write a designer statement

• Exhibit work at the end of year UTAS Design exhibition

• Write a design reflection.

THIS SUBJECT COULD LEAD ME TO:

• TAFE and university courses in design or textiles/ fashion retail business or marketing.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Written design proposal, exhibition of completed textile object, design journal, Designer statement, Design reflection

Contact teacher: Mrs Janelle Scott

Health and Physical Education

Athlete Development

TASC Code ATH215118

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Athlete Development is a course designed primarily for learners aiming to develop their personal attributes as an athlete and who are willing to apply themselves to reach their full sporting potential. It also builds experiences and understanding of the demands and practices of the high performance sport environment and the surrounding culture, mindset and work ethic required for success.

• Learners will be given ongoing opportunities to prepare and test their progress and gather feedback from several sources as they work to improve their overall athletic performance.

• Course content and work requirements are designed to help support learners to plan, participate in and regularly evaluate and refine their own annual training and competition programme. The teacher and specialist coaches work in partnership and share regular communication with each other to help monitor learner progress throughout the training year.

• The athlete utilises their personal testing and profiling data, training and competition journal and results, to regulate and adjust their training load and focus. This is done through integrating their experiences with a range of contemporary training,

conditioning, and sport science practices shared during the theory component of the course.

IN THIS SUBJECT I WILL LEARN:

• How to reach my full sporting potential

• About developing and maintaining a high level of physical strength and conditioning to achieve optimal sporting performance

• The importance of optimal mental function on sporting performance

• How understanding basic physiology, nutrition and recovery, injury management and prevention, competition, and individual programme design can affect sporting performance

• How to evaluate and review personal sporting performance.

IN TYPICAL LESSONS I MIGHT:

The Athlete Development timetable is broken down into three double lessons per week, consisting of two practical sessions and one theory lesson. The lessons could include the following;

• Participate in a group or individual training, conditioning or recovery sessions

• Choose a relevant testing battery and regularly test to track progress. Results will inform sport performance and training goals

• Review and reflect on journal entries and look for patterns in training and performance to develop a personal training and competition plan

• Further develop knowledge and understanding of how basic theoretical concepts influence sporting performance, including basic physiology, nutrition and recovery, injury management and prevention, competition and individual programme design.

THIS SUBJECT COULD LEAD ME TO:

• A pathway for ongoing study in the areas of Physical Education, Sport Science, Exercise Science and Personal Training, including Vet Certification in fitness

• This subject is also intended to support aspirations for professional or elite pathway options for athletes in their chosen sport.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• All assessments are completed internally and designed to enhance your personal sporting performance and training pursuits.

Contact Teacher: Mr Dylan Headland

Health Studies 3

TASC Code HLT315118

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

This Health Studies course begins with an introduction to the concept of health. Through the initial Unit, Introduction to Health, learners will examine internal and external influences on health and develop an understanding of the range of issues affecting health outcomes for individuals and different population groups. They will identify what contributes to something becoming an issue and, through an understanding of the principles of social justice, will begin to make sense of the connections between personal action and social responsibility.

IN THIS SUBJECT I WILL LEARN:

• How Health as a construct is a complex interrelation of a variety of factors and domains

• The nature of health in adolescence, focusing on the notion of risk-taking behaviours

• Health and healthcare Australia, and some of the key health issues across the country for different population groups

• The difference in country’s health statuses, and some of the political, socio-cultural, and environmental factors which impact upon this.

IN TYPICAL LESSONS I MIGHT:

• Explore and analyse data and statistics to help explain health patterns, investigate different health issues, engage in group tasks to develop understanding of new concepts.

THIS SUBJECT COULD LEAD ME TO:

• Careers in further vocational and/or tertiary study including areas such as: Human Movement; Exercise Science; Health Science; Nursing; Health Administration and Management; Physiotherapy; Pathology; Pharmacy; Podiatry; Social work; Psychology; Dentistry; Dietetics; Optometry; Radiography; Massage Therapy; Physical Therapy; Speech Therapy; and a wide range of Health & Allied Health Careers.

• It is also beneficial for anyone who is seeking a further understanding of Grade 10 Health and Physical Education, and how to promote health and wellbeing for life.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• A variety of different assessment tasks, such as negotiated investigations, in class tests, presentations and infographics, plus a 3-hour end of year examination.

Contact Teacher: Ms Victoria Legg

Outdoor Education

THIS SUBJECT WILL SUIT SOMEONE WHO:

TASC SUBJECTS: MAY LEAD TO:

• Job/career in the outdoor industry

• Enjoyed Outdoor Ed in previous years or see the benefit for the future

• You are looking to move into any job/profession that requires decision-making, problemsolving, teamwork, selfawareness, communication

• New to Grammar; has had experience in Outdoor Education.

• Is new to Grammar and has little Outdoor Education experience

• You want something fun to do in your holidays

• Wanting to do Outdoor Leadership in Grade 12 but want to get some more experience before then.

Outdoor Education 2

Outdoor EducationOXP215118

• Personal development of resilience, confidence, independence and teamwork

• TAFE Certificate III: Outdoor Recreation

Outdoor LeadershipOXP315118

Outdoor EducationOXP215118

TASC Code OXP215118

TASC Level 2

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

Outdoor Education Level 2 is designed to foster the development of independence and self-sufficiency within the context of outdoor adventure activities and experiences.

• Skills and knowledge will be developed through a mix of both theoretical learning and practical experiences in a range of outdoor activities.

IN THIS SUBJECT I WILL LEARN:

• Practical skills in at least four different outdoor activities

• A path to further study that leads to positions in management, human services, teaching and research

• Outdoor and Environmental Education Courses at various universities, including UTAS (starting 2025)

• Outdoor Leadership - OXP315118

• Job ready skills

• Safe participation in your own outdoor experiences

• How to set and reflect on personal goals which relate to outdoor experiences

• Identify key considerations needed for planning and executing my own outdoor activities, including safety, logistic planning and equipment needs

• Operate as a member of a group

• How to apply sustainable environmental practices whilst undertaking outdoor experiences.

IN TYPICAL LESSONS I MIGHT:

• Outdoor Education is offered offline with camps running during the term school holidays

• You will need to complete 2 of the 3 camps available to you. During these camps, you will apply theoretical learning to practical situations

• Camps will vary from year to year but may include but are not limited to the following activities in various locations- sea kayaking, climbing, white water rafting, bushwalking and cycle touring

• Theoretical lessons will be online with a mix of video, auditory and written lessons to work through.

THIS SUBJECT COULD LEAD ME TO:

• Undertake personal independent outdoor adventures

• Outdoor Leadership Level 3

• TAFE Certificate III- Outdoor Recreation

• A range of options in the adventure tourism industry, including traineeships in schools or private companies.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Practical participation in camps

• Verbal and written reflections

• A logbook

• Written assessment tasks to demonstrate understanding of the online lessons

• Each term you will be provided with access to lessons and assessment tasks and a due date, you can work through these at your own pace.

Contact Teacher: Miss Jennifer Tait

Outdoor Leadership 3

TASC Code OXP315118

TASC Level 3

TCE Points 15

TCE Standards Reading and Writing

Recommendation/ prerequisites

DESCRIPTION

Outdoor Leadership is designed to develop learners’ ability to interact effectively with others and increase their aptitude for leadership within the context of outdoor activities.

• Through undertaking this course learners will develop an understanding of leadership theories, qualities and skill sets of a leader, and observe and practice choosing and applying various approaches in outdoor activities. Learners will develop an awareness and knowledge of the requirements and procedures for planning activities, and managing groups in outdoor activities

• Learners will be provided with opportunities to connect with, and reflect on, their own and others’ relationships within a range of outdoor recreation

activities (typically containing an element of adventure) including their connection with the natural environment

• Outdoor Leadership places an emphasis on applying critical and creative thinking to solve problems in response to environmental, technical and personal challenges experienced during outdoor activities. It is the only Health and Physical Education (HPE) course which is specifically targeted at developing the learner’s capacity to fill a leadership role.

IN THIS SUBJECT I WILL LEARN:

• Leadership theories and practices

• To manage and influence groups to work collaboratively

• To develop effective communication

• To develop problem solving strategies when planning and conducting group activities

• To develop effective decision-making processes

• To apply safety practices in outdoor-based adventure activity environments.

IN TYPICAL LESSONS I MIGHT:

• Learn aspects of the theory and skills required to lead adventurous outdoor activities

• There will be a fieldwork camp during which I will have the opportunity to develop and demonstrate my emerging leadership skills.

THIS SUBJECT COULD LEAD ME TO:

• A career in the outdoor adventure industry, or a broad range of pathways for which leadership skills are valued.

TYPICAL ASSESSMENT FOR THIS SUBJECT LOOKS LIKE:

• Written assignments

• Practical demonstration of skills

• An external exam.

Contact Teacher: Mr John McLaine

Sport Science 3

TASC Code SPT315118

TASC Level 3

TCE Points 15

TCE Standards

Recommendation/ prerequisites

DESCRIPTION

This course is designed for learners who wish to expand their skills and understanding in Sport Science through a theoretical and applied understanding of the factors which influence sporting performance.

The course is underpinned by a focus on understanding the world of competitive sport, and is delivered in the context of building moral and professional ethics, exploring the balance required for maximising holistic outcomes for athletes and relating theory knowledge and concepts to their application in various performance settings.

Sport Science encompasses the individual and collective significance of physiological, skills acquisition and psychological components in analysing and improving human sports performance.

IN THIS SUBJECT I WILL LEARN:

The practical application of scientific principles and knowledge to exercise and sport.

The course is underpinned by a focus on understanding the world of competitive sport, and is delivered in the context of building moral and professional ethics, exploring the balance required for maximising holistic outcomes for athletes and relating theory knowledge and concepts to their application in various performance settings

• About the three main disciplines that contribute to current sport science practice and understand how the crossdiscipline links that exist between these areas:

• Sport psychology including goal setting, motivation, stress and anxiety and visualisation

• Exercise physiology, energy systems, recovery, training programmes (and their effects)

• Skill acquisition regarding motor skills, information processing, feedback, and movement analysis

• Human systems and function during exercise, and how physical activity impacts

health from cellular to the broader holistic level

• About ways athletes learn sports skills and the implications for coaching and practice

• How different training types are designed to target responses in athletes

• Ways to examine human systems and respond during exercise

• How the connections between physiology, skill acquisition and sports psychology can impact on performance.

IN TYPICAL LESSONS I MIGHT:

• Watch and analyse footage of various sports people, identify and discuss the strategies or techniques they are using and target options to improve performance

• Work online to research and compare my findings in a small group discussion

• Prepare digital presentations and/or negotiated research assignments

• Learn how to use technology and equipment in practical lab work and athlete performance testing

• Research scientific evidence and publications around specific sports and trends.

THIS SUBJECT COULD LEAD ME TO:

• Sport Science provides pathways into various University degrees such as Exercise Science, Physical Education, Human Movement and Health Science, which includes nursing, medicine, physiotherapy, and sport psychology

• Sport Science can also be used to improve an individual’s sporting performance.

TYPICAL

ASSESSMENT

FOR THIS SUBJECT LOOKS LIKE:

• Notable assessment includes minor tests, laboratories, and practicals

• Two investigative studies

• External 3-hour end-of-year examination.

Contact Teacher: Mr Craig Slavin

University of Tasmania Programs

University Connections Program (UCP)

The University Connections Program (UCP) is a partnership between the University of Tasmania, Tasmanian Schools and the Office of Tasmanian Assessment Standards and Certification (TASC). It allows Grade 11 and 12 students to study university level units at the same time or in addition to their TCE studies.

The Program provides great opportunities to extend and reward hard-working students. The Program is offered in partnership with schools and senior secondary colleges. Individual University of Tasmania faculties and schools deliver programs within the overarching UCP structure. Students may complete one or two university semester units in conjunction with a TCE subject.

By successfully completing these units, students receive TCE points, most results are eligible for inclusion in the ATAR and students can apply for recognition of prior learning (credit) towards a range of degrees at the University of Tasmania. By studying a UCP unit alongside other TCE subjects, students can expand their knowledge and get a jump start on University!

UCP units vary in how they are delivered. Most are delivered in schools while extension units are delivered through a combination of online and independent study supported by on-campus workshops. This means students get the opportunity to come to university and attend classes with our lecturers.

Subjects available include

Accounting and Financial Decision

Legal Studies

Drama

Chinese

French

Music

Object Design

Visual Arts

Making

Contact Person

Mrs Pushpa Kunasegaran

Mr Ariel Halperin

Mrs Marianna Hedges

Miss Louise Ives

Mrs Allison Sheehan

Mrs Melissa Rogers

Mrs Janelle Scott

Mr Paul Snell

UTAS will provide some input into the course as well as the assessment but most of the work in the chosen subject will be done in school. The teachers listed above will be able to provide additional information for interested students. A full list of course offerings can be found online.

Assessment: Varies, depending on the subject, but not onerous

Prerequisites: Enrolment in the relevant TCE subject within the year of enrolment in the University Connections Program or in the previous year.

Contact Staff Member: Mrs Fiona Symons

High Achiever Program (HAP)

The University of Tasmania’s High Achiever Program enables academically able Tasmanian senior secondary school students to enrol in university subjects in order to complement and extend their Tasmanian Certificate of Education (TCE).

The aims of the Program are to:

• Enrich educational opportunities for Grade 11/12 students

• Extend the University’s high quality courses and teaching to Grade 11/12 students

• Develop links between the University, students and their schools and colleges.

Through this program the University of Tasmania gives high-achieving Grade 11/12 students the opportunity to study specialist courses of particular interest at a higher level than is usually available.

Units successfully completed may be credited to the relevant degree when you enrol at the University of Tasmania and will be accepted by most other Australian universities. Credit provides two advantages: you have the option of accelerating your degree, or you may take on additional subjects in place of the credited units so that you can extend your university study program.

There is no charge associated with this program but there are significant benefits, including membership of the university library and the sports association.

High Achiever Program units also contribute to the calculation of your Australian Tertiary Admission Rank (ATAR). For a more detailed description, and to view a table of equivalences between HAP unit grades and TCE subject scores, go to the HAP website: https://www.utas.edu. au/study/pathways-to-university/high-achiever-program

Subjects available include: Economics and Accounting, Asian Studies, History, Programming, Politics, Philosophy, Mathematics, Literature, German, Indonesian, Japanese, Chinese, Art, Music or Drama, Legal Studies.

Students wishing to undertake a High Achiever Program must make contact with the Careers Advisor before putting in subject selections.

Assessment: Students must fulfill all UTAS requirements. To be eligible for the program, students need to demonstrate very high levels of academic performance in senior secondary education. As an example, you would normally be expected to be enrolled in Grade 12 and have completed three or more Level 3 subjects in Grade 11, with very high achievement demonstrated in school reports and ATAR results. Students entering Grade 11 with three or more Exceptional Achievement awards in Grade 10 might also be considered.

Contact Staff Member: Mrs Fiona Symons

Vocational Education and Training (VET)

Vocational Education and Training (VET)

VET offers students the opportunity to learn specific industry skills and general workplace employability skills while still at school. A VET course may serve as a pathway to an apprenticeship or traineeship in a chosen vocation. These programmes are developed and approved by industry, and students receive a qualification that is recognised Australia wide. A VET course is ideally started in Grade 11, but may also be started in Grade 12. A two year course enables the student to increase their qualifications to a higher level. VET results appear on the Tasmanian Certificate of Education (TCE) and they are allocated credit points. VET courses include work at St Patrick’s College, TasTAFE, and in work placements.

Students choosing a VET course may also be required to enrol in Pathways to Work. Students will be required to complete a work placement. This can take place on a weekly or bi-weekly basis, depending on the course. Pathways to Work also covers the job seeking application and selection process, WH&S and workplace knowledge and issues.

VET courses offered will be dependent on the number of students, course availability, timetable considerations and, in most cases, entry interviews into the course. It will be expected that a commitment will be made to the chosen VET course for a full year.

Below is a list of VET courses that have been offered in the past, if a student is interested in a vocation or course not listed below, please contact Ms Susan Bell to see if a registered training provider can be found.

Other Disciplines

Other study options including online delivery may be available for some courses. Please see the VET coordinator for further information.

Certificate II in Animal Care

VET Code ACM20121

TCE Points Depends on units gained

Course Provider RTO TasTAFE 60142

VET Level Certificate II

TCE Standards N/A

Length 12 Months

DESCRIPTION

This Certificate II-level qualification focuses on general animal care, providing the skills and knowledge necessary for a career in the Animal Care and Management industry. Throughout the course, you will learn to provide appropriate food, water, and shelter for different animals, as well as perform various animal care hygiene routines and assist in health care procedures. Gain experience in safely handling domestic animals or native wildlife, and learn about grounds and enclosure maintenance, along with environmentally sustainable work practices.

The following skills and attributes will be useful to students studying this course:

• Follow Occupational Health & Safety practices

• An interest in animal welfare

• Good written and verbal communication skills.

IN TYPICAL LESSONS I MIGHT LEARN:

• Feed, water and provide general husbandry for a range of animals

• Learn about products and services in animal care

• Investigate some of the career paths in animal care

• Gather information about caring for domestic pets and other animals

• Visit an animal care business such as an animal park.

THIS SUBJECT COULD LEAD ME TO:

• Work in animal care or other areas of interest

• Further study

• Apprenticeship.

Please note: Theory may be attended liveonline, or on-campus at Alanvale. Certificate II in Animal Care contributes points towards the Tasmanian Certificate of Education

Certificate II in Automotive

VET Code ACM20121

TCE Points Depends on units gained

Course Provider RTO TasTAFE 60142

VET Level Certificate II

TCE Standards N/A

Length 2 Years

DESCRIPTION

This course will equip students with the ability to perform basic automotive servicing operations, inspect vehicle systems, and become familiar with a range of tools used in automotive workshops. It is ideal for students looking to start a career in the automotive industry or if you want to gain basic skills and experience working as a mechanic before pursuing an apprenticeship.

The following skills and attributes will be useful to students studying this course:

• Follow Occupational Health & Safety practices

• Read and understand theory materials

• Answer short answer questions

• Deal easily with maths (e.g. basic timetables, conversions, volumes, transpositions of formula, use of calculators).

IN TYPICAL LESSONS I MIGHT LEARN:

• To perform minor maintenance and repair of an automotive vehicle body

• Use and maintain tools and equipment

• Inspect and identify mechanical and electrical components and systems.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• An apprenticeship

• Traineeships.

Certificate II in Construction Pathways

VET Code CPC20220

TCE Points Depends on units gained

Course Provider RTO RTO Guilford Young College 1129

VET Level Certificate II

TCE Standards N/A

Length 2 Years

DESCRIPTION

This course will introduce students to building skills and principles, exposing them to common scenarios on a construction site. Students will develop the foundational knowledge and skills necessary to work effectively in the construction industry. All classes are conducted at St Patrick’s College, with activities implemented through enterprise ventures and school improvement projects. The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• Deal with basic maths (eg add, subtract & multiply)

• Write legibly.

IN TYPICAL LESSONS I MIGHT LEARN:

• Read and interpret plans

• Use construction tools and equipment correctly

• Apply basic levelling procedures

• Partake in a 10-day industry work placement

• Follow procedure and instructions

• Prepare and plan for construction projects

• Organise and cost out construction project.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• An apprenticeship

• Career in the building trade.

Introduction To Electrotechnology

VET Code N/A

TCE Points Depends on units gained

Course Provider RTO TasTAFE 60142

VET Level Certificate of Attainment

TCE Standards N/A

Length 2 Years

DESCRIPTION

In this course, students will learn the skills needed to safely undertake basic electrotechnology work and solve problems. This will enable students to make informed choices when selecting vocational career paths, and also earn credits for further training as an apprentice or trainee in the electrotechnology industry.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• General maths

• Write legibly.

IN TYPICAL LESSONS I MIGHT LEARN:

• Gather information about possible career paths in electrotechnology

• Name and identify electrotechnology components

• Use drawings and diagrams to problem solve and fix electrotechnology faults

• Use hand tools to assemble, dismantle and construct equipment in the electrotechnology industry.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• Work in Electrotechnology or other areas of interest

• Apprenticeship.

Certificate II in Sport Coaching

VET Code SIS20321

TCE Points Depends on units gained

Course Provider RTO Guilford Young College 1129

VET Level Certificate II

TCE Standards N/A

Length 12 Months

DESCRIPTION

This course focuses on workplace health and safety within the sports industry. It is suited for students who are actively involved in sports and community-minded individuals interested in a career in sports. This entry-level qualification emphasizes practical skills needed to conduct coaching sessions in communitybased sports clubs and organizations. The course can lead to coaching junior sports teams, assisting with senior teams, and further study in the field.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• An interest in volunteering within community organisations.

IN TYPICAL LESSONS I MIGHT LEARN:

• Plan and undertake training sessions

• Participate in conditioning for sport

• Officiate in sporting activities.

THIS SUBJECT COULD LEAD ME TO:

• Coaching junior sports persons or teams

• Assistant coach of senior teams

• Further study in the area.

Certificate III in Sport Coaching

VET Code SIS30321

TCE Points Depends on units gained

Course Provider RTO Global Fitness Institute 21793

VET Level Certificate III

TCE Standards N/A

Length 12 Months

DESCRIPTION

This course focuses on working with clients in the fitness industry. This qualification provides a pathway to work in community coaching roles, either working or volunteering at community-based sports clubs and organisations in the Australian sports industry. Topics include how the body works, basic nutrition, and effectively dealing with customers and clients. This course is suited for those seeking employment as a fitness instructor and for those pursuing further study.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• An interest in volunteering within community organisations.

IN TYPICAL LESSONS I MIGHT LEARN:

• Plan and instruct a group exercise class

• Learn about the risks involved in some fitness activities

• Use and maintain exercise equipment.

THIS SUBJECT COULD LEAD ME TO:

• Coaching junior sports persons or teams

• Assistant coach of senior teams

• Further study in the area.

Discover Your Personal Style

VET Code N/A

TCE N/A

Course Provider RTO TasTAFE 60142

VET Level Statement of Attainment

TCE Standards N/A

Length 12 Months

DESCRIPTION

Discover Your Personal Style is suited for students interested in a pathway toward the hairdressing, beauty, and nail industries, as well as the skills required to learn in a salon. Students attend the Alanvale TasTAFE campus throughout the school year.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• An interest in volunteering within community organisations.

IN TYPICAL LESSONS I MIGHT LEARN:

• To undertake practical makeup sessions

• Practice hand and nail care

• Learn about hairstyling and braiding

• Use Spray Tanning

• Apply lash extensions.

THIS SUBJECT COULD LEAD ME TO:

• Part time work in a salon

• Certificate II Hairdressing or Certificate III Beauty Services

• An apprenticeship or traineeship.

Certificate in Hospitality I or II

VET Code SIT10222 / SIT10333

TCE N/A

Course Provider RTO Guilford Young College 1129

VET Level Certificate I OR Certificate II

TCE Standards N/A

Length 12 Months

DESCRIPTION

The Certificate I is an entry-level course for students interested in the theory and practical skills required in the hospitality and tourism industry. The six units delivered in the Certificate I in Hospitality training package impart basic industry skills in bar, kitchen, restaurant, and other departments within the hospitality industry.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• A desire to work in the hospitality industry

• General written and verbal competency.

IN TYPICAL LESSONS I MIGHT LEARN:

• Gather information about personal and environmental hygiene

• Organise and store food

• Prepare and present food using the correct methods

• Undertake practical work placement

• Learn about the responsible service of alcohol.

Certificate in Hospitality II

VET Code SIT10333

TCE N/A

Course Provider RTO Guilford Young College 1129

VET Level Certificate II

TCE Standards N/A

Length 12 Months

DESCRIPTION

This course provides an excellent insight into the dynamic, fast-paced, and ever-growing hospitality sector. To succeed in this course, you will need to have a genuine passion for hospitality, be friendly and attentive, and enjoy working with others. You’ll also need to have great attention to detail, be able to work under pressure, and be able to understand and respond to other people’s needs.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• A desire to work in the hospitality industry

• Written and verbal competency.

IN TYPICAL LESSONS I MIGHT LEARN:

• Prepare and present coffee and beverages

• Use industry related equipment correctly

• Undertake practical work placement

• Prepare food for cafe service.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• Work in hospitality or other areas of interest

• A credit towards SIT30622 Certificate III in Hospitality (if successfully completed).

Certificate in Hospitality III

VET Code SIT30622

TCE Depends on units gained

Course Provider RTO Guilford Young College 1129

VET Level Certificate III

TCE Standards N/A

Length 12 Months

DESCRIPTION

This course provides students with the opportunity to gain both practical and theoretical skills for a career in hospitality. Students will extend the knowledge and practical skills gained from previous studies. The course is delivered at St Patrick’s College. Please note: This course is for Year 12 only and a prerequisite of Certificate II in Hospitality is required. The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• A desire to work in the hospitality industry

• Written and verbal competency.

IN TYPICAL LESSONS I MIGHT LEARN:

• Prepare and present coffee and beverages

• Use industry related equipment correctly

• Undertake practical work placement (36 service periods)

• Prepare food for cafe service.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• Work in hospitality or other areas of interest.

Outdoor Recreation & Vocational Skills

VET Code N/A

TCE Depends on units gained

Course Provider RTO Guilford Young College 1129

VET Level Statement of Attainment

TCE Standards Dependant on units gained

Length 12 Months

DESCRIPTION

This course is suited for students who are interested in unique and challenging experiences and possess good time management and organisational skills. The course requires significant participation in at least three different outdoor activities.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• An interest in outdoor education.

IN TYPICAL LESSONS I MIGHT LEARN:

• To participate in emergency first aid and remote area first aid training

• Plan and attend a multi-day bushwalk (minimum of 3)

• Learn wilderness and bush survival skills

• Undertake a variety of shorter in the field and classroom-based outdoor experiences

• Prepare for specific adventure activities and/or expeditions, problem solving and team building exercises

• Take part in activities which may include bushwalking and navigation, mountain biking, climbing, first aid and survival activities

• Prepare a digital or verbal presentation reflecting on my experiences

• Do an overnight self-contained land and/or water journey-based expedition.

THIS SUBJECT COULD LEAD ME TO:

• Employment in area such as: parks and wildlife, police force, fire brigade, ambulance service, defence force, outdoor guiding, adventure tourism, natural science, further training.

• Outdoor Leadership 3 or tertiary studies. Please note: this is a combined VET/TASC course. Students also complete TASC Outdoor Experience OXP10511

Recommendation for course entry: ‘C’ in Year 10 Australian Curriculum HPE or Year 10 Sport and Recreation

Certificate I Maritime Operations (Coxswain

Grade 2 Near Coastal) & Aquaculture Skillset

VET Code MAR10418

TCE Depends on units gained

Course Provider

RRO Australian Maritime College 60131

VET Level Certificate I + Statement of Attainment

TCE Standards N/A

Length 12 Months

DESCRIPTION

This course focuses on aquatic environmental stewardship and the development of practical seamanship skills to enhance employability within the maritime sector. Students will learn about environmentally responsible and sustainable aquaculture practices, how to culture algal and live feeds, and the importance of quality control and monitoring systems. The course includes the MAR10418 Certificate I in Maritime Operations (Coxswain Grade 2 Near Coastal) qualification, delivered externally by the Australian Maritime College. This qualification provides students with the knowledge and practical skills to command and operate commercial vessels less than 12 metres in length within sheltered waters. Aquaculture - Maritime Operations is delivered through a hybrid model. The MAR10418 Certificate I in Maritime Operations (Coxswain Grade 2 Near Coastal) units are delivered

off-site at the Australian Maritime College over 15 full days. The Aquaculture Skillset units are delivered on-site at St Patrick’s College within the Aquaculture Trade Training Centre, which is fully equipped with modern technological equipment that replicates best industry practices.

This course does not require completion of the SFI20119 Certificate II in Aquaculture but will complement and enhance the learning outcomes for students who have completed that qualification.

IN TYPICAL LESSONS I MIGHT LEARN:

• Undertake specialised practical training within the maritime sector

• Feed a variety of aquatic animals

• Take water samples and monitor water quality

• Use and maintain equipment and machinery

• Practice rope splicing or tie common maritime knots

• Assess the health and growth of aquaponic plants

• Initiate, monitor and/or maintain live feed cultures

• Visit marine farms or undertake a practical work placement

• Prepare and cook simple seafood dishes.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• Work in the aquaculture industry

• Work within any sectors of the maritime industry.

Certificate I in Seafood Industry

VET Code SFI10119

TCE Depends on units gained

Course Provider

RTO Seafood and Maritime Training 7074

VET Level Certificate I

TCE Standards N/A

Length 12 Months

DESCRIPTION

This qualification reflects the role of individuals preparing for work in the aquaculture, fishing, seafood processing, and retail and distribution sectors of the seafood industry. The role involves undertaking a range of simple tasks under close supervision.

The course requires the satisfactory completion of six aquaculture-oriented units, which are delivered on-campus at the St Patrick’s College Aquaculture Trade Training Centre and issued by Seafood and Maritime Training. The course includes excursions to visit aquaculture farm sites and wader safety training with an external provider. The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• An interest in aquatic life and environments.

IN TYPICAL LESSONS I MIGHT LEARN:

• Feed a variety of aquatic animals

• Take water samples and monitor water quality

• Use and maintain equipment and machinery

• Assess growth of aquatic animals

• Visit marine farms or undertake a practical work placement.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• Work in aquaculture or other areas of interest.

Certificate II in Aquaculture

VET Code SFI20119

TCE Depends on units gained

Course Provider

RTO Seafood and Maritime Training 7074

VET Level Certificate II

TCE Standards N/A

Length 2 Years

DESCRIPTION

The Certificate II in Aquaculture builds upon what has been learnt the previous year and requires the satisfactory completion of 12 selected units, which are delivered on-campus in the St Patrick’s College Aquaculture Trade Training Centre and issued by Seafood and Maritime Training.

Students studying this course will perform advanced practical husbandry tasks and work more closely with the aquatic animals within the Trade Training Centre. This facility is fully equipped with modern technological equipment, replicating best industry practice. Aquaculture courses include excursions to visit industry stakeholders (e.g., aquaculture farm sites, research centres and seafood processing facilities) and includes specialised training sessions with an external provider in Elements of Shipboard Safety (ESS) training.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• An interest in aquatic life and environments.

IN TYPICAL LESSONS I MIGHT LEARN:

• to Feed a variety of aquatic animals

• Take water samples and monitor water quality

• Use and maintain equipment and machinery

• Assess the growth of aquatic animals

• Visit marine farms or undertake a practical work placement.

THIS SUBJECT COULD LEAD ME TO:

• Further study

• Work in aquaculture or other areas of interest.

Certificate II in Tourism

VET Code SIT20122

TCE Depends on units gained

Course Provider RTO Guilford Young College 1129

VET Level Certificate II

TCE Standards N/A

Length 2 Years

DESCRIPTION

This qualification provides a pathway to work in various sectors of the tourism and travel industry. It is suitable for a diverse range of employers, including travel agencies, tour wholesalers, tour operators, attractions, cultural and heritage sites, and small tourism businesses.

This course is ideal for students interested in working in the tourism industry and enjoying interacting with people.

The following skills and attributes will be useful to students studying this course:

• Understand Work Health and Safety guidelines (eg safe use of equipment and chemicals)

• Work well as part of a team or independently

• A desire to work in the tourism industry

• Written and verbal competency.

IN TYPICAL LESSONS I MIGHT LEARN:

• Visit different types of tourist attractions and services

• Gather information about a tourist destination

• Create a file containing media releases about the tourism industry

• Undertake a practical work placement.

THIS SUBJECT COULD LEAD ME TO:

• further study

• Work in tourism, travel or other areas of interest.