A Guide to Senior Courses

Dear Parents, Carers and Students,

Gilroy Santa Maria College offers its students a wide range of subjects to cover a diverse range of student abilities, skills and interests. This high degree of flexibility and choice, combined with excellent facilities and resources, provides ample opportunity for every student to experience success and to pursue multiple career pathways to the future. 

The study options available in Senior Secondary include:

• General subjects (preparation for tertiary entrance)
• Applied subjects (practical/skill based subjects)
• Vocational Education & Training (VET) certificate courses (direct entry into the workforce or for further education and training)
• Support with school-based apprenticeship or traineeship
• Recognised subjects/courses from other universities and training organisations
• A combination of both

This Senior Schooling Handbook (Years 11 & 12) is designed to guide students and their families in the academic decisions required to be made before and leading into the senior phase of their schooling.

All students will work towards a Queensland Certificate of Education (QCE), earning points for the completion of all subjects and courses. Students are able to select 2 pathways - Vocational or ATAR.  The Australian Tertiary Admissions Rank (ATAR) is the  primary mechanism used nationally for tertiary admissions and indicates a student’s position relative to other students.  It is the standard measure of a student’s overall academic achievement in relation to other students.Tertiary bound students will need to study a minimum of five general subjects or four general subjects plus a combination of Applied and Certificate III courses to be eligible to receive an ATAR (Australian Tertiary Admissions Rank). Students are also encouraged to view university entrance requirements.  Students not looking for university entry are encouraged to choose subjects they enjoy and will be successful in, that will provide them with a post-school pathway. Students may combine their studies with work experience and/or placement, school based apprenticeships or traineeships. Vocational students will participate in a work placement program every Friday that will provide them with authentic work experience in the industry/s of their interest.

Parents/Carers and students are advised to use these questions as the foundation for discerning and making decisions about subject/course selections. Attempting to predict the so-called ATAR value of certain subjects is not a strength-based approach to subject selection, which can lead to significant challenges in the future.

Success in Years 11 and 12 is more likely if students elect subjects/courses of study in which they have an interest and aptitude for.âžš

I trust this information will provide the information needed to make your academic decisions, whilst remembering we have key staff available to discuss your queries at any time.

I wish you all the best during this time of decision-making as your child embarks on their final years of school at Gilroy Santa Maria College.

Yours Sincerely,

Johanna Smith 

This booklet has been compiled to assist parents and students to make appropriate decisions about subject choices for Year 11 and 12. Students are strongly advised to read each subject synopsis carefully before making subject choices. Included in the booklet is some background information on the system of Senior Schooling in Queensland and brief information on each subject the College offers. Information about individual subjects has been supplied by Queensland Curriculum & Assessment Authority (QCAA) and prepared by our Academic Leaders.

At Gilroy Santa Maria College we have a Career Adviser to assist students and parents/carers through the important process of career planning. Assistance is commonly provided for subject selections, post-school pathway decisions and tertiary applications.

There is a dedicated Vocational Education Officer to help students arrange Work Experience, Work Placement, School-Based Traineeships or Apprenticeships.

An extensive range of career and tertiary pathway information is available from the Careers Room.

It is important to choose senior subjects carefully as your decisions may affect your success at school, your feelings and motivation and how you feel about completing Senior.

An overall plan is to choose subjects which:

• Consider your interest and ability.
• Will develop skills, knowledge and attitudes useful throughout your life.

In most cases, the best subjects to take are the ones you like the most. From these subjects, you are more likely to do well and therefore get higher marks. If you really don’t like a subject, you probably won’t do as well.

Do not choose a subject because:

• Your friends are taking it. Your friends may have different abilities, interests and motivations to you.
• Your favourite teacher is teaching it. Teachers often change classes or even schools.
• You want to go on a particular excursion. You could endure years of misery for the sake of that excursion.
• You’ve heard it’s a “soft” subject. If someone tells you a subject is soft, chances are that they have a poor work ethic.
• You need to do it even though you hate it. If you need to do a subject to get into a particular course, there will be a lot of that subject within the course!
• You will get a higher ATAR score. The only way to get your best ATAR is to get good grades in subjects you enjoy.

Vocational Education and Training (VET) includes those courses which consist of a national qualification at certificate levels I, II or III. When a student studies VET the Registered Training Organisation (RTO) is responsible for all training, assessment and certification related to the course. The RTO is responsible for issuing a Statement of Attainment or a Certificate and Statement of Results. Students can undertake VET Qualifications either through Gilroy Santa Maria College as the Registered Training Organisation or with an external provider.

VET courses focuses on delivering skills and knowledge required for specific industries.

Every VET course is competency-based. The electives often have a more practical focus, targeting vocational skills relevant to the workplace. VET Qualifications at Certificate III level or above may also contribute towards an Australian Tertiary Admission Rank (ATAR).

School-based traineeships allow students in Years 10, 11 or 12, to work for an employer and train towards a recognised qualification, while completing their secondary schooling and studying for their Queensland Certificate of Education (QCE). A traineeship typically takes 1-2 years to complete and may count as one senior subject. Traineeships are usually offered in the Hospitality and Business industry. 

School-based apprenticeships allow students in Years 11 or 12 to work for an employer and train towards a recognised qualification, while completing their secondary schooling and studying for their Queensland Certificate of Education (QCE). A school-based apprenticeship begins during senior schooling, however, is not completed before the end of Year 12. After Year 12 a school-based apprenticeship transfers to full time employment with the workplace employer. A school-based apprenticeship may count as one senior subject. Apprenticeships are usually offered in the trade-based industries such as Hairdressing, Carpentry and Plumbing.

The process in gaining a school based apprenticeship or traineeship (SAT) begins with the student taking on voluntary Work Experience through either the school’s Holiday Work Experience Program or, if in Year 11 or Year 12, through the school’s Friday Work Placement Program. After experience is gained an employer may offer the student the opportunity to begin a SAT. If so, then a meeting is held between student, parent/carer, employer and the school’s VET manager to discuss. If a SBAT is secured, and the student is in Year 10 then the release time for the workplace hours is after-school, however, if the student is in Year 11 or Year 12 then is the release day for workplace hours is Friday.

For further information visit School-based - Apprenticeships Info: http://www.apprenticeshipsinfo.qld.gov.au/school-based/index.html

Gilroy Santa Maria College supports students’ participation in alternative learning programs such as School-based Apprenticeships and Traineeships (SBATs) and External Courses. One way of supporting students is allowing them an Alternative Program line with the expectation that this time will be used to work on assignments and modules associated with their Certificate II or higher course.,

All students in Year 10 are expected to participate in a three-day Block Work Experience organised by the school. In addition, all Year 10 students are encouraged to partake in Holiday Work Experience during any of the school holiday breaks. 

Students in Year 11 and 12 that have chosen a vocational pathway (non-ATAR) must participate in the school’s Friday Work Placement Program. This involves students’ organising a workplace to attend each Friday of the school term. The focus of this program is for students to have the opportunity to gain practical, employability skills that align with their course and future employment field. Friday Work Placement is mandatory for all Vocational Pathway students.

Work Eexperience is offered to all students regardless of their chosen pathway of study in Senior and is invaluable in deciding on a particular occupation and/or study options

Studying University courses while at high school gives students a taste of University life. Students can focus on particular areas that may not be offered through their school or take an area of interest further. Courses successfully completed can be credited towards further study at university, giving them a head start on their tertiary study while also providing entry into university after you graduate high school. Fees are reduced whilst studying University courses at school. 

Applications for any of the programs outlined below are made through the Careers Adviser.

Central Queensland University (CQU) - Start Uni Now (SUN) program

Over 40 subjects are available from CQ University's online course program for students in Year 10 (Term 3 only), Year 11 and Year 12.

The first subject through the SUN Program is free (additional resource fees and textbook costs may apply).

https://www.cqu.edu.au/courses/study-information/work-and-study-preparation/sun

JCU Start Program

JCU NOW is for high achieving Year 11 and Year 12 students who want to be ready today for tomorrow by completing first year university subjects alongside their high school studies.

• Students can only enrol in one JCU NOW subject per teaching period (semester or trimester).
• Maximum number of subject’s students can complete under the JCU NOW program is 4 subjects over 4 teaching periods (semester or trimester).
• For subsequent JCU NOW subjects, another application form must be completed by the application closing date for each teaching period.
• A limited number of places are available in each subject to ensure the cohort size is limited.

https://www.jcu.edu.au/jcu-now/subjects

2026 Subject Guide is now available and we’re excited to share several new offerings, including:

• Italian
• Japanese
• Philosophy and Reason
• Aerospace Systems
• Geography
• Psychology
• Religion, Meaning and Life

A full list of available courses is now available CLICK HERE

At FisherONE, we are committed to delivering high-quality online teaching and learning grounded in Catholic values. Our learning environment is shaped by our Teaching and Learning Framework, where students experience:

• Flexible, purpose-driven pathways
• Interactive digital spaces rich in collaboration, creativity, and challenge
• Teachers as facilitators, coaches, and co-learners
• Opportunities for agency, growth, and reflective practice
• A deep sense of connection, belonging, and shared mission

VET Subjects

• Certificate II in Engineering Pathways MEM20422
• Certificate I in Construction CPC10120 through a third party agreement with Townsville Catholic Education (RTO Code 31195)
• Certificate II in Salon Assistant SHB20216
• Certificate II in Electrotechnology (Career Start) UEE22011 through a third party agreement with Electrogroup (RTO Code 30185)
• Certificate II in Hospitality SIT20322 through a third party agreement with Townsville Catholic Education (RTO Code 31195)
• Certificate II in Health Support Services HLT23221 through a third party agreement with Connect n Grow (RTO Code 40518)
• Certificate III in Health Services Assistant HLT33115 through a third party agreement with Connect n Grow (RTO Code 40518)
• Certificate II in Sport and Recreation SIS30115 and Certificate III in Sport and Recreation SIS30115 through a third party agreement with Binnacle Training (RTO Code 31319)
• Certificate III in Business BSB30120 through a third party agreement with Binnacle Training (RTO Code 31319)

ACCOUNTING

Accounting is a universal discipline, encompassing the successful management of financial resources of the public sector, businesses, and individuals. It is foundational to all organisations across all industries and assists in discharging accountability and financial control. Accounting is a way of systematically organising, critically analysing and communicating financial data and information for decision-making. The overarching context for this subject is the real-world expectation that accounting involves processing transactions to develop financial statements and reports to stakeholders. Digital technologies are integral to accounting, enabling real-time access to vital financial information. When students study this subject, they develop an understanding of the essential role accounting plays in the successful performance of any organisation. Students learn fundamental accounting concepts in order to develop an understanding of accrual accounting, accounting for GST, managerial and accounting controls, internal and external financial statements, and analysis. Students are then ready for more complex utilisation of knowledge, allowing them to synthesise data and other financial information, evaluate practices of financial management, solve authentic accounting problems and make and communicate recommendations. Accounting is for students with a special interest in business, commerce, entrepreneurship and the personal management of financial resources. The numerical, literacy, technical, financial, critical thinking, decision-making and problem-solving skills learned in Accounting enrich the personal and working lives of students.

Pathways

A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking, finance, law, economics and commerce. As the universal language of business, Accounting provides students with a variety of future opportunities, enabling a competitive advantage in entrepreneurship and business management in many types of industry, both internationally and locally.

Objectives

By the conclusion of the course of study, students will:

• Comprehend accounting concepts, principles and processes relating to fully classified financial statements and their analysis, the complete accounting process for a sole trader business and performance analysis of a public company. 
• Synthesise accounting principles and processes for a sole trader business and a public company. 
• Analyse and interpret financial data and information relating to fully classified financial statements, the complete accounting process and the performance of a public company. 
• Evaluate practices of financial management relating to fully classified financial statements, the complete accounting process and the performance of a public company to make decisions and propose recommendations. 
• Create responses that communicate meaning to the business manager or owner of a business

Prerequisites and Recommendations: 

It is recommended that students have achieved at least a C standard in Year 10 English, Year 10 Economics & Business and Preparation for General Maths.

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students complete four summative assessments.  The results from each of the assessments are added together to provide a subject score out of 100. 

Summative Assessment

BIOLOGY

Biology provides opportunities for students to engage with living systems. 

• In Unit 1, students develop their understanding of cells and multicellular organisms. 
• In Unit 2, they engage with the concept of maintaining the internal environment. 
• In Unit 3, students study biodiversity and the interconnectedness of life. 

This knowledge is linked in Unit 4 with the concepts of heredity and the continuity of life. 

Students will learn valuable skills required for the scientific investigation of questions. In addition, they will 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.

Biology aims to develop students’: 

• sense of wonder and curiosity about life 
• respect for all living things and the environment 
• understanding of how biological systems interact and are interrelated, the flow of matter and energy through and between these systems, and the processes by which they persist and change 
• understanding of major biological concepts, theories and models related to biological systems at all scales, from subcellular processes to ecosystem dynamics 
• appreciation of how biological knowledge has developed over time and continues to develop; how scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts 
• ability to plan and carry out fieldwork, laboratory and other research investigations, including the collection and analysis of qualitative and quantitative data and the interpretation of evidence 
• ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge 
• ability to communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways 

Biology is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies. A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.

Objectives 

By the conclusion of the course of study, students will: 

• describe and explain scientific concepts, theories, models and systems and their limitations
• apply understanding of scientific concepts, theories, models and systems within their limitations
• analyse evidence
• interpret evidence
• investigate phenomena
• evaluate processes, claims and conclusions
• communicate understandings, findings, arguments and conclusions.

Prerequisites and Recommendations: 

It is recommended that students have achieved at least a B standard in Year 10 in Science and Mathematics.

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students complete four summative assessments.  The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E).

Summative Assessment

CHEMISTRY

 Chemistry is the study of materials and their properties and structure.

• In Unit 1, students study atomic theory, chemical bonding, and the structure and properties of elements and compounds.
• In Unit 2, students explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction.
• In Unit 3, students study equilibrium processes and redox reactions.
• In Unit 4, students explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds.

Chemistry aims to develop students’:

• interest in and appreciation of chemistry and its usefulness in helping to explain phenomena and solve problems encountered in their ever-changing world
• understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties
• understanding of the factors that affect chemical systems and how chemical systems can be controlled to produce desired products
• appreciation of chemistry as an experimental science that has developed through independent and collaborative research, and that has significant impacts on society and implications for decision-making
• expertise in conducting a range of scientific investigations, including the collection and analysis of qualitative and quantitative data, and the interpretation of evidence
• ability to critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions
• ability to communicate chemical understanding and findings to a range of audiences, including through the use of appropriate representations, language and nomenclature.

Pathways

Chemistry is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies.  A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

Objectives

By the conclusion of the course of study, students will:

• describe and explain scientific concepts, theories, models and systems and their limitations
• apply understanding of scientific concepts, theories, models and systems within their limitations
• analyse evidence
• interpret evidence
• investigate phenomena
• evaluate processes, claims and conclusions
• communicate understandings, findings, arguments and conclusions.

Prerequisites and Recommendations:

It is recommended that students have achieved at least a B standard in Year 10 in Science and Mathematics.

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students, complete four summative assessments.  The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E).

Summative Assessment

DESIGN

Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas. 

Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives. 

Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences. 

Pathways 

A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture. 

Objectives 

By the conclusion of the course of study, students will: 

• describe design problems and design criteria 
• represent ideas, design concepts and design information using drawing and low-fidelity prototyping 
• analyse needs, wants and opportunities using data 
• devise ideas in response to design problems 
• synthesise ideas and design information to propose design concepts 
• evaluate ideas and design concepts to make refinements 
• make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts. 

Prerequisites and Recommendations: Nil 

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students, complete four summative assessments.  The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E).

Summative Assessment

ECONOMICS

The discipline of Economics is integral to every aspect of our lives: our employment opportunities, business operations and living standards. The subject challenges us to use evidence and be innovative when solving problems in a world of complex global relationships and trends, where a knowledge of economic forces and flows leads to better decisions. In Economics, decision making is core: how to allocate and distribute scarce resources to maximise well-being. 

The field of economics is typically divided into two: microeconomics being the study of individuals, households and businesses; and macroeconomics, the study of economy-wide phenomena. Within this context, students study opportunity costs, economic models and the market forces of demand and supply. These concepts are applied to real-world issues of how and why markets may be modified, and the effects of government strategies and interventions. The final units of the course dissect and interpret the complex nature of international economic relationships and the dynamics of Australia’s place in the global economy.

Pathways

Economics is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Economics can establish a basis for further education and employment in the fields of economics, econometrics, management, data analytics, business, accounting, finance, actuarial science, law, political science and journalism. Economics is an excellent complement for students who want to solve real-world science or environmental problems and participate in government policy debates. It provides a competitive advantage for career options where students are aiming for management roles and developing their entrepreneurial skills to create business opportunities as agents of innovation.

Objectives 

By the conclusion of the course of study, students will:

• Comprehend economic concepts, principles and models of the economic problem, economic flows and market forces. 
• Analyse economic issues that involve economic problems, economic flows and/or market forces. 
• Evaluate economic outcomes relevant to economic problems, economic flows and/or market forces. 
• Create responses that communicate economic meaning to suit the intended purpose.

Prerequisites and Recommendations: 

Students are strongly encouraged to have achieved at least a C standard in Year 10 English and H.A.S.S. Structure

Structure

Assessment 

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students, complete four summative assessments, one of which is an external exam written by QCAA. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E). Summative Assessment

Summative assessment

ENGLISH

English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts. 

Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. 

Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it. Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences. 

Pathways

A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts. 

Objectives 

By the conclusion of the course of study, students will: 

• use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations 
• establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences 
• create and analyse perspectives and representations of concepts, identities, times and places 
• make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions
• use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts.
• select and synthesise subject matter to support perspectives  
• organise and sequence subject matter to achieve particular purposes 
• use cohesive devices to emphasise ideas and connect parts of texts 
• make language choices for particular purposes and contexts  
• use grammar and language structures for particular purposes 
• use mode-appropriate features to achieve particular purposes.

Prerequisites and Recommendation: 

Minimum achievement of a B- grade in Year 10 Preparation for General English. 

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students, complete four summative assessments.  The results from each of the assessments are added together to provide a subject score out of 100.  Students will also receive an overall subject result (A-E).

Summative Assessment

MATHEMATICS

The major domains of mathematics in General Mathematics are Number and Algebra, Measurement and Geometry, Statistics and Networks and Matrices, building on the content of the P–10 Australian Curriculum. Learning reinforces prior knowledge and further develops key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics.

General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. It incorporates a practical approach that equips learners for their needs as future citizens. Students will learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They will experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They will develop the ability to understand, analyse and take action regarding social issues in their world.

Pathways

A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.

 Objectives

During the course of study, students will:

• Recall mathematical knowledge.
• Use mathematical knowledge.
• Communicate mathematical knowledge.
• Evaluate the reasonableness of solutions.
• Justify procedures and decisions.
• Solve mathematical problems. 

Prerequisites and Recommendations

It is recommended that students have achieved at least a C in Year 10 “Core Mathematics” (CORE) in Semester 2.

Structure 

Assessment

Units 1 & 2 assessment will generally mirror the summative assessment for Units 3 & 4. In Units 3 & 4, students complete 4 summative assessments. The results from each are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E).

Summative Assessment:

MATHEMATICAL METHODS 

The major domains in Mathematical Methods are Algebra, Functions, Relations & their graphs, Calculus and Statistics. Topics are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems. The ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another is a vital part of learning in Mathematical Methods.

Students who undertake Mathematical Methods will see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers. Through solving problems and developing models, they will appreciate that mathematics and statistics are dynamic tools that are critically important in the 21st century. 

Pathways

A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences, mathematics, science education, medical & health sciences (including human biology, biomedical science, nanoscience & forensics), engineering (including chemical, civil, electrical & mechanical), avionics, communications, mining, computer science (including electronics & software design), psychology and business.

Objectives

During the course of study, students will:

• Recall mathematical knowledge.
• Use mathematical knowledge.
• Communicate mathematical knowledge.
• Evaluate the reasonableness of solutions.
• Justify procedures and decisions.
• Solve mathematical problems.

Prerequisites and Recommendations

To meet the academic rigour of this course, it is recommended students have achieved at least a B in “Advanced & Applied Mathematics” (ADV) in Year 10 Semester 2. A graphics calculator is required for this subject.

Structure 

Assessment

Units 1 & 2 assessment mirrors the summative assessment for Units 3 & 4. In Units 3 & 4, students complete 4 summative assessments, the results of which are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E).

 Summative Assessment:

MODERN HISTORY 

Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to form a historical consciousness in relation to these same forces. Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures. Students learn that the past is contestable and tentative. 

Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations. Students gain a range of transferable skills that will help them become critically literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future. 

Pathways

A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.

Objectives 

By the conclusion of the course of study, students will:

• Devise historical questions and conduct research. 
• Comprehend terms, concepts and issues. 
• Analyse evidence from historical sources.  
• Evaluate evidence from historical sources.  
• Synthesise evidence from historical sources.  
• Communicate to suit purpose.. 

Prerequisites and Recommendations: 

Students are strongly encouraged to have achieved at least a C standard in Year 10 English and Year 10 History Elective.

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students, complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E). 

Summative Assessment

PHYSICAL EDUCATION

The knowledge, understanding and skills taught through Health and Physical Education enable students to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Development of the physical, intellectual, social and emotional capacities necessary in the strands of ‘Movement and physical activity’ and ‘Personal, social and community health’ is a key component of the P–10 Australian Curriculum: Health and Physical Education. 

It provides the foundations for learning and alignment to the Physical Education and Health senior syllabuses to build increasingly complex and developmental courses of study in the senior years. In Physical Education, Arnold’s seminal work (1979, 1985, 1988) provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in movement contexts (Brown & Penney 2012; Stolz & Thorburn 2017). 

Across the course of study, students will engage in a range of physical activities to develop movement sequences and movement strategies. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of the dimensions. In becoming physically educated, students learn to see how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. 

The Physical Education syllabus is developmental and becomes increasingly complex across the four units. 

Unit 1

Students develop an understanding of the fundamental concepts and principles underpinning their learning of movement sequences and how they can enhance movement from a biomechanical perspective. 

Unit 2

Students broaden their perspective by determining the psychological factors, barriers and enablers that influence their performance and engagement in physical activity. 

Unit 3 

Students enhance their understanding of factors that develop tactical awareness and influence ethical behaviour of their own and others’ performance in physical activity. 

Unit 4 

Students explore energy, fitness and training concepts and principles to optimise personal performance.

Students learn experientially through three stages of an inquiry approach to ascertain relationships between the scientific bases and the physical activity contexts. Students recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. 

Through their purposeful and authentic experiences in physical activities, students gather, analyse and synthesise data to devise strategies to optimise engagement and performance. They evaluate and justify strategies about and in movement by drawing on informed, reflective decision-making. 

Physically educated learners develop the 21st century skills of critical thinking, creative thinking, communication, personal and social skills, collaboration and teamwork, and information and communication technologies skills through rich and diverse learning experiences about, through and in physical activity. Physical Education fosters an appreciation of the values and knowledge within and across disciplines, and builds on students’ capacities to be self-directed, work towards specific goals, develop positive behaviours and establish lifelong active engagement in a wide range of pathways beyond school.

Pathways 

Physical Education is a General subject suited to students who are interested in pathways that lead to tertiary studies, vocational education or work. A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

Objectives 

By the conclusion of the course of study, students will: 

• Recognise and explain concepts and principles about movement 
• Demonstrate specialised movement sequences and movement strategies 
• Apply concepts to specialised movement sequences and movement strategies 
• Analyse and synthesise data to devise strategies about movement 
• Evaluate strategies about and in movement 
• Justify strategies about and in movement 
• Make decisions about and use language

Prerequisites and Recommendations: 

It is recommended that students have completed Year 10 Health and Physical Education. Students should have also received a B- or above for Year 10 English to facilitate Project portfolio and investigative assessment genre utilised in Senior PE 

Structure 

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

Summative Assessment

PHYSICS

Physics provides opportunities for students to engage with the classical and modern understandings of the universe. 

• In Unit 1, students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes. 
• In Unit 2, students learn about the concepts and theories that predict and describe the linear motion of objects. Further, they will explore how scientists explain some phenomena using an understanding of waves. 
• In Unit 3, students engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. 
• Finally, in Unit 4, students study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena. 

Students will learn valuable skills required for the scientific investigation of questions. In addition, they will 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. 

Physics aims to develop students’: 

• appreciation of the wonder of physics and the significant contribution physics has made to contemporary society 
• understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action 
• understanding of the ways in which matter and energy interact in physical systems across a range of scales 
• understanding of the ways in which models and theories are refined, and new models and theories are developed in physics; and how physics knowledge is used in a wide range of contexts and informs personal, local and global issues 
• investigative skills, including the design and conduct of investigations to explore phenomena and solve problems, the collection and analysis of qualitative and quantitative data, and the interpretation of evidence 
• ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims 
• ability to communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres. 

Pathways 

Physics is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies.  A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.

Objectives 

By the conclusion of the course of study, students will: 

• describe and explain scientific concepts, theories, models and systems and their limitations
• apply understanding of scientific concepts, theories, models and systems within their limitations
• analyse evidence
• interpret evidence
• investigate phenomena
• evaluate processes, claims and conclusions
• communicate understandings, findings, arguments and conclusions.

Prerequisites and Recommendations: 

It is recommended that students have achieved at least a B standard in Year 10 in Science and Mathematics.

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students complete four summative assessments.  The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A-E).

Summative Assessment

AGRICULTURAL PRACTICES

Agricultural Practices provides opportunities for students to explore, experience and learn concepts and practical skills valued in agricultural science, workplaces and other settings. Learning in Agricultural Practices involves creative and critical reasoning; systematically accessing, capturing and analysing information, including primary and secondary data; and using digital technologies to undertake research, evaluate information and present data. 

Agricultural Practices students apply scientific knowledge and skills in situations to produce outcomes. Students build their understanding of expectations for work in agricultural settings and develop an understanding of career pathways, jobs and other opportunities available for participating in and contributing to agricultural activities. 

Projects and investigations are key features of Agricultural Practices. Projects require the application of a range of cognitive, technical and reasoning skills and practical-based theory to produce real-world outcomes. Investigations follow scientific inquiry methods to develop a deeper understanding of a particular topic or context and the link between theory and practice in real-world and/or lifelike agricultural contexts.

By studying Agricultural Practices, students develop an awareness and understanding of life beyond school through authentic, real-world interactions to become responsible and informed citizens. They develop a strong personal, socially oriented, ethical outlook that assists with managing context, conflict and uncertainty. Students gain the ability to work effectively and respectfully with diverse teams to maximise understanding of concepts, while exercising flexibility, cultural awareness and a willingness to make necessary compromises to accomplish common goals. They learn to communicate effectively and efficiently by manipulating appropriate language, terminology, symbols and diagrams associated with scientific communication. 

The objectives of the course ensure that students apply what they understand to explain and execute procedures, plan and implement projects and investigations, analyse and interpret information, and evaluate conclusions and outcomes. Workplace health and safety practices are embedded across all units and focus on building knowledge and skills in working safely, effectively and efficiently in practical agricultural situations. 

Pathways 

A course of study in Agricultural Practices can establish a basis for further education, training and employment in agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as agricultural shows.

Objectives 

The syllabus objectives outline what students have the opportunity to learn. 

• Describe ideas and phenomena - Students give an account of agricultural ideas and phenomena and the skills and processes used to complete an agricultural task. They express information in a variety of modes using agricultural language, representations and genre conventions. 
• Execute procedures - Students demonstrate skills and processes to complete an agricultural task. They collect and collate information from primary and secondary sources. Students follow workplace health and safety procedures and ethical and environmental considerations. 
• Analyse information - Students recognise a variety of forms of information produced from experiments and research, e.g. words, symbols, pictures, graphs. They identify the key features and components of information and apply processes to identify patterns, relationships, errors and limitations. 
• Interpret information - Students draw conclusions from their analysis of information from experiments and research. They identify expectations and requirements in scenarios. 
• Evaluate conclusions and outcomes - Students make judgments about conclusions and outcomes in terms of criteria such as efficiency, effectiveness, cost, safety, industry standards or social, ethical, cultural or environmental impacts. They make recommendations about future investigations and projects. 
• Plan investigations and projects - Students make decisions about methodologies, sources and processes to reach conclusions and achieve outcomes. They ensure that workplace health and safety and ethical and environmental considerations are incorporated into planning. 

Prerequisites and Recommendations: Nil 

Structure 

ESSENTIAL ENGLISH 

Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. 

Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts. Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts. 

Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others. 

Pathways

A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts. 

Objectives

By the conclusion of the course of study, students will: 

• use patterns and conventions of genres to suit particular purposes and audiences 
• use appropriate roles and relationships with audiences 
• construct and explain representations of identities, places, events and concepts 
• make use of and explain opinions and/or ideas in texts, according to purpose.
• explain how language features and text structures shape meaning and invite particular responses 
• select and use subject matter to support perspectives 
• sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts 
• make language choices according to register informed by purpose, audience and context.
• use mode-appropriate language features to achieve particular purposes across modes.

Prerequisites and Recommendations: 

None

Structure

Assessment

Units 1 and 2 assessment will generally mirror the summative assessment for Units 3 and 4.

In Units 3 and 4 students, complete four summative assessments.  Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Summative Assessment

ESSENTIAL MATHEMATICS 

The major domains of mathematics in Essential Mathematics are Number, Data, Location & Time, Measurement & Finance. Teaching and learning builds on the proficiency strands of the P–10 Australian Curriculum. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They will learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes.  

Students will benefit from studies in Essential Mathematics because they will develop skills that go beyond the traditional ideas of numeracy. This is achieved through a greater emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens who interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. Students will see mathematics as applicable to their employability and lifestyles, and develop leadership skills through self-direction and productive engagement in their learning.

Pathways

A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups. 

Objectives

During the course of study, students will:

•       Recall mathematical knowledge.
•       Use mathematical knowledge.
•       Communicate mathematical knowledge.
•       Evaluate the reasonableness of solutions.
•       Justify procedures and decisions.
•       Solve mathematical problems.

Prerequisites and Recommendations

Recommended for students who received a C in Semester 1 of Year 10 or who have completed Short Course in Numeracy (SCN) in Semester 2. 

Structure 

Assessment

Units 1 & 2 assessment will generally mirror the summative assessment for Units 3 & 4. 

In Units 3 & 4, students complete 4 summative assessments. The College develops 3 summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Summative Assessment:

INDUSTRIAL GRAPHICS SKILLS

Technologies are an integral part of society as humans seek to create solutions to improve their own and others’ quality of life. Technologies affect people and societies by transforming, restoring and sustaining the world in which we live. In an increasingly technological and complex world, it is important to develop the knowledge, understanding and skills used by Australian manufacturing and construction industries to produce drawings. The manufacturing and construction industries transform raw materials into products required by society. This adds value for both enterprises and consumers. Australia has strong manufacturing and construction industries that continue to provide employment opportunities. 

Industrial Graphics Skills includes the study of drafting industry practices and production processes through students’ application in, and through a variety of industry-related learning contexts. Industry practices are used by drafting enterprises to manage production processes and the associated manufacture or construction of products from raw materials. Production processes include the drafting skills and procedures required to produce industry-specific technical drawings and graphical representations. Students engage in applied learning to demonstrate knowledge and skills in units that meet local needs, available resources and teacher expertise. Through both individual and collaborative learning experiences, students learn to meet client expectations of drawing standards. 

Applied learning supports students’ development of transferable 21st century, literacy and numeracy skills relevant to future employment opportunities in the building and construction, drafting, engineering and furnishing industrial sectors. Students learn to interpret drawings and technical information, and select and demonstrate manual and computerised drafting skills and procedures in relation to production processes. The majority of learning is done through drafting tasks that relate to business and industry. They work with each other to solve problems and complete practical work. 

Objectives 

The syllabus objectives outline what students have the opportunity to learn.

• Demonstrate practices, skills and procedures.
• Interpret client briefs and technical information.
• Select practices, skills and procedures.
• Sequence processes.
• Evaluate skills and procedures, and drawings.
• Adapt plans, skills and procedures.

Prerequisites and Recommendations: 

Year 10 Graphics Foundations

Structure 

This class is a composite class with a Year A and Year B.

• Year A Sequence: C A E F
• Year B Sequence: E F C A

RELIGION AND ETHICS

Religion & Ethics helps students explore the values, beliefs and life choices that shape who they are and how they contribute to society. The subject introduces students to a range of religious, spiritual and ethical worldviews, encouraging them to reflect on their own identity and the influences of family, culture and community.

Students investigate real?world issues such as purpose, moral decision?making, relationships and social justice. They learn how different belief systems guide ethical choices and how religion and ethics function within society today. Learning is practical and often community?connected, with opportunities to engage with service groups, charities and diverse perspectives.

Through inquiry, reflection and communication, students develop strong decision?making skills and the ability to apply ethical thinking to everyday situations. Religion & Ethics prepares students to participate confidently and responsibly in a changing world as thoughtful, compassionate and informed citizens.

Pathways 

A course of study in Religion and Ethics provides a strong foundation for further education, training, and employment across a wide range of fields. It supports students in developing the personal attributes and practical skills necessary to engage effectively, ethically, and confidently in future life roles.

Through this subject, students gain:

• A deeper understanding of themselves as individuals and as members of families, communities, and workplaces
• The ability to clarify personal beliefs, values, and ethical frameworks
• Skills in critical thinking, ethical reasoning, and decision-making
• Confidence in communicating and engaging with diverse perspectives

Religion and Ethics fosters a sense of citizenship, community awareness, and service. It encourages students to reflect on their responsibilities within society and to act with integrity and compassion. These qualities contribute to lifelong learning and prepare students to participate meaningfully in further education, vocational pathways, and the workforce.

Objectives 

The syllabus objectives outline what students have the opportunity to learn. 

• Explain religious, spiritual and ethical principles and practices. Students explain principles and practices that inform religious, spiritual and ethical views and use relevant terminology.
• Examine religious, spiritual and ethical information. Students select and use information to identify principles and practices in religious, spiritual and ethical scenarios. Students draw meaning from the principles and practices identified. 
• Apply religious, spiritual and ethical knowledge. Students apply their knowledge to determine options. They consider each option to form positions related to religious, spiritual and ethical scenarios.
• Communicate responses. Students present information through written, spoken, graphical and/or auditory modes using language conventions appropriate to audience, context and purpose. 
• Evaluate projects. Students reflect on and discuss the effectiveness of their plans, processes and outcomes. They make judgments to explain improvements that could be made to their plans, processes and outcomes. 

Structure

Assessment

Assessment in Religion and Ethics includes a variety of extended written responses and project-based tasks. These tasks give students the opportunity to explore real-world issues, express their ideas, and demonstrate their understanding in creative and meaningful ways.

Visual Arts in Practice 

Visual Arts in Practice focuses on students engaging in art-making processes and creating visual artworks for specific purposes. Students explore and apply materials, technologies, and techniques, using information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They investigate artists, art movements, and theories, examining influences on art-making through various contexts. Students reflect on both their own and others’ art-making processes, integrating skills to create artworks and evaluate aesthetic choices. Safe visual art practices are learned and applied throughout the course.

Pathways

A course of study in Visual Arts in Practice can establish a basis for further education and employment in fields such as design, styling, decorating, illustrating, drafting, visual merchandising, makeup artistry, advertising, game design, photography, animation, or ceramics.

Objectives

By the conclusion of the course of study, students should:

• Use visual arts practices
• Plan artworks
• Communicate ideas
• Evaluate artworks

Structure

Visual Arts in Practice is a four-unit course of study. This syllabus contains four QCAA-developed units as options for schools to combine in any order to develop their course of study.

Unit Options

• Unit A: Looking Outwards (Others)
• Unit B: Clients
• Unit C: Looking Inwards (Self)
• Unit D: Transform & Extend

Assessment

Students complete two assessment tasks for each unit. The assessment techniques used in Visual Arts in Practice are:

• Project: Students make experimental or prototype artworks, or design proposals or stylistic experiments. They evaluate artworks, art styles, and/or practices that explore the focus of the unit. Students plan resolved artworks.
  
  
• Resolved Artwork: Students make resolved artworks that communicate ideas for specific purposes and contexts, considering audience and display.
  
  

Each assessment task includes specific response requirements and conditions as outlined in the syllabus.