Senior Subject Selections, 2013 - St Joseph's Nudgee College

Senior Subject Selections, 2013 

TABLE OF CONTENTS 

Introduction ....................................................................................................................................................................... 1 

Choosing Subjects ............................................................................................................................................................ 2 

Subject Options After Year 10 .......................................................................................................................................... 3 

Senior Phase Of Learning & Subject Pathways ............................................................................................................. 4 

Subject Pathways Years 8-12, 2013 ................................................................................................................................. 5 

Subject Pathways Years 8-12, 2013 ................................................................................................................................. 6 

Queensland Certificate Of Education (QCe) ................................................................................................................... 7 

Vocational Education And Training (VET) ...................................................................................................................... 8 

Structured Workplace Learning ....................................................................................................................................... 9 

School-Based Apprenticeships And Traineeships (SAT)............................................................................................ 10 

Subject Listings (Alphabetical)...................................................................................................................................... 12 

ACCOUNTING .................................................................................................................................................................. 13 

BIOLOGICAL SCIENCE ...................................................................................................................................................... 14 

BUILDING AND CONSTRUCTION ......................................................................................................................................... 15 

BUSINESS INFORMATION TECHNOLOGY .............................................................................................................................. 16 

BUSINESS ORGANISATION AND MANAGEMENT ................................................................................................................... 17 

CHEMISTRY .................................................................................................................................................................... 18 

CURRICULUM SUPPORT ................................................................................................................................................... 19 

DRAMA ........................................................................................................................................................................... 20 

ECONOMICS .................................................................................................................................................................... 21 

ENGINEERING AND MANUFACTURING ................................................................................................................................ 22 

ENGLISH ......................................................................................................................................................................... 23 

ENGLISH COMMUNICATION ............................................................................................................................................... 24 

ENGLISH FOR ESL LEARNERS ........................................................................................................................................... 25 

GEOGRAPHY ................................................................................................................................................................... 26 

GRAPHICS ...................................................................................................................................................................... 27 

HEALTH EDUCATION ........................................................................................................................................................ 28 

HOSPITALITY OPERATIONS ............................................................................................................................................... 29 

HOSPITALITY STUDIES ..................................................................................................................................................... 30 

INFORMATION TECHNOLOGY SYSTEMS .............................................................................................................................. 31 

JAPANESE ...................................................................................................................................................................... 32 

LEGAL STUDIES............................................................................................................................................................... 33 

MARINE STUDIES ............................................................................................................................................................ 34 

MATHEMATICS A ............................................................................................................................................................. 35 

MATHEMATICS B ............................................................................................................................................................. 36 

MATHEMATICS C ............................................................................................................................................................. 37 

MODERN HISTORY ........................................................................................................................................................... 38 

MUSIC ............................................................................................................................................................................ 39 

PHILOSOPHY AND REASON .............................................................................................................................................. 40 

PHYSICAL EDUCATION ..................................................................................................................................................... 41 

PHYSICS ......................................................................................................................................................................... 42 

PRE-VOCATIONAL MATHEMATICS ...................................................................................................................................... 43 

QUEENSLAND CORE SKILLS (QCS).................................................................................................................................... 44 

RECREATION .................................................................................................................................................................. 45 

RELIGION AND ETHICS ..................................................................................................................................................... 46 

RURAL OPERATIONS ........................................................................................................................................................ 47 

STUDY OF RELIGION ....................................................................................................................................................... 48 

TECHNOLOGY STUDIES .................................................................................................................................................... 49 

VISUAL ART .................................................................................................................................................................... 50 

Contacts At Nudgee College .......................................................................................................................................... 51 

Subject Contacts ............................................................................................................................................................. 52 

Glossary Of Terms .......................................................................................................................................................... 53 

Subject Selection Form, Senior 2013 ............................................................................................................................ 55


INTRODUCTION 

In Years 11 and 12, every student at St Joseph’s Nudgee College choosing an OP pathway must study a 

compulsory core consisting of: 

 

 

 

Study of Religion 

English 

Mathematics A or Mathematics B 

In addition, students choose three elective subjects ensuring they have at least five (5) Authority subjects. 

Students on a VET or non OP pathway must study a compulsory core consisting of: 

 

 

 

 

Religion and Ethics 

English Communication 

Mathematics A or Pre Vocational Mathematics 

BIT (Business Information Technology) Any variations from this program must be approved by Mr 

Johnston or Ms Liddy 

In addition, students choose two (2) elective subjects. 

Experience has shown that students gain most from choosing the subjects they enjoy and in which they 

personally anticipate greatest success. If they have career aspirations where prerequisite subjects are 

specified prior to further study they need to choose accordingly. The onus is on students to investigate such 

possible prerequisites themselves. 

Aptitude + Interest + Future Pathways = Fulfilling Choices 

The existence of clear discrepancies between the subjects listed as prerequisite for a particular tertiary 

course to which the student aspires, and those subjects that the student enjoys and/or in which the student 

experiences success, may indicate a mismatch between the anticipated career and the student's interests 

and abilities. 

David Johnston 

Dean of Learning & Teaching 

Page 1


CHOOSING SUBJECTS 

The Senior Phase of Learning (Years 11 and 12) is clearly an important time in young people’s lives. Before 

you begin looking at which subjects you might choose, it is imperative that you give some serious 

consideration to your hopes and dreams for the future. You need to consider future career pathways as well 

as likely study options. Such consideration should lead you to design for yourself a course of work that best 

suits your needs. 

The following pages describe some common pathway options as well as explaining some of the terminology 

associated with senior study. Boys are encouraged to make well informed decisions and we hope this is 

ensured through the information in this book and conversations with teaching staff, parents and school 

counsellors. 

The Senior Subject Guide Book is available on the Portal. It will provide you with a succinct description of 

each subject and its content, the possible pathways available, guiding prerequisites and types of assessment. 

Further information relating to specific subjects can be obtained from the relevant Head of Subject. 

The book is organised alphabetically according to the curriculum areas. The following pages provide an 

overview of our entire curriculum. This should be closely examined to assist in subject decisions and future 

possible directions. 

Vocation questions 

 

 

 

What kind of people do I most admire and would I like to count amongst my associates? 

Do I feel an inner nudge or call that seems to be pointing me in some particular direction? 

What kinds of things do I feel that I can do with my life that will make a difference for good in our 

world? 

Questions you should ask yourself before making final subject choices 

What seem to be my gifts / strengths / passions? 

In which subjects do I perform well? 

Which subjects do I enjoy the most? 

Which kinds of activities really give me a sense of worth? 

What kinds of things do I find most challenging and fulfilling? 

In which kind of activities / subjects do I feel that I am most myself? 

Are there any prerequisites for a particular subject? 

Are there any prerequisites for a university subject that I want to study? 

Some reasons not to choose a subject 

Your friends are doing it. Your friends may have different abilities, interests and motivations to you. 

Your favourite teacher is teaching it. Your timetable may not correspond to that of your teacher or 

they may even change 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 ‘bludge subject’. If someone tells you a subject is a bludge, chances are they 

are bludging and probably performing poorly. 

It’s a good OP scorer. Not if you do not achieve. 

Please ensure you make an informed decision and choose your subjects carefully as changes of subject 

during the year are not always possible. 

Page 2


SUBJECT OPTIONS AFTER YEAR 10 

STAYING AT SCHOOL 

- it pays to stay 

Students completing Year 12 or equivalent studies 

have greater further education and training opportunities 

and better job prospects. 

YEAR 11/12 PROGRAMS 

QCE & SENIOR STATEMENT 

Select the option that suits your interests, abilities and 

career ideas and will help you achieve your goals 

Subject combinations resulting 

in an Overall Position (OP) 

 

Requirements for an OP: 

20 semester units of Authority 

subjects 

3 subjects must be studied over 4 

semesters of Years 11/12 

sit for the Queensland Core Skills 

Test (QCST) 

In addition to 20 semester units of 

Authority subjects, students can study 

towards partial or full completion of a 

nationally accredited vocational education 

certificate through: 

selected Authority and Authorityregistered 

subjects 

stand alone certificate studies offered 

by the school, a TAFE institute or other 

provider 

Subject combinations not resulting 

in an Overall Position (OP) 

Combination of Authority (fewer than 20 

semester units) and Authority-registered 

subjects 

 

Authority-registered subjects only 

In conjunction with these options students can 

study towards partial or full completion of a 

nationally accredited vocational education 

certificate through: 

Selected Authority and Authorityregistered 

subjects 

Stand alone certificate studies offered by 

the school, a TAFE institute or other 

provider 

A school-based apprenticeship or 

traineeship. 

Students undertaking a non-OP pathway who 

intend to apply through QTAC for tertiary 

courses at the end of Year 12 should ensure 

they will have at least 20 semester units of 

Authority, Authority-registered, and/or VET units 

of competency by the completion of Year 12. 

They should also consider sitting for the QCST. 

A completed school-based traineeship may also 

be used for entry to courses at some institutions. 

Qualifications obtained outside of school may be recorded 

on the Senior Statement if they are approved 

by the Queensland Studies Authority. 

Page 3


SENIOR PHASE OF LEARNING & SUBJECT 

PATHWAYS 

Authority Subjects 

(A) 

Authority Registered Subjects 

(AR) 

Certificate Courses 

(V) 

Choose a combination of these, 

keeping in mind: 

* Interest 

* Ability 

* Possible future pathway 

Select six (6) 


Select a combination of Subjects/Courses 

At least five (5) 


Any combination of 

Authority, 

Authority Registered 

& 


Select six (6) 

Authority Registered 

Subjects 

and/or 


OP Score 

QTAC Selection Rank (OP ineligible) 

* Further Study; 

* Apprenticeship or Traineeship; 

* Work 

Page 4


SUBJECT PATHWAYS YEARS 8-12, 2013 

(A) - Authority (AR) - Authority Registered (C) - Compulsory (V) - VET Certificate 

YEAR 8 – 2013 YEAR 9 - 2013 YEAR 10 - 2013 YEAR 11 - 2013 YEAR 12 - 2013 

Religious Education (Core Studies) (C) Religious Education (Core Studies) (C) Study of Religion (C) 

Religion and Ethics (C) (AR) 

Study of Religion (C) (A) 

Religion and Ethics (C) (AR) 

Study of Religion (C) (A) 

English (Core Studies) (C) 

English (Core Studies) (C) 

English Foundation (Core Studies) 

English Modified (Core Studies) 

English (C) 

English Communication (C) 

English for ESL Learners (C) 

English (C) (A) 

English Communication (C) (AR) 

English for ESL Learners (C) (A) 

English (C) (A) 

English Communication (C) (AR) 

English for ESL Learners (C) (A) 

Mathematics (C) 

Mathematics (C) 

Mathematics – DELTA (C) 

Mathematics Modified (C) 

Mathematics A Prep (C) 

Mathematics B Prep (C) 

Mathematics - DELTA 

Mathematics – Essentials (C) 

Mathematics A (C) (A) 

Mathematics B (C) (A) 

Mathematics C (C) (A) 

Pre Vocational Mathematics (C) (AR) 

Mathematics A (C) (A) 

Mathematics B (C) (A) 

Mathematics C (C) (A) 

Pre Vocational Mathematics (C) (AR) 

Science (C) 

Science (C) 

Biology 

Marine Science 

Physical Sciences (Phys/Chem) 

Rural Studies 

Biological Science (A) 

Chemistry (A) 

Marine Studies (A) 

Physics (A) 

Rural Operations Certificate II (V) 

Biological Science (A) 

Chemistry (A) 

Marine Studies (A) 

Physics (A) 

Rural Operations Certificate II (V) 

Social Science (Core Studies) (C) 

Economics & Law 

Geography 

History 

Economics (A) 

Geography (A) 

Legal Studies (A) 

Modern History (A) 

Economics (A) 

Geography (A) 

Legal Studies (A) 

Modern History (A) 

Social Science (Core Studies) (C) 

Business Studies 

Business Enterprise 

Accounting & Commerce 

Accounting (A) 

Business Information Technology 

Certificate II (V) 

Business Organisation & 

Management (A) 

Hospitality Operations Certificate II (V) 

Hospitality Studies (A) (V) 

Accounting (A) 


Certificate II (V) 


Management (A) 

Hospitality Operations Certificate II (V) 

Hospitality Studies (A) (V) 

Information & Communication 

Technology 

Information & Communication 

Technology 

Information Technology Systems (A) 

Information Technology Systems (A) 

Page 5


SUBJECT PATHWAYS YEARS 8-12, 2013 

(A) - Authority (AR) - Authority Registered (C) - Compulsory (V) - VET Certificate 

YEAR 8 – 2013 YEAR 9 - 2013 YEAR 10 - 2013 YEAR 11 - 2013 YEAR 12 - 2013 

Industrial Technology & Design 

Industrial Technology & Design 

Graphics 

Design Technology 

Graphics 

Industrial Skills 

Technology Studies (A) 

Graphics (A) 

Building & Construction Cert I (V) 

Engineering & Manufacturing Cert I (V) 

Technology Studies (A) 

Graphics (A) 

Building & Construction Cert I (V) 

Engineering & Manufacturing Cert I (V) 

Art 

Drama 

Music 

Art 

Drama 

Music 

Drama 

Music 

Visual Art 

Drama (A) 

Music (A) 

Visual Art (A) 

Drama (A) 

Music (A) 

Visual Art (A) 

Health & Physical Education (C) Health & Physical Education Health & Physical Education 

Health Education (A) 

Physical Education (A) 

Recreation (AR) 

Health Education (A) 

Physical Education (A) 

Recreation (AR) 

Japanese (C) Japanese Japanese 

Chinese / Korean (A) 

Japanese (A) 

Chinese / Korean (A) 

Japanese (A) 

Curriculum Enrichment (By 

Invitation) 


Invitation) 


Invitation) 

Philosophy and Reason (A) 

Philosophy and Reason (A) 

Curriculum Support (By Invitation) Curriculum Support (By Invitation) Curriculum Support (By Invitation) 

ESL Support ESL Support ESL Support 

Student Formation (C) Student Formation (C) Student Formation (C) Student Formation (C) 

QCS Preparation (C) 

Page 6


QUEENSLAND CERTIFICATE OF EDUCATION 

(QCE) 

Queensland Certificate of Education 

The Queensland Certificate of Education (QCE) complements the Government’s “learning or earning” laws 

which mean everyone will be required to complete Year 10 at school and go on to complete a further two 

years of education and training. 

Eligibility for a QCE 

To be eligible for a QCE, a student must be enrolled with a school and registered with the Queensland 

Studies Authority. For most students, the QCE will be achieved over Years 11 and 12. Others may not 

achieve it until after they finish Year 12. 

The total amount of learning required is at least twenty credits. This reflects an amount of learning that could 

be reasonably achieved by most young people over a two-year, full-time program of study in the Senior 

Phase of Learning. 

What is a Credit? 

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

two elements: an amount of learning and a set standard. 

For example, a credit for a school subject is one semester (amount of learning) at Sound Achievement (set 

standard) or a credit for a Certificate II qualification is 25% (amount of learning) of the competencies (set 

standard). 

Some learning achievements will be recorded in the Learning Account but will not be a credit because they 

either do not have the required amount of learning or they do not meet the set standard. 

For example, a Very Limited Achievement in a school subject does not meet the set standard to be a credit. 

Flexibility 

The qualification recognises more learning options. Students can design a program of study to match their 

career goals. There is more flexibility in what, where and when learning occurs. 

Not all the learning needs to take place at school. Some learning can be with a registered training provider, 

in a workplace or with a community group. 

The Senior Statement 

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

what learning was attempted, the standard achieved and, where and when the learning took place. 

The QSA will issue the Senior Statement to young people who: 

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

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

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

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

Page 7


VOCATIONAL EDUCATION AND TRAINING (VET) 

(National Provider No. 30498) 

St Joseph’s Nudgee College is recognised as a Registered Training Organisation that operates within the 

standards of the VET Quality Framework. The College is registered to deliver, assess and issue 

qualifications (certificates and statements) for those certificate courses within its Scope Of Registration in 

accordance with the National Training Packages. The scope of registration indicates the vocational area, 

level of qualification and period of registration. Our registrations are through the Queensland Studies 

Authority (QSA). The College’s National Provider Number is 30498. Current registrations are available from 

the Learning and Teaching Office. 

St Joseph’s Nudgee College is committed to students being offered a range of learning experiences in order 

to attain the highest qualification possible. The College aims to provide students with employment related 

skills and an understanding of the work environment, career options and pathways for further education, 

employment and life long learning. 

St Joseph’s Nudgee College presents a range of Vocational Education and Training (VET) courses which: 

Respond to industry, community and employment opportunities 

Ensure equity in the offerings 

Provide opportunities to work towards a nationally recognised qualification and articulation to further 

education 

Provide students with the opportunity to participate in programs and activities which foster and 

develop enterprise skills 

Benefits of Vocational Education and Training (VET) 

National qualifications recognised by industry 

Insight into career pathways and further education pathways 

Interaction with people outside the school 

Credit for/articulation of qualifications to reduce further study time or apprenticeship time 

An OP or a QTAC Selection Rank 

Assistance in completing your QTAC application 

VET results recorded on Senior Statement and an industry specific vocational Certificate or 

Statement of Attainment 

Competency based training and assessment 

Recognition for relevant skills and knowledge achieved before studying your VET subject (RPL) (Ask 

your teacher for an application form if you think you are eligible.) 

Student Record Book outlining units and elements of competency 

Admission procedure for Vocational Education and Training (VET) subjects 

Access to VET subjects is open to all students. VET subjects will be offered if enrolment numbers are viable 

and human and physical resources are available. 

Vocational Education and Training (VET) courses offered at Nudgee College 

Subject Offered 

Building and Construction 

Engineering and Manufacturing 

Hospitality Operations 

Hospitality Studies 

Rural Operations 


Vocational Outcome 

Certificate I Construction 

Certificate I Engineering 

Certificate II Hospitality (Operations) 

Certificate I Hospitality (Operations) 

Certificate II Rural Operations 

Certificate II Business 

Page 8


STRUCTURED WORKPLACE LEARNING 

This is a key component of many Vocation Education Certificates. It allows students to acquire skills and 

knowledge in an industry setting. Students will have to undertake tasks in order to demonstrate or reinforce 

competencies. 

This program gives St Joseph’s Nudgee College students in Years 10 to 12 the chance to experience work 

environments in a variety of industries where they can observe and (under supervision) assist with tasks. 

Although the industry area may be one that the student is currently studying, it also gives the students the 

opportunity to experience other fields in which they have interests. 

The following certificate courses offered at St Joseph’s Nudgee College have a work placement component 

as indicated. 

Certificate Hours/Days Required Time Frame 

Certificate I Engineering 60 hours * 2 years 

Certificate I Construction 60 hours * 2 years 

Certificate I in Business 1 days 1 year 

Certificate II Business 10 days 2 years 

Certificate II Hospitality (Operations) 12 days 2 years 

* A total of 80 hours if enrolled in both of these subjects 

Work Placement is recommended but not compulsory 

During the work placement, students are classified as volunteer workers and therefore have no right to 

expect or receive payment in any form. Generally students are expected to work the normal hours of the 

business – not school hours. However, some students may have commitments (such as part time work, 

representative sport or compulsory school activities) that may mean they will need to negotiate the hours of 

work with their employers. 

Students placed in the Building & Construction Industry must have an ‘Induction Card’ (White Card Safety 

Induction) as evidence that they have completed the specific building & construction industry work place 

induction. 

Prior to placement, Education Queensland and Queensland Catholic Education Commission have an 

arrangement with Workcover Queensland to indemnify both students and work experience providers. If a 

student is injured while on the premises of the work experience provider, or at another location, while 

carrying out work experience duties. St Joseph’s Nudgee College also has additional insurance policy to 

cover students called “Industrial Special Risks – Combined Material Damage/Business Interruption including 

Machinery Breakdown”. Coverage for all Nudgee College students on designated school approved 

programs is included as part of their enrolment. 

A benefit of the program is contact with employers that may lead to casual employment and future job 

prospects, including Traineeships and Apprenticeships plus the knowledge to assist with informed career 

choices prior to leaving school. 

Page 9


SCHOOL-BASED APPRENTICESHIPS AND 

TRAINEESHIPS (SAT) 

How does a School-based Apprenticeship and Traineeship (SAT) work? 

School-based apprenticeships and traineeships allow students - typically years 11 and 12 - to study for their 

Queensland Certificate of Education, whilst at the same time undertaking government-approved and 

accredited training qualifications as paid employees. 

Students may receive their Queensland Certificate of Education at the end of year 12, but they also train 

towards a qualification in their chosen career. This training may occur at work, school, or with a supervising 

registered training organisation such as a TAFE institute or a private college. 

For a school-based arrangement to be created, students must have the support of their employer, their 

school, a supervising registered training organisation, and their parents, when negotiating the Education, 

Training and Employment Schedule. This schedule documents when the student is at work, school and 

training and must be negotiated at the same time the training contract is signed. 

Students who do not complete their apprenticeship or traineeship while at school are required to convert to 

full-time or part-time arrangements when they finish their final day at school. Once converted to full-time or 

part-time arrangements, appropriate award wages and conditions apply. 

As part of your school-based apprenticeship or traineeship you are required to work for a minimum of 48 

days in a 12 month period. Some school-based apprentices and trainees may work one to two days a week 

and attend school on the remaining days. Alternatively, you may work for blocks of time, depending on what 

you and your employer need. You may also work on weekends, during school holidays, or after school. You 

must work out these arrangements with the school and training provider. 

The qualification or competencies you complete during your school-based apprenticeship or traineeship can 

be recorded on your Senior Statement and are recognised wherever you go in Australia. 

St Joseph’s Nudgee College currently has school-based apprentices/trainees in Construction (Carpentry and 

Plumbing), Engineering (Fitting & Turning, Fabrication and Diesel Fitting), Horticulture, Sports Coaching and 

Business Administration. 

Note: The electrotechnology training package (for Electrical Apprenticeships) is more difficult to obtain than 

others as it is principally to be undertaken in a full-time capacity. However, consideration may be 

given to individual part-time and school-based applicants. 

Pay and conditions of a School-based Apprenticeship or Traineeship (SAT) 

Unlike other apprentices and trainees, school-based participants: 

are not paid for the time spent undertaking training delivered by the supervising registered training 

organisation. 

do not accrue entitlements to sick leave or recreation leave. 

However, students are paid for the time spent working, including a loading to compensate for not receiving 

recreation and sick leave. 

Page 10


How to find a School-based Apprenticeship or Traineeship (SAT) 

Before choosing a school-based apprenticeship or traineeship, you should think about: 

the type of environment you would like to work in (for example, outdoors, in an office) 

the things that interest you 

the types of school-based apprenticeships and traineeships available 

the skills you would like to learn 

the subjects you could study at school to complement your school-based apprenticeship or 

traineeship 

who you can talk to in the area that interests you to find out the positives and negatives of a job. 

Once you have thought about these questions, you need to follow some simple steps: 

1. Talk to your parents or guardians about your interest in becoming a school-based apprentice or 

trainee. 

2. Advise your career counsellor and the Studies Office that you would like to get involved in a schoolbased 

apprenticeship or traineeship. 

3. Decide what school-based apprenticeship or traineeship you would like to do. 

4. You, the school, and your parent or guardian, need to identify a suitable employer 

5. Once you have secured employment, you can then enter into a training contract with your parent or 

guardian's consent. 

Contact us 

To discuss the possibility of a school-based apprenticeship or traineeship, students can see Mrs Carolyn 

Liddy, Director of Learning and Teaching 10-12 in the Learning & Teaching Office, or phone (07) 3865 0504. 

An expression of interest form is available from the Learning and Teaching Office for interested students to 

complete and return. The school does not find School-based Apprenticeships or Traineeships for students, 

but is able to assist with this process. 

Current School-based Apprenticeship and Traineeship vacancies are displayed on the notice board outside 

of the Learning & Teaching Office for students to peruse. 

Page 11


SUBJECT LISTINGS (Alphabetical) 

Page 12


ACCOUNTING 

(Authority Subject) 

Accounting is considered a language in itself and is widely regarded as the key business information system that 

provides financial and other information for making and evaluating decisions about the allocation of resources. It is a 

system of recording, reporting, analysing and interpreting the financial information of an accounting entity and involves 

the conveyance of relevant business information to interested users. This is used to help evaluate performance, to 

facilitate decision making and control, and to report on the operation of an organisation from internal and external 

perspectives. 

A comprehensive accounting system is central to assisting in the discharging of accountability and to the development 

and maintenance of the financial control of organisations. The study of accounting enables students to understand the 

processes involved in generating, recording, classifying, analysing, interpreting and reporting Accounting information as 

a basis for planning, control and effective decision making. This course is designed not only to provide a foundation in 

the discipline of accounting, but also to prepare students for further education, training and employment. The subject 

offers scope and flexibility through the exploration of financial decisions and provides relevance for general education. 

Students are provided with opportunities to develop skills in managing financial resources which can be applied at a 

personal level and in the business environment. They are encouraged to think logically, to apply accounting principles in 

a consistent and effective manner, and to become independent learners. 

Students will use a range of technological mediums to enable them to apply the Accounting process in business. 

Completion of this course should enable students to participate more effectively and responsibly in a changing business 

environment. Accounting is designed for students in the Senior phase of their learning who have a special interest in 

business and, specifically, in financial management. 

Unit Title 

Semester One Core Studies 1 

Semester Two 

Semester Three 

Semester Four 

Core Studies 2 

Internal Controls 

Accounting for Non-current Assets 

Accounting for Cash 

Accrual Accounting 

Budgeting 

Integrated Accounting Package 

Analysis of Financial Reports 

Managerial Decision-Making 

Description 

Introduction to Accounting and the Profession 

The Accounting Process (GJ to TB and GST) 

Balance Day Adjustments and Financial Statements 

Nature and importance of Internal Controls 

Acquisition and Disposal Non-current Assets 

Cash Journals and Bank Reconciliation 

Fully Classified Financial Reports 

Preparation of a Cash Budget Spreadsheet in Excel 

Recording a variety of transactions using MYOB 

Limitations of Financial Statements (with ratios) 

Cost-volume-profit (CVP) analysis 

Types of Assessment 

• Supervised Written (e.g. short response, multiple choice and response to stimulus) 

• Extended Response (e.g. written, spoken or multimodal) 

• Practical (e.g. completion of financial transactions for a specific organisation and case studies) 

Recommended Prerequisites 

• Students should receive no less than a Standard C in English and Maths 

• NOTE: If students do not meet these prerequisites then consultation with the Head of Subject is required. 

QUT Accounting in High Schools Program 

In Year 12 selected students who have achieved excellence in Year 11 Accounting are offered the opportunity to 

complete a first year university Accounting subject at the Queensland University of Technology (QUT) in addition to their 

normal school studies in Accounting. This subject, free of charge to school students, is a faculty core unit in all the 

majors of the Bachelor of Business degree at QUT. The program is part of the START QUT program which enables 

students to gain additional credit towards their Queensland Certificate of Education. 

Career Pathways 

• Tertiary - Bachelor of Business (majoring in Accounting), Business/Commerce Degree, Diploma of Business, etc. 

• Fundamentals of Accounting for financial areas (e.g. banking, insurance, finance, etc.) 

• Full-time employment in the Business sector 

Page 13


BIOLOGICAL SCIENCE 


Biology aims to help students develop a scientific understanding of the complex living systems that make up the living 

world around us. It equips students with knowledge and skills necessary to solve biological problems within a range of 

complexity and to foresee the consequences of their own and society's activities on the living world. This will enable 

them to participate as informed and responsible citizens in decision-making processes, the outcomes of which will affect 

the living world now and in the future. It also enables students to collect process and communicate information and 

research data related to living systems. 

Unit Title 

Description 

Semester One This is Life Attributes and origins of life - Complexity of living systems - 

Branches of biological science 

Biodiversity 

Cells - Building Blocks of Life 

Classification, use of keys, field experience 

Cell Chemistry, Diversity, Structure & Function 

Semester Two Functioning Living Systems Nutrition - Gas Exchange - Transport - Regulation & 

Homeostasis 

Semester Three Continuity of Life Mitosis - Meiosis, Asexual - Sexual Reproduction, 

Reproductive technology 

Genetics 

Evolution 

The blueprint and apparatus of heredity; mechanisms and 

rules of heredity 

Theories - Rules & Mechanisms - Evidence for Evolution of 

life on Earth 

Semester Four Living Together Environmental science: Relationships between Organisms; 

Relationships between Organisms and their nonliving 

environment 


 

 

 

Writing Task - Examination 

Extended Experimental Investigation - Experiment based Project 

Extended Response - Essay, Field Trip Report, Multimedia presentation, Data Collect. Report 


 

 

 

C+ in Year 10 English 

C in Year 10 Mathematics (Algebra) 

C+ in Year 10 Science (preferably Biology) 


 

 

 

 

Science Research, Genetics, Microbiology, 

Medicine, Bio-medical Science, Biotechnology 

Physiotherapy, Diet & Nutrition, Bioproduction 

Human Movements, Environmental science, Landscaping/Gardening, etc. 

Page 14


BUILDING AND CONSTRUCTION 

(CPC10108 Certificate I in Construction) 


Certificate I in Construction (CPC10111) is a vocational course designed to prepare students for the construction 

industry. It is focused on developing within students the safe use of tools and machinery while producing both individual 

and group projects. 

Semester One 

Semester Two 

Unit Title 

Construction Industry 

Safety Induction 

Carpenters Toolbox 

Saw Stools 

Butchers Block 

Semester Three Cubby House 

Description 

Students complete a white card for the construction industry. 

Project 1: Students will complete the construction of a timber toolbox using 

joining techniques and machines commonly used in the construction 

industry. 

Project 2: Students construct a pair of Saw Stools as an individual task 

using a range of industry standard tools and equipment. 

Project 3: Students construct a Butchers Block and stand as an individual 

task using a range of industry standard tools and equipment. 

Project 4: Students work in groups to construct a high quality Child's Cubby 

House using relevant industry practices from the sub-floor structure through 

to pitching and lining a roof. This task in particular introduces students to 

the importance of tolerance, communication and cooperating in the work 

place. 

Semester Four Outdoor Chair Project 5: Students construct an outdoor seat using industry standard 

joining techniques. Furthermore students are introduced to the concept of 

set-outs and templates. 

Required units of competency in the Certificate I course (CPC10111 Certificate I in Construction) are as follows: 

Code 

CPCCCM1012A 

CPCCCM1013A 

CPCCCM1014A 

CPCCCM2001A 

CPCCCM2005A 

CPCCOHS1001A 

CPCCOHS2001A 

CPCCVE1011A 

Elective units are as follows: 

CPCCCM1015A 

CPCCCM2004A 

CPCCCM2006A 

Title 

Work effectively and sustainably in the Construction Industry. 

Plan and organise work. 

Conduct workplace communication. 

Read and interpret plans and specifications. 

Use Construction Tools and Equipment. 

Work safely in the construction industry. 

Apply OHS requirements, policies and procedures in the construction industry. 

Undertake a basic construction project. 

Carry out measurements and calculations. 

Handle construction materials. 

Apply basic levelling procedures. 


All content covered in this subject is competency based. Therefore a wide range of assessment techniques are used 

including on-site work (school based), practical project production, practical skill activities and workbooks 


The building industry provides a range of employment opportunities in trade areas including: carpentry, bricklaying, 

plumbing, draining and gasfitting, solid plastering, drywall plastering, painting and decorating, shopfitting, wall and floor 

tiling and concreting. 

School-based Traineeships may be available while studying in Year 11 and 12 at Nudgee College. On completion of 

Year 12, further study may be undertaken in: 

 

 

 

 

 

Certificate III - Apprenticeships - tradesperson/leading hand. 

Certificate IV - Post Trade - Foreperson/Supervisor, Licensed Contractor, House Builders, General Builders. 

Diploma and Advanced Diploma - Mechanical/Electrical Service Manager, Building Surveyor, Building Inspector, 

Estimator, Site Administrator Purchaser, Contract Administrator, Civil Engineering Associate. 

Bachelor Degree - Quantity Surveyor, Building surveyor, Project Manager, Architect, Civil Engineer. 

Graduate Certificate - Construction Company, Company Manager, Construction Manager, Project Manager. 

Page 15


BUSINESS INFORMATION TECHNOLOGY 

(BSB20107 Certificate II in Business) 


This course aims to give students the opportunity to perform basic business tasks and develop practical skills and 

fundamental operational knowledge in a simulated business context. Virtual Enterprise Australia with the help of 

McDonalds, provides us with a virtual Business that is run online. It is designed and run solely by the students. Students 

will also develop employability skills such as communication, teamwork, problem solving, decision making, negotiation, 

customer service, self and time management and financial literacy. 

Students have the opportunity to achieve Certificate II in Business (BSB20107). 

Throughout the course, students will have the opportunity to complete work placement in a variety of business settings. 

Unit Title 

Description 

Semester One Introduction into Business Students will be introduced to the nature of business and business 

environments. The concept and role of organisations and functions of 

management will be explored. 

Departmental roles will be explored and researched and a full 

interview process will be undertaken for positions within the Virtual 

Enterprise. 

Semester Two Operations Students will learn about the nature of departments through running 

their Virtual Enterprise. The departments of Human Resources, 

Marketing and Advertising, Sales, Administration and Finance will be 

explored from students selected positions. 

Semester Three The Business Plan Students will examine the concept and purpose of the business plan. 

A full review will be undertaken to highlight areas of success as well 

as concern. 

Semester Four Career Development Students will have the opportunity to consider different pathways for 

life after school. Guest speakers and presentations will be a focus of 

this unit. 

Required units of competency in the Certificate II course (BSB20107 Certificate II in Business) are as follows: 

Code 

BSBOHS201A 

BSBCUS201A 

BSBIND201A 

BSBINM201A 

BSBINN201A 

BSBCMM201A 

BSBITU201A 

BSBITU202A 

BSBITU203A 

BSBWOR202A 

BSBWOR203A 

BSBWOR204A 

Title 

Participate in OHS processes 

Deliver a service to customers 

Work effectively in a business environment 

Process and maintain workplace information 

Contribute to workplace innovation 

Communicate in the workplace 

Produce simple word processed documents 

Create and use spreadsheets 

Communicate electronically 

Organise and complete daily work activities 

Work effectively with others 

Use business technology 


Oral Presentations 

Practical Projects 

Meetings 

Field Study 

Exams 

Folios 


Tertiary – Diploma of Business or Business 

Management 

Traineeships 

Employment 

Page 16


BUSINESS ORGANISATION AND MANAGEMENT 


This course aims to give students: 

An awareness of the significance of organisations in Australia in serving the needs of individuals, businesses and 

society 

An understanding of the role of management in promoting effectiveness of performance in organisations 

The skills to evaluate the effectiveness of business organisations and management 

An appreciation of the different values and beliefs underpinning decision making 

The skills to accomplish goals through the effective use of technologies, interpersonal skills and communication 

The opportunities to develop skills to plan and initiate actions that aim to influence stakeholders within business 

environments. 

Unit Title 

Description 

Semester One Nature of Business The Nature of Business explores the nature and role of 

businesses in the Australian free enterprise economy. It 

examines key business functions and different forms of 

business organisation that a business may adopt to perform 

these functions and achieve its goals. 

Organisation and Management 

Entrepreneurship 

Organisation and Management explores the role of 

organisations, management functions and different 

management theories and approaches. 

Entrepreneurs examine the different motivations for and ways 

of entering a business as well as the benefits, costs, risks and 

rewards of entrepreneurship. 

Semester Two Marketing Management Marketing Management explores marketing strategies and 

planning activities. The effectiveness of the marketing 

process is evaluated by accessing how well the needs of both 

the organisation and its stakeholders are satisfied. 

Operations Management 

Operations Management examines the choices and 

procedures involved in the design and management of 

business operations. Strategic issues relating to operations 

include efficiency, effectiveness, quality, technology, 

innovation and conservation of resources. 

Semester Three Human Resources Management Human Resources Management explores the importance of 

people to organisations. It focuses on job motivation and 

principles of job design and the importance of work in serving 

personal, social and economic needs. 

Financial Management 

Financial Management examines how effective financial 

management is essential in achieving organisational goals. 

Students will learn to interpret accounting records rather than 

carry out complete accounting processes. 

Semester Four The Business Plan Students are provided with the opportunity to prepare a 

business plan, apply skills and knowledge developed 

throughout the course. 

Elective Unit International 

Business and/or Ventures 

These elective units allow students to build on existing 

understandings, develop additional understandings of the 

units studied and apply it to another context. 

Source: QSA Business Organisation and Management (2007) Senior Syllabus 


Objective and short written response 

Extended written response 

Response to stimulus material 

Research Assignment 

Peer Evaluation 

Non-written response 

Practical projects 

Reflective Journals 

Teacher observation 


An interest in Business 

Accounting or Business Enterprise 


Consultants 

Managers 

Supervisors 

Business Owner 

Page 17


CHEMISTRY 


The study of Chemistry engages students in an exciting and dynamic investigation of the material universe. Chemistry 

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

that account for those properties. The aim is to facilitate the growth of student awareness of the constructions of 

chemical understandings from academic, personal, social and global perspectives. 

Students are encouraged to work in groups, to challenge each others' ideas, to develop the skills necessary to work 

collaboratively and to share their understanding. Assessment includes a number of experimental and non-experimental 

investigations as well as the more traditional exams. 

Semester One 

Semester Two 

Unit Title 

Water Quality 

Quality Control 

Wine Analysis 

Materials - Past, Present and Future 

Description 

A number of indicators are tested in order to analyse a 

local water system. Involves both experimental and nonexperimental 

analysis. 

Students use a variety of quantitative experiments to 

analyse common materials e.g. the acetic acid 

concentration of vinegar. 

Students will produce their own wine and design 

experiments to analyse their products. 

A study of modern materials and their properties. Bonding 

theories are used to explain these properties. 

Building Better Batteries 

Students are required to "build a better battery". They 

construct a standard Daniell Cell and then change some of 

its components in order to increase the current and/or 

voltage of the cell. 

Semester Three Fuels A comparison of alternative fuels with petroleum using a 

number of criteria the students have developed 

themselves. 

Industrial Chemistry 

Computer simulations are used to study two equilibrium 

reactions including the Haber Process for the synthesis of 

ammonia. 

Semester Four Acids and Bases An investigation into chemical models and the 

development of models for acids and bases. 


 

 

 

Written tests 

Extended experimental investigations 

Extended response tasks 


 

 

At least a C in Year 10 Physical Science 

At least a C in Year 10 Maths B Preparation 


 

 

 

 

 

 

Biotechnology 

Pharmacy 

Engineering 

Marine Science 

Forensic Science 

Environmental Science 

Page 18


CURRICULUM SUPPORT 

Learning Support at the Senior level is delivered via the Curriculum Tutorial Sessions. These sessions are available on a 

needs basis with students taking responsibility for their own learning by nominating a time to work with support staff. 

Times are available Monday to Thursday before and after school. 

Curriculum Tutorial 

The purpose of Curriculum Tutorial Session is to provide: 

 

 

 

 

 

 

On-going support to nominated/invited students across all subject areas 

Further consolidation of core skills embedded in Assignment process. 

Assistance with Assignment writing process. 

Information and communication technology skill application. 

Review of assessment tasks 

Assistance in planning, researching, writing and presenting 


 

 

 

Year 10 Curriculum Tutorial 

Diagnostic Test Results 

Teacher/Parent recommendation or Student Request 

Subject Pathways 

 

To enhance participation and access in all subject areas 

Page 19


DRAMA 


"Young people live in an increasingly complex web of interacting cultures and subcultures. They need a learning 

environment that promotes imagination, critical thinking, cultural engagement, communication, creativity and problemsolving. 

Drama provides this learning environment, both as an art form and as an aesthetic way of knowing that 

integrates, oral, kinaesthetic, visual and aural dimensions, and sign systems. Drama explores and celebrates the human 

presence within real, imagined and mediatised worlds." (QSA, Senior Drama Syllabus, 2007, p.1) 

Unit Title 

Description 

Semester One "The Actor is Searching" Students explore the art of improvisation through the Dramatic 

Languages and Dramatic Perspectives, using social issues and 

scripted text as the basis for this exploration. They develop skills and 

techniques in improvisation, an understanding of the viewpoints by 

Anne Bogart and the ability to view and critically analyse live theatre. 

Semester Two 

"The Actor as the Player" 

"The Actor who 

Experiments" 

Through this course of study students will explore and reflect on the 

art of Comedy. They gain an understanding of Comedy as a heritage 

and contemporary drama and look at its origins in Commedia dell' 

Arte and Black Comedy and how this is reflected in modern day 

theatre. 

This particular unit of work extends over the whole semester. 

Students gain an understanding of what Greek, Shakespearean and 

Restoration theatre is. They focus on the heritage of this drama and 

transform it into the contemporary form by developing skills and 

practices in physical Theatre. Students are given the opportunity to 

work with actors from the Brisbane based company Zen Zen Zo. The 

students also explore the role of the director using techniques and 

exercises in workshop mode. 

Semester Three "The Reality of the Actor" Through this unit of work students are exposed to 

Australian/Indigenous theatre and realistic acting, focusing on the 

dramatist Stanislavski. This will be explored through a number of 

Australian texts and the students go on a journey discovering the 

realistic actor. Students will also be viewing live theatre and critically 

analysing it. 

"The Actor as the 

Manipulator" 

Students will explore political and social drama through a focus on 

Bertolt Brecht (Epic Theatre), Augusto Boal and David Hare. 

Students will gain an understanding of the style and the purpose 

behind their work and explore some of their texts focusing on 

developing their own piece of theatre using the conventions of the 

styles these dramatists are renown for. 

Semester Four "The Actor as Inspiration" This unit of work extends over the whole semester. Students gain an 

understanding of what Community Theatre, and Theatre for Young 

People is with some reference to the Indigenous heritage. 

Examination of the function of drama within the community - 

community and cultural theatre and its influence will be explored. 

Students will also gain an appreciation of arts organisations and 

networking within the community. 


Forming - creating drama, for example, writing a script. 

Presenting - performance of self-devised or scripted drama. 

Responding - written response to live theatre 


Year 10 Drama - but this is not essential 

C in Year 10 English 

C in Year 10 Drama 


Tertiary Education - Acting, Education, Technical Theatre Production - sound and lighting, Arts, Arts 

Administration and Marketing, Directing, Journalism, Film and Television, Media, Law, Business, Hospitality and 

Tourism, Retail, Human Resources. 

Page 20


ECONOMICS 


Physics explains how things work, but it is Economics that decides whether they are built in the first place. 

Economics is the key to unlocking the world. Economics is the study of how to use scarce resources in the best way 

possible. Households, businesses and governments are confronted with "the economic problem" of alternative uses of 

their limited resources. For this reason, Economics is sometimes commonly referred to as the science of choice. The 

social, political, environmental and economic ramifications inherent in the process of choosing will be considered. 

The extensive media coverage of economic problems and events has, in recent years, highlighted the need for increased 

community awareness of the economic environment in which we live and the economic forces that act upon our lives. 

This increased media focus has fostered a growing public perception of the impact of economic decision making and the 

relevance of studying economics. This course of study stresses the desirability of having students understand the 

significance of economics events as well as the implications of individual, business and government economic decision 

making. In emphasising the application of economic skills and concepts to the problems facing Australian society, senior 

students should gain the skills to make competent decisions at the personal level. They will also come to understand, 

and where possible participate in, the making of economic decisions at other levels using simple economic models. 

Students develop economic literacy ie. economic knowledge and the skills of communication required to comprehend, 

analyse, synthesise and evaluate economic data. Developing skills in information and communication technologies will 

help students to use the processes of inquiry more effectively. Economics in Years 11 and 12 is a challenging and 

interesting subject for students who consider themselves capable of working both independently and as a group. As a 

citizen, everyone has to make decisions on a wide variety of economic problems of personal, local, state, national and 

international significance. 

Source: QSA Economics Senior Syllabus 2010 

Economics at Nudgee College delivers best practice in learning and teaching. It is a rigorous academic subject that 

caters for students of a range of abilities. The study of Economics will enhance employment prospects in a variety of 

professions and will present opportunities for a rewarding career. Economics is considered favourably by tertiary 

institutions in Australia. 

Semester One 

Semester Two 


Semester Four 

Unit Title 

Markets and Models 

Industry and Market Concentration 

Contemporary Micro-economic Issues 

Environment 

Contemporary Macro-economic Management 

Income and Expenditure Analysis 

Labour 

International Economics 

Globalisation and Trade 

Description 

The economic problem 

The price mechanism 

Production and industry 

Labour market 

Scarcity of resources 

Role of government in the economy 

Circular flow of income 

Government policies & economic objectives 

Personal investment issues, finance & business 

Direction & composition of trade 

Exchange rates 

Globalisation 

The global financial crisis 


Short response 

Exam essay 

Research assignment 

Oral presentation 


C in English 

NOTE: Year 10 subject Economics and Law is not a prerequisite for this Year 11 & 12 Economics 


Tertiary - degrees in business, commerce, law, economics, arts, education, environmental science, or humanities. 

Work or other non-tertiary - life-long skills of analysis and critical thinking plus fundamental operation knowledge 

of the economy. 

Page 21


ENGINEERING AND MANUFACTURING 

(MEM10105 Certificate I in Engineering) 


Students have the opportunity to achieve Certificate I in engineering (MEM10105). Engineering is a vocational course 

designed to develop practical skills, teach the correct and safe use of machinery and hand and power tools, and prepare 

students for the Engineering Industry. This is achieved by the students building both individual and group based projects. 

Unit Title 

Semester One OH&S Induction and workshop safety 

Adjustable Clamp 

Sheetmetal Ute/Toolbox 

Semester Two Sheetmetal Ute/Toolbox (cont.) 

Camping BBQ 

Adjustable Screw Driver 

Description 

Introduction to Occupational Health and Safety. 

Students learn to manual metal arc weld, spot weld, 

basic machining (metal lathe) and read and interpret 

plans to produce both projects. 

Students learn to Metal Inert Gas weld (MIG), 

oxy/acetylene weld and heat and form metal. 

Students revisit the metal lathe and build on their 

knowledge of general machining as well as knurling. 

Semester Three Engineers Vice Students revisit manual metal arc welding to produce 

the vice made predominately of 10 mm plate. 

Students learn to cut a thread and general machining 

on the metal lathe and basic use of a milling 

machine. 

Semester Four Box Trailer Production (group work) Box trailers are produced by groups of 3-4 students 

using a kit purchased from Nathan Trailers. 

Students hone their MIG skills and learn trailer 

production. 

Required units of competency in the Certificate I course (MEM10105 Certificate I in Engineering) are as follows: 

Code 

MEM16007A 

MEM13014A 

MEM15024A 

MEM14004A 

MEM03003B 

MEM05004C 

MEM05005B 

MEM05006B 

MEM05007C 

MEM05012C 

MEM07032B 

MEM12023A 

MEM16005A 

MEM18001C 

MEM18002B 

MEM11011B 

Title 

Work with others in a manufacturing, engineering or related environment 

Apply principles of occupational health and safety in the work environment 

Apply quality procedures 

Plan to undertake a routine task 

Perform sheet and plate assembly 

Perform routine oxyacetylene welding (fuel gas welding) 

Carry out mechanical cutting 

Perform brazing and/or silver soldering 

Perform manual heating and thermal cutting 

Perform routine manual arc welding 

Use workshop machines for basic operations 

Perform engineering measurements 

Operate as a team member to conduct manufacturing, engineering or related activities 

Use hand tools 

Use power tools/hand held operations 

Undertake Manual Handling 


All content covered in this subject is competency based. Therefore a wide range of assessment techniques are used 

including: practical project production, practical skill activities, workbooks and worksheets and observation checklists. 


 

C in Year 10 Industrial Skills or Design and Technology 


The Engineering Industry provides a range of employment opportunities in trade areas including: 

Machining, fabrication, automotive, sheetmetal, welding 

Electrical MechanicaSchool-based Traineeships/Apprenticeships may be available while studying in Year 11 and 

12 at Nudgee College. 

Page 22


ENGLISH 


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

understanding of English and how to use it accurately, appropriately and effectively for a variety of purposes and different 

audiences. English offers students opportunities to enjoy language and be empowered as purposeful, creative and 

critical language users who understand how texts can convey and transform personal and cultural perspectives. 

In English, students learn how language varies according to context, purpose, audience, content, modes and 

mediums. Students engage with texts through reading, viewing and listening, and create texts through writing and 

speaking. A course in English provides students with opportunities to explore and experiment with various literary and 

non-literary texts that are written, spoken, digital and multimodal. 

The subject also provides students with opportunities to develop higher-order thinking skills through analysis, evaluation 

and creation of varied literary and non-literary texts. Students have opportunities to engage with language and texts 

through a range of teaching and learning experiences to foster: 

 

 

 

 

The skills that enable use and control of language across a range of texts and genres 

Cultural heritage and a sense of the historical and cultural traditions that lead to particular works and authors 

being highly valued 

Awareness of how students' personal attitudes and beliefs relate to those operating in their society 

Understanding how texts reflect or challenge cultural and social perspectives, representations and ways of 

thinking, and why texts sometimes generate different understandings. 

In the Senior English course, students will learn to: 

 

 

 

 

 

 

Communicate effectively in Standard Australian English for a range of social and cultural purposes and audiences 

Enjoy and appreciate a range of texts, including Australian texts 

Study closely a range of literary and non-literary works in English, in various types of texts, modes and mediums 

across diverse cultures and periods 

Interpret, analyse, evaluate, respond to and create a wide range of texts through reading, listening, viewing, 

speaking and writing 

Make choices about generic structures, language, textual features and technologies to best convey intended 

meaning in the most appropriate medium and genre 

Control language using grammar, punctuation, vocabulary and spelling. 

The course outline is: 

Unit Title 

Description 

Semester One Conflict: Real and Imaginary Representations of conflict in classic literature and modern media. 

Semester Two 

Representations of 

Nationhood 

Representations of Australia and the Australian identity in a range of 

texts. 

Semester Three Power and Manipulation Representations of power and manipulation in texts (drama, poetry, 

short stories and film) over time. 

Semester Four The Individual and Society Analysis of the way individuals, groups, times, places and events are 

represented in texts. 


 

 

 

Written assignments - expository, imaginative, persuasive 

Oral presentations - expository, persuasive 

Written examinations - analytical, persuasive 


 

Minimum C in Year 10 English 


English is an Authority subject suited to students who are interested in pathways beyond Year 12 that lead to work, 

vocational education or tertiary studies. It is worth noting that successful completion of four semesters of English is a 

prerequisite for admission to many university courses. 

Page 23


ENGLISH COMMUNICATION 

(Authority Registered Subject) 

Effective communication is integral to our society. The content of the English Communications programme requires 

students to be able to interpret, construct and make judgements about meanings in texts in preparation for lifelong 

learning. The course is designed to allow students to develop these skills in the areas of work, community and leisure. 

English Communication allows students to develop key competencies in contexts that arise naturally from the learning 

experiences and assessment practices of the subject. The Key Competencies are: 

 

 

 

 

 

 

 

KC1: Collecting, analysing and organising information 

KC2: Communicating ideas and information 

KC3: Planning and organising activities 

KC4: Working with others in teams 

KC5: Using mathematical ideas and techniques 

KC6: Solving problems 

KC7: Using technology 

Semester One 

Unit Title 

Exploring the 

Australian Identity 

Australians at War 

Description 

Students look at who we are as a nation, what are our values and beliefs, 

and where are we going as a nation. In this unit students will learn 

persuasive techniques, in both spoken and written forms. 

Students explore what life was like for an Australian soldier, particularly 

during World War One. Classes will be given opportunities to realise the 

'real' experiences of war. 

Semester Two Boyz'R'Us Students read the novel 'Boyz 'R' Us' and explore the world of crime and 

justice. Students will write and perform a realistic police interview and 

learn how to give an accurate and detailed statement of events in the role 

of a witness. 

Semester Three Youth in Conflict Students explore representations of Generation Y in our society, and 

particularly in the media. Students will write a Letter to the Editor in order 

to express their views on the matter. Students also read 'Skate' and 

explore how youth are portrayed in the contemporary play. 

You, The Expert 

Students become the teacher in this unit where they will learn to 

demonstrate their ability to use communication skills effectively by 

instructing the class on how to perform a task of their choice. Students 

also design a brochure to encourage Year 10 students to study a particular 

subject. 

Semester Four Career Success As the culminating unit in the two-year course, students examine the skills 

and personality traits that assist people in achieving success in their 

career. Students will also master the necessary resume writing and 

interview skills needed to apply for jobs in today's society. 


Teaching the class 

Written submissions based upon explicit teaching of text type scaffolds 

Delivering a Eulogy 

A Letter to the Editor 

Creation of brochures 

Creation of a war diary 

Creation of a leisure activity (game) 

Survey questionnaire and analysis 

Oral presentations/speeches 

In-class worksheet activities 


English or English Communication 


Rank entry into Tertiary study 

Apprenticeships/Traineeships 

Page 24


ENGLISH FOR ESL LEARNERS 


English for ESL Learners explicitly teaches knowledge about English language, giving students the listening speaking, 

reading and writing skills necessary to participate in situations and communities where English is used. The Senior 

course builds on any previous English learning already undertaken at school, while considering future needs and 

pathways. 

A balanced four semester course provides students with opportunities to learn through and about three areas of 

study: language for academic learning, language of literature and language of the media. The learning experiences 

within these three areas of study are designed to support and enhance the students' cognitive and cultural knowledge 

and skills as well as prepare them for life beyond school. 

English for ESL Learners provides opportunities for the development and demonstration of a wide range of key 

competencies, in a variety of formats and for a variety of audiences. Students collect, analyse and organise information 

gained from a range of sources, present this information in different forms and evaluate its quality and validity. They plan 

and organise activities, including research and investigative tasks. 

Through studying English for ESL Learners, students develop the ability to communicate in written and spoken Standard 

Australian English, think critically and creatively, understand Australian cultural references and participate 

confidently and effectively in Australia's diverse cultural traditions, while contributing to and enriching them. 

Semester One 

Unit Title 

Thinking Locally, Acting 

Globally 

Description 

Welcome to our New Australians – multi-modal presentation 

Investigative Research Report into an issue of global significance 

Semester Two 

Conflict: Personal, Cultural 

and Political 

Dramatic, in-role monologue from poetic/dramatic stimulus 

Short stories: Rabbit Proof Fence 

Film study: Mississippi Burning 

Semester Three The Individual and Society Exploration of Masculinity using Shakespeare (Macbeth) 

Media study 

Semester Four Power and Manipulation Novel study: Snow Falling on Cedars 

Wide Reading: Independent Investigation into chosen social issue. 

Page 25


GEOGRAPHY 


Senior Geography is the study of the earth's surface as the space in which people live and the relationships that develop 

between people and the environment. Environments may include those that are largely natural and those mainly 

developed by people. The same environment may be perceived differently by people. For example, a tropical rainforest 

to a developing nation is a valuable source of export timber and foreign currency but to others it is an irreplaceable 

ecosystem that needs to be protected not only now but for future generations. Who is right? 

It is important to point out that Senior Geography scores the highest of all senior subjects on offer with 39 of the 42 

Common Core Elements tested on the QCS Test covered in this course over the two years. Students will develop a 

broad range of skills including statistical analysis, research and interpretation of source data, as well as fieldwork and 

data collection skills. A variety of computer technologies, including Geographic Information Systems (GIS), provide a 

contemporary context. Field trips are a compulsory component of our course and students will undertake three full day 

field trips over the 2-year course. 

Semester 

One 

Semester 

Two 

Semester 

Three 

Semester 

Four 

Unit Title 

Focus Unit 1: Coastal 

Management 

Field Trip 1 

Focus Unit 2: Managing 

Natural Hazards 

Focus Unit 3: Sustaining 

Communities 

Field Trip 2 

Focus Unit 4: Connecting 

People and Places 

Focus Unit 5: Living With 

Climate Change 

Field Trip No 3 

Focus Unit 6: Sustaining 

Biodiversity 

Focus Unit 7: Feeding the 

World's People 

Focus Unit 8: Exploring the 

Geography of Disease 

Description 

A study of the impact of ecologically unsustainable development on 

Australian coastal environments. 

Full day field trip to observe the Tweed River sand bypass system and its 

impact on Coolangatta and Kirra beaches. 

Investigating the responses to managing the impact of natural hazards 

such as volcanoes, earthquakes, tsunamis, floods and cyclones on the 

natural environment and people. 

An investigative and inquiry approach to the urban planning issues facing 

Australia's rural and urban communities. 

Full day field trip to investigate urban renewal projects in inner city 

Brisbane. 

Concepts of infrastructure and study of S.E. Queensland's new water, 

transport and public services infrastructure projects. Regional casestudies 

on urban planning issues facing global mega-cities. 

Examining changes to the atmospheric system and its impact on humans 

and the environment. Regional Case study on the Pacific 

Islands. Exploring alternative energy sources. 

Full day Field Trip to Pumicestone Passage to study the biodiversity of 

the local coastal waterway. 

Overview of world biomes and the positive and negative human impact on 

a region's biodiversity. 

A comprehensive study of how development indicators allow us to assess 

levels of wellbeing around the globe. What do a country's food production 

and consumption patterns tell us about levels of development? How can 

we feed a growing population? 

Case-studies on the spread of disease and its potential to infect 

populations throughout the world e.g. SARS, AIDS, bird/swine flu. 


Short response tests - 2 per semester; Essays based on response-to-stimulus documents under test 

conditions; Practical based test e.g. GIS, statistical, graphical and data interpretation and manipulation; Fieldwork 

reports 

Recommended Pre-requisites 

A minimum of a SA+ in Year 10 English 

SA+ in Year 10 GES and/or Agricultural Science 

NB: Senior Geography interfaces well with studies in Senior Biology and Marine Science 


Tertiary - Degree/Diploma in Town Planning, Built Environment, Architecture, GIS Operators, Civil/Mining 

Engineering, Geology, Surveying, Marine Science, Agricultural Science, Environmental Management / 

NP&WS, Foreign Affairs and Trade, the Arts, Primary/Secondary Teaching, Cartography, Mining-Environmental 

Protection Officers and Meteorology. 

Work or non-tertiary - mining industry, tourism/travel industry, surveying assistant/draftsperson, forestry, farm 

management, agricultural technical officer, park ranger, public servant. 

Page 26


GRAPHICS 


Graphics is a course of study that provides students with the opportunity of gaining an understanding of graphical 

communications across a broad range of applications. The fundamental principles are developed through an 

introduction to Graphics incorporated in the Design Technology Courses in Year 8 and in the Graphics Courses in Years 

9 and 10. This is further developed in Years 11 and 12 through contextual topics with a focus on Business Graphics, 

Production Graphics and Built Environment. The contexts are presented by the use of up to date, industry standard 

computer aided design, AutoCAD, Inventor Professional and Revit Architecture. The contexts are described below. 

Semester One 

Semester Two 


Semester Four 

Unit Title 

1. Production Graphics 

2. Built Environment 

3. Business Graphics 

1. Built Environment 

2. Production Graphics 

3. Business Graphics 

Description 

1. Sketching, Rendering, Orthographic Projection, Engineering 

Drawing, Developments, Solid and Plane Geometry, Pictorial 

Views 

2. Sketching, Rendering, Architectural Drawing, Surveying, 

Developments, Perspective, Reflections, Planometric Views 

3. Sketching, Rendering, Graphs, Charts and Diagrams; Advertising 

Developments, Logos, Letter Head, Business Cards. 

1. Sketching, Rendering, Architectural Drawing, Surveying, 

Developments, Perspective, Reflections, Planometric Views 

2. Sketching, Rendering, Orthographic Projection, Engineering 

Drawing, Developments, Solid and Plane Geometry, Pictorial 

Views 

3. Sketching, Rendering, Graphs, Charts, and Diagrams; 

Advertising, Developments, Logos, Letter Head, Business Cards. 


In Year 11 there is the following assessment: 

Extended Graphical Response (Assignment) 

Short Response Test 

Context Based Folio 


Test - Response to Stimulus 

In Year 12 there is the following assessment: 



Short Response Test 




 

 

Minimum C in Year 10 Graphics 

Minimum C in Year 10 English 


 

 

Tertiary Study - Architecture; Electronic, Industrial, Interior, Landscape, Mechanical and Graphical Design, 

Drafting, Engineering, Surveying, Teaching, and Town Planning. 

All Trade Areas 

Page 27


HEALTH EDUCATION 


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

develop and promote health for individuals, groups, communities and nations. This is done through the investigation of 

health issues relevant to the lives of the students. Investigations cover the areas of personal health, peer and family 

health, community health and the health of specific populations. Work in this subject forms an excellent platform for 

future study in the medical and health sciences as well as the various therapies. 

Semester 

One 

Semester 

Two 

Semester 

Three 

Semester 

Four 

Unit Title 

Introductory 

Module 

It's All About 

Me 

Adolescent 

Stress 

Living with 

Chronic 

Illness/ 

Disability 

Schoolies 

Week 

Organ and 

Tissue 

Donation 

Community 

Health 

Men's Health 

Specific 

Populations 

Description 

This is a five-week unit covering all the major frameworks and concepts needed for the 

four semesters of study. 

Students examine the impact the media has on their own health-related behaviours and 

choices. Topics covered include the influence the media may have on body image, selfesteem, 

language development, communication skills, attention spans, physical activity 

levels, violence, substance abuse, stereotypes and relationship values. 

Students examine their own stress levels and investigate both preventative and coping 

mechanisms to deal with the negative effects of stress. Students implement various stress 

management techniques whilst learning about the potential physical, mental, emotional & 

social harm that stress can cause in chronic conditions. 

Students engage in experiences to help them better understand what it is like to live with 

an impairment, and the subsequent impact on fellow family members. Students investigate 

current policy & supportive networks that are available to such families, and propose 

strategies to overcome various social injustices. Learning experiences within this unit will 

be complimented by guest speakers Peebo & Dagwood (clowns who have cystic fibrosis) 

and various activities to enhance students' ability to empathise with the individuals and 

families affected by impairments or illness. 

This peer health unit looks at the potential dangers of Schoolies Week including the effects 

of risky behaviours such as alcohol and substance abuse, violence and sexual 

relationships. Students design a health promotion aimed at raising awareness amongst the 

Grade 12 cohort and their parents. 

A variety of misconceptions regarding organ donation and transplantation currently exist 

within the community. Students investigate the reasons for, and the methods of organ 

transplantation and attempt to raise awareness within the Nudgee community of the 

function of the Organ Donor Register. Learning experiences within this unit will be further 

enhanced with an excursion to the Royal Brisbane Hospital's Renal Dialysis unit and guest 

lectures from the Organ Donor Coordinator for Donate Life Queensland. 

Various factors influence the health of a community, including the surrounding ecosystem, 

the built environment, financial and physical resources and laws and policies. Throughout 

this unit, students will investigate and analyse the health of the Nudgee community and 

propose strategies for improvements in their chosen field. 

The priority health issues for men are studied, along with the stereotypical attitude by men 

towards their health. Current policy documents, male-specific health problems and the 

services available to men are also investigated, with students gaining valuable knowledge 

about how to care for their own health in the future. 

Within this unit of study, students are given the opportunity to investigate a specific 

population of their own choosing. Students will learn the determinants of a specific 

population and will explore the health issues within a population that is of interest to them. 


 

 

 

 

Research Tasks 

Essays under exam conditions 


Action Research Projects - Practical Tasks with 

a written component 


Year 10 Health and Physical Education (not 

essential) 



Tertiary Study - Health Sciences, Physiotherapy, Medicine, Human Movement Studies, Occupational Therapy, 

Public and Environmental Health, Nursing, Health Promotion. 

Page 28


HOSPITALITY OPERATIONS 

(SIT20207 Certificate II in Hospitality) 


In Hospitality Operations, students learn the practical components of the Hospitality industry, specialising in kitchen 

production, beverage production and food and beverage service. Students experience personal development and 

acquire life skills in a hands-on learning environment and have the opportunity to achieve a Certificate II in Hospitality. 

It is a requirement for students to undertake work placement in a variety of different hospitality situations. 

Unit Title 

Description 

Semester One Kitchen Production Students develop skills and knowledge in kitchen production including the 

principles and methods of cookery, presentation of food and relevant 

legislation. 

Semester Two 


Food and Beverage 

Service 

Beverage 

Production and 

Service 

Students develop skills and knowledge in the area of food and beverage 

service, such as table setting, types of menus and styles of selling. 

Students also learn and develop professional customer service skills. 

Students develop skills and knowledge in areas such as the Responsible 

Service of Alcohol (RSA), appropriate glassware, preparation 

of beverages, coffee styles and preparation. 

Semester Four Event Organisation Students further develop their knowledge and skills to organise and run 

an event. 

Required units of competency in the Certificate II course (SIT20207 Certificate II in Hospitality) are as follows: 

Code 

SITHIND001B 

SITXCOM001A 

SITXCOM002A 

SITXOHS002A 

SITHIND002A 

SITXOHS001B 

SITHCCC001A 

SITHCCC007A 

SITHFAB003A 

SITHFAB010C 

TLIE507C 

SITHFAB012B 

Title 

Develop and Update Hospitality Industry Knowledge 

Work with Customers and Colleagues 

Work in a Socially Diverse Environment 

Follow Workplace Hygiene Procedures 

Apply Hospitality Skills in the Workplace 

Follow Health, Safety and Security Procedures 

Organise and Prepare Food 

Prepare Sandwiches 

Serve Food and Beverages to Customers 

Prepare and Serve Non Alcoholic Beverages 

Carry out Workplace Calculations 

Prepare and Serve Espresso Coffee 


 

 

 


Practical Demonstrations 

Competency-based Exams 


 

 

 

 

 

Diploma of Hospitality Management 

Apprenticeships 


Traineeships 

Employment 

Page 29


HOSPITALITY STUDIES 

Hospitality Studies promotes an awareness of the social, cultural, economic and environmental factors that affect the 

hospitality industry by focusing on hospitality management practices. 

Hospitality Studies fosters creative and entrepreneurial skills, a commitment to service and an understanding of the 

global opportunities available in the hospitality industry by developing operational, management and transferrable 

hospitality skills. 

Students create, implement and reflect on hospitality events to become familiar with industry practice. 

(Hospitality Studies Senior Syllabus 2012) 

Unit Title 

Description 

Semester One Kitchen Production Students develop knowledge and skills related to the production of 

food. Focus areas include: quality and presentation of food, equipment 

knowledge, food trends and food hygiene regulations. 

Semester Two 


Semester Four 



Services 

Beverage Production 

and Services 


Services 

This topic develops knowledge and skills related to food and beverage 

services. Of importance is the understanding and skills needed to serve 

food and beverages in a responsible, safe and hygienic manner within 

effective teamwork contexts. 

Students develop knowledge and skills related to the production and 

service of beverages. Focus areas include: beverage product 

knowledge, liquor legislation, beverages trends and styles and conflict 

resolution. 

Students further develop their knowledge and skills related to food and 

beverage services. Subject matter includes: the impact of social 

diversity on food and beverage service, economic issues and venue 

trends and styles. 

 

 

 

Supervised Written 

Research 

Performance Tasks 


 

 

 

Tertiary study (Hospitality, Hotel, Tourism, or Business Management) 

Diploma courses 

Employment 


 

At least a solid C standard in Year 10 English 

Page 30


INFORMATION TECHNOLOGY SYSTEMS 


The ability to work confidently with Information and Communication Technology is a necessary life skill in the 21st 

century. In Information Technology Systems (ITS) students are encouraged and supported to solve problems, work in 

teams, manage projects, communicate and explore new technologies on an advanced level. ITS prepares students to 

meet the needs of studying IT and working in the IT industry or in an environment where IT is used, such as Engineering 

or Business. ITS allows students to gain a level of achievement in this Authority Subject that will contribute towards their 

Overall Position. 

Due to a new syllabus for ITS in 2013, the finalised course outline will be available at a later date. The order, duration 

and topics themselves might change. 

Unit Title 

Description 

Semester One Game Design Having computer programming skills can open the door to many careers in 

different professional sectors such as IT, Engineering or Business. In this unit 

the interest of students in games will be channelled to foster productive 

learning of programing concepts applicable to many other software 

development areas. Students will explore a high level programming language 

such as Java while developing interactive games. 

Semester Two Computer Systems Students will explore in depth knowledge of computer hardware, operating 

systems and computer security. This will enable them to build and maintain 

their own computer as well as to protect themselves against malicious 

software or attacks. Practical experience in hardware and operating systems 

including Linux will be part of the unit. 

Semester Three Robotics 

This unit will explore in more depth the fascination of designing and building 

robots on a higher level compared to the Year 9 or 10 unit. Students will use 

the Lego Mindstorms robots to master challenging environments with the help 

of sound, light, ultrasonic, and touch sensors. They will explore RobotC, a C- 

based programming language to efficiently program the robots and at the 

same time enhance their programing kills. Students are inspired to inquire, 

interpret and think creatively. Robotics puts academic concepts in context 

and the skill sets students learn can easily be transferred to different careers 

such as engineering professions. 

Semester Four Web Design The world wide web (WWW) with all its pages is becoming more and more 

important for nearly everybody as it is one of the newest and most forwardlooking 

media and surely “the” medium of the future. Whether you want to 

open your own business or work in public relations, the ability to create your 

own online space has immeasurable value. This term students will learn 

languages and techniques used for developing for the web such as 

JavaScript and HTML as well as using CSS3 for design and layout control. In 

this unit students will develop a web presence including several interlinked 

pages while gaining a deeper understanding of how the WWW and the 

Internet works. 


Project 

Practical Exercise 

Examination 


C in Year 10 Maths 



 

 

Information Technology related Degrees and Diplomas 

Working in IT, Engineering or Business 

Page 31


JAPANESE 


Learning another language extends, diversifies and enriches the language learner's way of thinking. Future citizens will 

certainly be mixing in a multi-national, multi-cultural and multi-faith setting and the Asia Pacific will be a strong focus of 

our world. Learning an Asian language such as Japanese will help equip students to be more knowledgeable and 

confident in relationships with the peoples of Asia. 

Senior Japanese will provide students with more advanced Japanese language skills. The course involves productive 

language (Speaking and Writing) and processing of language (Listening and Reading) in the communication of ideas, 

information and feelings. It incorporates both linguistic and non-linguistic aspects in a dynamic way. 

Hopefully the study of Senior Japanese will develop a desire to continue with the study of Japanese at Tertiary level and 

the further development of language skills and cultural sensitivity which will become increasingly necessary to get on with 

our neighbours, to solve global problems, to challenge stereotypical views and to build a shared and prosperous future. 

Its duration is 4 periods per week. 

Semester One 

Semester Two 


Semester Four 

Unit Title 

Exchange Students 

Family Life and 

Celebrations 

Leisure and Fitness 

Environmental Issues 

Travel, Tourism 

Part Time Work 

The Last Year at School 

One World 

Description 

Student exchanges 

Letters 

School Rules 

Diary Writing 

Celebrations 

Travel and Holidays 

Accommodation 

Interests and Hobbies 

Sports and Fitness 

Entertainment 

Environmental issues 

Transportation 

Tour Guiding 

Part Time Work -Retail 

Part Time Work - Restaurant 

Formal 

Driving 

Future Plans 

Volunteering 

Living in Japan 


Listening - 2 per year 

Speaking - 2 per year 

Reading - 2 per year 

Writing - 2 per year 


C in Year 10 Japanese 


Tertiary studies - Japanese combined with Arts, Science, Law, Business, Economics, etc. 

Interpreting 

Tour guiding 

Diplomatic Corps 

Page 32


LEGAL STUDIES 


In the 21st century, significant issues face individuals in Australian society. Many are of a legal and political nature. 

Involvement in Legal Studies allows students to recognise the numerous situations and issues that arise in their 

everyday lives. These situations and issues often have legal implications that affect the rights and obligations of 

themselves and other community members. Throughout the course students will collect, analyse, organise and evaluate 

legal information. Students will also plan and organise inquiry activities to examine the place of law in local communities 

and Australian society. It is not the intention of Legal Studies to prepare students for entry to tertiary courses. Rather it is 

aimed at assisting individuals to develop the knowledge, thinking and practical skills, and attitudes and values that will 

enhance their awareness and ability to participate actively as more informed, proactive and critical members of our 

democratic society. 

Semester One 

Unit Title 

The Legal System 

Crime and Society 

Description 

How does the organisation of the legal system meet society's 

requirements? 

Semester Two 

Civil law 

Torts 

Contracts 

Semester Three You, the Law and Society Family law 

Sport and the law 

Semester Four 

Independent Inquiry 

Overview of the Legal System 

What is crime? How should society and the criminal justice system 

respond to it? 

How does civil law impact on citizens in a society? 

What is, or should be, the role of law in society? 


 

 

Exams - short answer, response to stimulus, essay 

Research assignments - written and non-written 


 



 

 

Tertiary study - Arts, Justice Studies, Law, Business, Commerce, Economics, Environment, Education 

Work or other non-tertiary - Assists in becoming informed, proactive and critical member of society and thereby 

has relevance to all potential career paths. 

Page 33


MARINE STUDIES 


Marine Studies is a dynamic curriculum offering challenging theory relevant to the marine environment. Marine Studies 

also offers Nudgee College students the opportunity to develop the practical skills that are required to research and study 

marine environments. 

Semester 

One 

Semester 

Two 

Semester 

Three 

Semester 

Four 

Unit Title 

Boating 1 

Navigation 1 

Navigation 2 

Taxonomy 

Marine Biology 1 

Oceanography 1 

Free Dive theory 

and skill 

Boating 2 

Marine Engines 

Oceanography 2 

Marine Biology 2 

Fisheries 

Management 

Management of 

Moreton Bay 

Marine Park 

Maine 

Communication 

Recreational 

Fishing 

Description - Students investigate: 

The basic components of vessels and common positional terms. How to use the IALA 

buoyage system and Collision Regulation to prevent the occurrence of marine incidents. 

Safety procedures and task sequences for the operation of power driven vessels. 

The basic knowledge required to understand marine chart navigation. Students gain the 

skills required to navigate local water ways and convert chart courses to ships compass 

courses and their practical applications. Collision Regulations are also studied and 

applied. 

How to interpret synoptic charts and other components of weather forecasting. The 

"IALA" buoying system is also studied. 

Classification of organisms into similar groups. The focus is on marine animals and the 

unique characteristics that are used to group them. 

Focuses on the relationships that can occur between marine organisms and how these 

relationships are interrelated. The scientific methodology and procedures required to 

study the marine environment and generate a research report. 

Investigate the physical properties of salt water and the formation of coastal landforms. 

The scientific methodology and procedures required to study the marine environment 

and generate a research report. 

The physical nature of water and how the human body can be affected by its properties. 

Students learn the practical skills of free diving and rescue techniques, culminating with 

a shallow water dive at Moreton Island. Free dive skills are used to collect scientific data 

for the generation of a research project. 

Extension of how to use the IALA buoyage system and Collision Regulation to prevent 

the occurrence of marine incidents. Safety procedures and task sequences for the 

operation of power driven vessels. The use of a vessel to collect scientific data. 

This unit requires that students gain an understanding of the components of a marine 

engine and the skill required to complete a basic outboard service. 

The scientific methodology and procedures required to study the abiotic and biotic 

aspects of a marine environment. Students use power boating skills to access the study 

area and collect data. This unit results in the in-depth scientific report of the water 

quality of Cabbage Tree Creek and Bramble Bay. 

The nature of the global trade in marine resources. The pressure placed on marine 

fisheries and the need for international compliance of management strategies for the 

future sustainability of these resources. Specific case studies such as the Southern Blue 

Fin Tuna fishery are used to highlight the need for successful fisheries management 

policies. 

The local trade and dependence on marine resources. How local fisheries are managed 

and the general management strategies of Moreton Bay 

Correct transmission terminology and procedures for various situations. Students gain 

the skill required to operate and transmit with a 27 megahertz radio. 

Queensland regulations for recreational fishers. Various forms of recreational fishing. 

Identification of a selection of target species, their habitat. 



Theory examination 

Year 10 Marine Studies 

Skill examination 

A general interest in the marine environment 


Tertiary Study: Possible careers in Marine Science include Zoology, Taxonomy and many others. A complete 

overview of possible careers in Marine Science can be found on the Australian Marine Science 

Association's website (http://www.amsa.asn.au/). 

Non Tertiary: Fisheries, marine transport, water police, commercial fisheries and the tourism industry. 

Page 34


MATHEMATICS A 


Mathematics A aims to provide the opportunity for students to participate in life-long learning. Students who study 

Mathematics A should gain sufficient mathematical background and technological skills to make informed decisions in 

real life areas including finance, the building of a home, interpreting information in the media, navigation and world travel. 

The use of technology is promoted in Mathematics A as it enhances the exploration of the concepts and processes 

involved. Graphics calculators and Excel allow students to explore and investigate. They also complement traditional 

approaches to teaching. 

Unit Title 

Semester One Elements of Applied Geometry 1 

Managing Money 1 (A) 

Data Collection & Presentation 1 

Linking 2 and 3 Dimensions 1 

Semester Two Managing Money 1 (B) 

Data Collection & Presentation 2 

Elements of Applied Geometry 2 

Exploring and Understanding Data 1 

Maps & Compasses - Navigation 1 

Semester Three Linking 2 & 3 Dimensions 2 

Managing Money 2 (A) 


Introduction to Models for Data 1 


Semester Four Managing Money 2 (B) 

Introduction to Models for Data 2 



Description 

Learning opportunities include: 

Trigonometry 

GST and income taxation 

Construction of a house and reading plans 

Interpreting data and displaying graphically 


Earth geometry and time zones 

Discount 

Profit and loss 

Foreign exchange rates 

Introduction to navigation 

Simple statistical calculations 

Probability. 


Simple and compound interest 

Probability 

Binomial distributions 

Estimation of quantities and costs in a variety of 

construction areas 

Appreciation and depreciation 

Introduction to plotting courses and bearings 


Home loans 

Investing in share market 

Normal distributions 

Plotting courses and bearings 

Odds 


Each semester, there will be three pieces of assessment: 

Mid-semester exam 

Alternative assessment piece 

End semester exam 


At least C in Year 10 Prep Maths A 

At least D in Year 10 Prep Maths B 


A Sound Achievement in Mathematics A is a pre-requisite subject for such tertiary courses as those listed below: 

Built environment and design courses 

Some business, commerce or economics courses 

Tourism and arts 

Primary education 

Page 35


MATHEMATICS B 


The Senior Syllabus in Mathematics B is a recommended precursor to tertiary studies in subjects with high demand in 

mathematics, especially in the areas of science, medicine, mining and engineering, information technology, mathematics, 

finance, and business and economics. 

Mathematics is an integral part of a general education. It enhances an understanding of the world and the quality of 

participation in a rapidly changing society. Mathematics B aims to provide the opportunity for students to participate more 

fully in lifelong learning. 

(Mathematics B Syllabus, 2008) 

Unit Title 

Description 

Semester One Functions and Data Students study linear, quadratic and trigonometric 

functions and represent these in algebraic and graphical 

form. The definitions of the basic trigonometric ratios are 

extended to include angles of any magnitude. Students 

study methods of displaying and analysing data in order 

to make informed decisions, explore possible 

relationships and to compare datasets. The concept of 

rate of change is introduced. 

Semester Two Functions and Calculus Exponential and logarithmic functions are introduced and 

the relationship between these is explored. The general 

shapes of absolute value, reciprocal, and polynomial 

functions are investigated. Students begin the study of 

calculus. 


Functions, Calculus and 

Probability 

Students explore the general shape of periodic functions. 

The exponential function y = e x is introduced. Calculus is 

extended to include periodic, exponential and logarithmic 

functions. Binomial Distributions are introduced and 

Normal Distributions are used to find probabilities and 

make predictions in practical situations. 

Semester Four Optimisation, Area and Finance A variety of techniques for finding areas in practical and 

theoretical situations are introduced. Calculus techniques 

are used to solve optimisation problems. Geometric 

progressions are applied to financial situations including 

both investments and loans. 


Two tests per semester 

One alternative assessment item per semester 


Students must have achieved a C+ in Year 10 Prep Maths B 

Please note: Mathematics B can be studied in conjunction with Mathematics C or Mathematics A but a 

combination of all three mathematics courses is not permitted. 


Engineering, Surveying and the Physical Sciences 

Agriculture, Food Technology, Geography and Biology 

Natural Resources Management 

Biomedical Science and Medicine 

Business Management, Commerce, Economics 

Page 36


MATHEMATICS C 


The Senior Syllabus in Mathematics C is a recommended companion subject to Mathematics B. It provides additional 

preparation for tertiary studies in subjects with high demands in mathematics such as those listed in the Mathematics B 

descriptor. 

Students are given the opportunity to develop their full mathematical potential and extend the knowledge acquired in 

Mathematics B. They are encouraged to recognise the dynamic nature of mathematics through problem solving and 

applications in life-related situations. 

The additional rigour and structure of the Mathematics C course is recognised by QUT, University of Queensland and 

Griffith University in their "Bonus Points" Scheme. 

 

 

 

http://www.uq.edu.au/study/index.html?page=86632 OR 

http://www.griffith.edu.au/study-in-2009/admissions-bonus-scheme.html OR 

http://www.qut.edu.au/study/applying/undergraduate-applications/special-entry/entry-bonus.jsp 

Semester One 

Semester Two 


Semester Four 

Unit Title 

The Real Number System, 

Matrices and Vectors 

Complex Numbers, Applications 

of Matrices and Vectors, 

Periodic Functions. 

Complex Numbers, Matrices, 

Dynamics and Calculus 

Matrices, Dynamics and 

Integration 

Description 

Students continue their study of the properties of rational and 

irrational numbers. Permutations and combinations are used in 

life-related and purely mathematical situations to solve 

problems. The method of finite differences is used to determine 

algebraic equations to model real data. Matrices and vectors are 

introduced with particular emphasis on the application of these in 

both life-related and purely mathematical situations. The concept 

of proofs is introduced. 

The study of the number system is extended to include complex 

numbers. Matrices are used to solve linear equations. Students 

apply the theory of vectors and calculus to the study of forces and 

motion. Applications of the sine and cosine functions are studied. 

Students continue their study of complex numbers. Matrices are 

used in the study of transformations. The calculus concepts 

studied in Maths B are extended and applied to practical 

situations. Straight line motion and circular motion are studied 

using vector and calculus techniques. 

Students investigate the applications of matrices to model 

population growth and predict changes in market share. Projectile 

motion and simple harmonic motion are studied. Logistic functions 

are used to model population growth. The integration techniques 

studied in Maths B are extended and used to solve differential 

equations. 


 

 

Two exams per semester 

One alternative assessment item per semester 


 

 

Students must have achieved a C+ in Year 10 Prep Maths B 

Students must study Mathematics B 


 

 

 

Engineering 

Information Technology 

Economics and Finance 

Page 37


MODERN HISTORY 


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

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

values needed to make those decisions. “It [history] is vital for all citizens in a democracy, because it provides the only 

avenue we have to reach an understanding of ourselves and our society, in relation to the human condition over time, 

and of how some things change and others continue….The knowledge and habits of mind to be gained from the study of 

history are indispensable to the education of citizens in a democracy.” (History Teacher 23/1) 

The skills one uses in learning to read, analyse, and interpret history extend to many other aspects of life. Whether at 

home (for example, trying to determine the credibility of information on a website) or at work (e.g. doing research for a 

business report), skills learned in well-taught history classes have a lasting value. 

“History is generally helpful to the third aim of education, preparation for work. It is needed for such professions as law, 

journalism, diplomacy, politics, and teaching. More broadly, historical study develops analytical skills, comparative 

perspectives, and modes of critical judgment that promote thoughtful work in any field or career.” 

Furthermore, History offers students with an enquiring mind the opportunity to develop highly proficient research skills 

and interests which help students to understand the political, social and economic forces that have shaped and continue 

to shape the world in which we live. 

Unit Title 

Description 

Semester One The history of ideas and beliefs A study of political ideologies and the Cold War. 

Semester Two Studies of change A study of empire and race. 

Semester Three Studies of conflict A study of China and contemporary issues. 

Semester Four Studies of hope A study of world challenge and well-being. 


 

 

 

 

 

Knowledge tests 

Response to stimulus tests 

Essay tests 

Research tasks 

Multi modal presentations 


 

 

C in English 

C in History 


 

Tertiary study in Arts, Humanities, Law, Theology, Philosophy, Psychology 

Page 38


MUSIC 


Students live in a world where music has an important and pervasive presence. Whether actively engaged in music by 

listening (attending concerts, buying CDs and turning on the radio), performing (learning an instrument, playing in a 

band), or composing (writing songs), students have an individual experience of music. As a powerful educative tool, 

music contributes to the holistic development of the individual. A study of music assists students in understanding and 

heightening the enjoyment of the arts in their lives. The discipline and commitment of music-making builds students' selfesteem, 

personal motivation and independence as well as providing opportunities for the refinement of their collaborative 

teamwork skills. Students will also further develop their skills in Music Technology through the use of Computer Software 

such as Sibelius or Garage Band. 

Semester 

One 

Semester 

Two 

Semester 

Three 

Semester 

Four 

Unit Title 

1. Musical Elements 

- Foundation Unit 

(Year 11, Term 1) 

2. The Musician's 

Toolbox (Year 11, 

Terms 2 and 3) 

Description 

Students will begin to develop the skills and processes required for analysing 

repertoire, composing and performing. Through an analytical approach, both aural 

and visual they will refine their ability to understand, identify and manipulate 

musical elements by creating and performing music. This unit will serve as an 

introductory study for students new to the subject while affording more experienced 

students the opportunity to reinforce prior understandings. 

Using representative music for the concert hall and the theatre, this unit covers a 

range of topics and practical skills from which students will draw on as musicians. 

Areas of study include song writing, orchestration and arranging, stagecraft, and 

the continued development of audiation. 

The Musician's Toolbox (continued) As above 

3. Traditions (Year 

11, Term 4) 

4. Innovators (Year 

12, Term 1) 

5. Music in the 

Studio (Year 12, 

Terms 2 and 3) 

Throughout this unit of study, students focus on analysing repertoire within a small 

range of representative works in a detailed study of art music and culturallyspecific 

music. 

Throughout this unit, students explore the music of the 20th and 21st century 

through analysing repertoire, and composing and performing. In addition, students 

explore philosophies and converging art forms that have influenced musicians of 

the modern era. 

In this unit the focus is on performing, composing and experimenting with music 

using the recording studio and computer-based technologies. The use of 

technology in music encompasses most contemporary musical endeavours. This 

unit will develop practical skills in music technology that are underpinned by a 

sound theoretical foundation, and will afford students the opportunity to document 

original work in digital format. 

Music in the Studio (continued) As above 

6. Making a Musical 

Statement (Year 

12, Term 4) 

Throughout this final phase of study, students will negotiate a specific focus with 

the class teacher to explore their own specialised interest. As this is postverification, 

decisions may be based on interest or to selectively update the student 

profile. 


Submitted Compositions 

Performance Examinations 

 

 

 

Student Folios and Journals 

Written Examinations 

Research Tasks 


At a minimum, students should have studied music in Year 10 or have equivalent prior music education. 

Students should have some initial ability to play a Musical instrument (or sing) to a competent level and be 

committed to commencing or continuing tuition on this chosen instrument for the duration of their time in the 

subject. This is a very important consideration. 

Students taking Elective music should be prepared to become actively involved in the College's Extra Curricular 

Music Program through participation in at least one Musical Ensemble. 


Tertiary Studies in Music; Music Education; Music Retail Industry 

Entertainment Industry Administration & Management 

Professional Musicians (Rock, Pop, Jazz, Orchestral, Opera, Musical Theatre, Chamber etc.) 

Medical: Music Therapy, Speech Pathology 

Music Production & Technology: Sound Engineering, Recording Studio, Radio & Television Production etc. 

Composition: Advertising, Computer Games, Film & Television Industry 

Page 39


PHILOSOPHY AND REASON 


Philosophy and reason is concerned with the development of thinking processes which enable humankind to continue to 

search for truth and reason in a complex, modern world. The course focuses on the ability to reason and the role of 

reasoning in developing coherent world views. 

Three major areas are studied: Critical Reasoning, Deductive Logic and Philosophy 

The Critical Reasoning component of the course provides knowledge of widely used inductive reasoning processes in 

argument. Students are expected to recognise and evaluate these, while also identifying associated fallacies. 

Deductive Logic introduces students to symbolic languages as an effective system for the analysis and evaluation of 

propositions and arguments. 

The study of Philosophy allows students to recognise the relevance of various philosophies to different social and ethical 

positions, and realise that decisions in these areas are the result of an acceptance of both a certain body of beliefs and 

of a specific mode of reasoning. 

Semester 

One 

Semester 

Two 

Semester 

Three 

Semester 

Four 

Unit Title 

Propositional Logic 

Contemporary and Traditional 

Logic 

Puzzles & Paradoxes 

Categorical Logic 

Let's Be Reasonable 

What Utopia? 

Please Explain 

That's Debatable 

Philosophy Of Human Nature 

Philosophers and Schools of 

Thought 

Description 

Introduction to complex propositions, and their logic symbols 

Identifying fallacies of deductive reasoning 

Use of deductive logic techniques to solve logic puzzles and to analyse 

paradoxes 

Use of Venn Diagrams to evaluate arguments 

Introduction to inductive argument and its types. Evaluating inductive 

reasoning in specific contexts and recognising fallacies. 

Comparison and contrast of major sociopolitical philosophies and the 

major types of state constitutions. Investigation and assessment of the 

dominant Australian social philosophy or philosophies 

Distinguishing between explanations and justifications. Recognising 

and assessing explanation and justification techniques used in specific 

contexts. Study of cause and effect concepts & hypotheses 

Identifying persuasive & emotive elements in presentation of argument. 

Identifying fallacies associated with persuasive argument. The study & 

use of rhetorical skills. 

Study of two examples of major philosophical theories of human 

nature, and the philosophy of mind. Study of the theories of the 

relationship between person, body and mind. 

Analysis of one of the dominant theories found in present day 

Australian society Investigation and analysis of the concepts and 

legacy of a significant philosophical thinker, or school of philosophy. 


Research assignments 

Media report 

In-class tests 

Seminar presentations and a forum discussion 


C+ or higher result in Year 10 English, Study of Religion or Maths 


Law studies 

Psychology 

Sociology 

Language studies 

Social and Physical sciences 

Journalism 

Page 40


PHYSICAL EDUCATION 


Physical Education allows students to become highly involved in personalised Study of Human Movement and Sport 

Science concepts in physical activity, which are related to their own individual capabilities. They can involve themselves 

in cooperative projects such as performing in small group and team situations. They develop critical judgements 

regarding their involvement in physical activity in a variety of roles such as participant, spectator, official or observer. The 

subject also encourages them to consider many of the wider complex social issues which surround physical activity in 

Australia and the world. 

Physical Education is designed to bridge students towards tertiary studies in Human Movement Studies, Physiotherapy, 

Sport Science, Leisure Studies and Medicine/Health Sciences. It focuses on the complexity of, and interrelationships 

between, the Psychological, Biomechanical, Physiological, Motor Skill Learning and Sociological factors that might 

influence individual and team performances as well as the wider social attitudes to physical activity. 

Learning in, about and through physical activity will enable students to acquire knowledge, skills, understandings, 

capacities and attitudes, both directly and indirectly, as they participate in and study physical activity. These aspects of 

the subject will be demonstrated as they become involved in processes that could include planning psychological 

strategies for pre-match preparation, examining the impact of gender stereotypes on participation in physical activity, 

increasing their own physical fitness and developing an appreciation of sporting performance and the science that 

accompanies it. 

Semester 

One 

Semester 

Two 

Semester 

Three 

Semester 

Four 

Unit Title 

Unit 1: Energy Systems, Oxygen Consumption 

& Training Adaptations in Tennis 

Unit 2: Motor Skill Acquisition and Learning in 

Volleyball 

Unit 3: Sociological Patterns & Trends of 

Participation in Golf 

Unit 4: Training Design & Recovery in Touch 

Football 

Unit 5: Applied Sport Psychology in Touch 

Football 

Unit 6: Advanced Sociology - Money, Media, 

Power & Sponsorship in Tennis 

Unit 7: Applied Exercise Physiology & Training 

Programs in Volleyball 

Unit 8: Biomechanical Applications in Golf 

Description 

A study of the demands of exercise on the human 

body and its ability to adapt and improve performance 

in touch. 

An investigation into the way motor skills are acquired 

and developed through coaching and training in 

volleyball. 

The patterns, trends and influences on participation in 

physical activity, with specific focus on golf. 

Application of muscular structure & function and 

principles, methods and periodisation of training for 

touch football performance. 

An investigation into the strategies used and 

developed for enhancing individual & team 

performance in touch football. 

The effect and interplay of money, media, power & 

sponsorship in modern tennis 

An examination into the planning, design and 

evaluation of training programs for improving 

performance in volleyball. 

A study exploring the biomechanical concepts involved 

in swing technique and ball flight in golf. 


Written/Oral Performance: Research Reports; Research Assignments; Exam Essays; Multi-modal Presentations; 

Integrated Tasks 

Physical Performance: Individual and Team Elective Sports or Activities 


Year 10 Physical Education and Year 10 Health Education are not mandatory but will be of benefit. 

An enthusiastic, passionate approach to the science and study of physical activity and sport. 

A minimum of a Sound Achievement in English in Year 10 is preferable due to the 50 per cent contribution of the 

written component of the course. 


Human Movement Studies/Sport Science 

Physical Education teaching 

Physiotherapy 

Health & Medical Sciences 

Page 41 

 

 

 

 

Leisure Studies 

Occupational Therapy 

Sports Medicine 

Recreation Industry


PHYSICS 


Physics is all about answering questions that are posed in response to our natural curiosity about how things work and 

what causes them to work in the way they do. How we answer these questions is what makes Physics a scientific study. 

Operating within the themes of force, energy and motion, we observe, measure, theorise, design, predict, test, and 

modify. In doing so, we are able to understand the world around us, change it to our advantage and thereby advance 

our technology and improve the human condition. In studying Physics you will gain a knowledge and understanding of 

the way things behave in the natural world and also in the man-made world of technology as well as gain a base for 

further tertiary study. 

Semester One 

Semester Two 


Semester Four 

Unit Title 

Physics 1 

Physics 2 

Physics 3 

Physics 4 

Description 

Cars - Speed and Safety 

Rocket Science 

Amusement Park Physics 

Medical Physics Optics 

Physics in the Home - Electrical Power 

The Sounds of Music 

Discovering the Solar System 

Crime Scene Physics 

The Search for Understanding 


Supervised Assessments (End of Unit Tests) 

Extended Experimental Investigations (Written report on an investigation into some practical question) 

Extended Response Task (Written report on some non-experimental issue, where a decision is made) 


High C or above in Year 10 English 

High C or above in Year 10 Maths B Prep 

High C or above in Year 10 Physics unit 


Tertiary study - any science related course (TAFE or University) 

Page 42


PRE-VOCATIONAL MATHEMATICS 


Pre Vocational Mathematics aims to equip students with basic, practical mathematical skills that are required for entry 

into the workforce, apprenticeships, traineeships and some further study. Students will develop a confidence and feeling 

of success at handling mathematics in life-related contexts. Each semester, students will undertake a variety of individual 

and group tasks and projects while integrating the five strands of mathematics unique to this subject. 

This subject aims to develop an appreciation of the role numeracy plays in the world of employment, for survival, for 

pleasure and for informed citizenship. 

Semester 

One 

Semester 

Two 

Semester 

Three 

Semester 

Four 

Unit Title 

Mathematics for Interpreting Society: Number 

Mathematics for Interpreting Society: Data 

Mathematics for Personal Organisation: Location and 

Time 

Mathematics for Practical Purposes: Measurement 

Mathematics for Personal Organisation: Finance 




Time 






Time 






Time 



Description 

Learning opportunities can include the 

following: 

 

Length, Area and Volume in context 

Car Park Project 

Learning opportunities can include the 

following: 

 

 

 

Ratio & Scales in context 

Model Plane Construction Project 

Dreamworld Maths 

Learning opportunities will be focused 

around the themes of purchasing a car 

and the process involved in purchasing a 

first home 

Learning opportunities will be focused 

around the context of Leaving Home and 

School (employment, costs incurred, 

budgeting) 


Submission of logs/journals 

Individual research tasks 

Open book tests 


A grade of less than C in Prep Maths A 

Completion of Essential Maths 


Apprenticeships 

Traineeships 

Some TAFE courses 

Page 43


QUEENSLAND CORE SKILLS (QCS) 

The Queensland Core Skills Test is a test of achievement in the 49 Common Curricular Elements from across the senior 

curriculum. The test usually takes place in late August or early September. St Joseph’s Nudgee College prepares 

students for the test in a number of ways: 

1. Embedding of Common Curricular Elements in all Senior Courses 

2. Workshops in Year 11 and 12 

3. Information Sessions 

4. A dedicated QCS Program in Year 12 including timetabled lessons 

5. Full Practice Tests 

6. QCS Tutorials 

7. Test Feedback Sessions 

Page 44


RECREATION 


Recreation aims to provide students with the practical learning experiences and lifelong skills necessary for job readiness 

within the Sport & Recreation industry. The subject enables students to develop skills in a number of areas, including 

Outdoor Expedition planning, Surf safety, Aquatic leisure pursuits and relevant first aid procedures, as well as preparing 

students for work within the ever-expanding Fitness and Community Recreation industries. 

Unit Title 

Semester One Table Tennis 

Oz-Tag/AFL Rec Footy 

Semester Two Bushwalking and Camping 

Surfboard Riding 

Semester Three Netball/Basketball 

Adventure Racing 

Semester Four Athletics 

Badminton 

Description 

This unit provides students with the skills necessary for organising 

and planning recreation activities in the community. Students will 

investigate the Recreation Industry and undertake a Beginner 

Coaching General Principles on-line course. 

Studies within Semester Two provide authentic learning experiences 

in Outdoor Recreation practices. Students will have the opportunity to 

learn to surf and perform basic surfing manoeuvres, whilst monitoring 

conditions and preventing safety hazards. Students will undertake 

preparation and planning for a bushwalk and camping experience. 

The Fitness Industry unit enables students to gain the skills 

necessary for working in various capacities within this rapidly growing 

sector. Students will experience gym/fitness centre administration, 

customer service, organising and maintaining equipment, developing 

fitness programs and implementing safety procedures and protocols. 

Court sports will be investigated concurrently. They will also 

undertake canoeing, mountain-biking and orienteering activities in 

racing format. 

Within this unit, students will be able to learn and utilize the skills 

necessary to organise and implement community sporting and 

recreational activities that are inclusive and appropriate to a diverse 

range of clientele. Students will learn to cater for a wide variety of 

ability and motivational levels, so as to promote equity and access to 

all. Community liaison with local primary schools and broader 

community groups will be undertaken when implementing activity 

programs for school-aged children. 


 

 

 

 

 

 

 

 

 

Portfolios 

Integrated Tasks 

On-Line Journals 

Teacher questioning 

Short written responses 

Observation checklists and self-assessment 

Third party reports 

Peer evaluation 

Unit Workbooks 


 

Nil 


 

 

 

 

 

 

 

 

Outdoor Education Leader 

Personal Trainer 

Surf Instructor 

Sport Coach 

Gym/Fitness Centre Staff 

Community Recreation Officer 

Programs Coordinator 

Sport Development Officer 

Page 45


RELIGION AND ETHICS 


Religion and Ethics is an exciting, practical religious education course that explores three dimension of the human 

experience - personal, relational and spiritual. This course allows students to explore religious and ethical topics through 

media texts and real experiences. Students are encouraged to explore their personal life values, life choices, beliefs and 

the deeper questions of life such as purpose and destiny and moral and ethical decision making. The course assists 

students from various cultural, social, linguistic and economic backgrounds to reflect on how they are able to understand 

the world in which they live. The learning and teaching style used throughout this course is inquiry-based learning which 

encourages students to move beyond the mere acquisition of facts to metacognition. It also provides opportunities for 

students to investigate religious and ethical issues which have significant impact on today's world. This course uses the 

Brisbane Catholic Education modules which enables students to reflect on religious and ethical issues at an elementary 

level. 

Year 11 Unit Title 

Term 

One 

Term 

Two 

Term 

Three 

Term 

Four 

Religious 

Citizenship 

Description 

Students investigate understandings of citizenship in the context of human rights abuses and 

our responsibility to address these abuses. Students will investigate religious citizenship, 

global citizenship, Australian citizenship and Nudgee College citizenship. Students are 

assessed on an assignment. 

Sacred Stories Students investigate the impact story has on culture and the world in which they live. Students 

explore a variety of stories in different religious traditions, as well as the secular 

world. Students compose their own story telling experience. 

Peace Studies Students explore the meaning of peace through reading and discussing Jus War theory, peace 

and antiwar movements of history, sacred texts and peace and Papal Encyclicals. Living in a 

world that is frequently violent, students are challenged to be peacemakers in their own 

community and for assessment complete a multimodal presentation. 

Gender and 

Spirituality 

Year 12 Unit Title 

Term 

One 

Term 

Two 

Term 

Three 

Term 

Four 

As Pierre Teilhard de Chardin wrote, "We are not human beings on a spiritual journey. We are 

spiritual beings on a human journey." This unit allows students to explore their own spirituality 

and to examine how gender influences spirituality. Students explore the spirituality of other 

religious traditions and the influence of feminist spirituality. Students are assessed on a survey 

and a report. 

Description 

Social Justice The Catholic Church's best kept secret is its writings and teachings on social justice. Catholic 

schools in the Edmund Rice tradition are greatly influenced by their need to exercise social 

justice initiatives. In this unit, students explore justice through Jewish and Christian scriptures 

and analyse Catholic social teachings through justice encyclicals. Students complete a case 

study for assessment. 

Good and Evil In this unit of study, students are given opportunities to define what is good and what is 

evil. They explore suffering and how God responds to it through a case study investigation on 

Shoah. 

Spirituality and 

Ritual 

Life Choices 

Students explore religious and secular spirituality, examine features of rituals and analyse 

symbolism. Students create an end of schooling ritual. 

As young adults, the senior students are about to embark on life outside the structure of 

Nudgee College and make choices that will best suit their lives. This unit explores what 

influences them when making choices - self- image and self-esteem, resilience, emotional 

intelligence, world views, beliefs, experiences of the world and the family and religious 

views. Students create a portfolio which they will be able to present at employment interviews. 


Each unit allows students to describe their own tradition and/or other traditions in the light of current thinking, analyse 

and interpret data, and integrate their own understanding of certain ideas within a Christian/Catholic theme or issue. 

Assessment strategies are directed towards the self-development of the learner. Both self-assessment and peer 

assessment are employed through written and oral presentations. 


Nil prerequisites 


Many universities and TAFE institutes will insist students undertake ethics courses, community awareness units and 

subjects about philosophy. In some instances, recognition for prior learning may be possible. 

Page 46


RURAL OPERATIONS 

(RTE20703 - Certificate II in Rural Operations) 


Rural Operations aims to give students a well-rounded understanding of and competencies in general agricultural and 

horticultural practices. Students are involved in all aspects of the Nudgee farm as well as visiting and working with 

commercial enterprises and research institutions. Students assist in all aspects of the management of the steer program, 

run a commercial feedlot and work with Brahman and Limousin stud cattle. Based around the vineyard, shade house and 

vegetable gardens, students will undertake practical activities in propagation, management and the operation of 

horticultural processes. 

The College has developed a partnership with some industry organisations so that is also possible for students in some 

circumstances to complete other competencies. Work placement is also an important component of this subject. 

Semester One 

Semester Two 


Semester Four 

Unit Title 

Feedlot Management and Administration 

Agribusiness 

Viticulture 

Introduction to the Wine Industry 

Feedlot Management and Administration 

Farm enterprises 

Plant production 

Viticulture - Vineyard Management 

Management of Plant and Animal Production 

Systems 

Description 

Legal Requirements, Documentation 

OH&S 

Codes of Practice 

Market Requirements 

Beef cattle 

Animal health and nutrition 

Mechanics in Agriculture 

Vineyard Maintenance, Crop Establishment 

Irrigation 

Propagation techniques, Pruning 

Plant disease and pests 

Specialised Plants, Indoor Plants 

Nursery Management 

Required units of competency in the Certificate II course (RTE20703 Certificate II in Rural Operations) are as follows: 

Core 

Title 

RTC2701A Follow OHS procedures –Core 

RTC2702A Observe environmental work practices - Core 

RTC2705A Work effectively in the industry - Core 

RTC2801A Participate in workplace communications - Core 

RTE2010A Establish horticultural crops - Elective 

RTE2021A Support horticultural crop harvesting - Elective 

RTE2029A Assist agricultural crop maintenance - Elective 

RTE2111A Identify and mark livestock - Elective 

RTE2114A Monitor water supplies - Elective 

RTE2118A Handle livestock using basic techniques - Elective 

RTE2128B Provide feed for livestock - Elective 

RTE2131A Care for health and welfare of livestock - Elective 

RTC2706A Apply chemicals under supervision - Elective 

RTE2309A Operate tractors - Elective 

RTC2209A Install, maintain and repair fencing - Elective 

RTC2304A Operate and maintain chainsaws - Elective 

RTE3133B Prepare livestock for competition - Elective 

** Possible horse units 

This is a stand-alone certificate course It has no criteria and is competency based training and assessment. 


Examination 

Research report 

Work place report 

Practical team task 


Enjoyment of practical activities and working with 

plants and animals 


Diploma of Agriculture/Horticulture 

Courses in agriculture/horticulture and the 

environment 

Traineeships 

Employment 

Page 47


STUDY OF RELIGION 


Study of Religion is an exciting and dynamic course. Australia today is a pluralistic society in which a great variety of 

religious traditions exist side by side. Clearly, there are many different ways in which people perceive themselves and 

their world. For most, the immediate tendency is to interpret situations, practices, information or concepts from a 

particular standpoint and to describe them in terms of their own acquired world view. 

However, it is possible to become conscious of the particular way in which one makes sense of the world, recognise 

occasions when one is applying it to reality, and become more skilled in identifying the system that others are applying 

when describing or responding to experiences. Studying a range of different religious belief systems can contribute to the 

development of these skills of identification and recognition. The social context in which Australian students live is one in 

which global interrelationships challenge the isolation of localised societies. In a world scene marked by cultural and 

religious diversity, justice issues such as equity, gender and ethnicity should be explored. There is also a need for an 

awareness of the beliefs of others as well as one's own. 

Semester One 

Semester Two 

Unit Title 

Ultimate Questions 

Sacred Texts 

Rituals 

The Nature and significance of religion 

Religions of the World 

Australian Perspectives 

Description 

Critical interpretation of sacred texts, including 

Hinduism, Buddhism, Aboriginal Spirituality and the 

Bible. Students examine how to answer ultimate 

questions about Cosmology, body and soul, what is 

truth, and explore the meaning of life. 

An overview of the importance of religion and rituals in 

today's society. Students examine how different rituals 

are expressed around the world. 

Semester Three Religion, Values and Ethics A range of ethical frameworks are presented for 

evaluation as a basis for decision making. 

Ethnographic study undertaken examining ethics 

issues from different religious perspectives. A focus on 

Just War principles from the Christian tradition. 

Semester Four Religion-State Relationships A critical examination of Catholic social teaching that 

has impacted on religion-state issues. A focus on 

Judaism from the Spanish Inquisition, through the 

Reformation to the treatment of Jews by Hitler in 

WWII. Students will examine Church and State in 

Australia over conscription as well as the Stolen 

Generation. 


A wide variety of assessment is undertaken over the 2-year course to extend students’ abilities in different assessment 

formats. These range from: 

Research assignments including Ethnographic Investigations. 

Multimodal Presentations using a variety of "modes" (e.g. soapbox, disputations, cooking, multi-media, etc.) 

Examinations including response to stimulus exams, short answer and unseen essay question examinations 


Study of Religion is a mandatory subject for all OP eligible senior students. However, a C in English, a social science or 

Religious Education will be advantageous. 


Study of Religion makes compulsory religious education in a Catholic school contribute to an OP. Many universities and 

TAFE institutes will insist students undertake ethics courses, community awareness units and subjects about philosophy. 

In some instances, recognition for prior learning may be possible. Anecdotally, past students have reported that SOR 

was very helpful in providing skills in writing university assignments and helping them acquire the necessary skills and 

processes that enable them to be successful. Obvious tertiary pathways would include any humanities, psychology and 

ethics studies. 

Page 48


TECHNOLOGY STUDIES 


This is an ideal subject for students who enjoy working independently to create unique projects as a practical solution to 

real world problems. It is mostly theoretical in nature but offers students the opportunity to acquire an understanding of 

the various types of materials and learn the techniques to use hand tools and machinery. They will develop safe working 

habits. 

Technology has been developed through working and building with materials and tools and has been an integral part of 

society for as long as humans have had the desire to improve their quality of life. Technology Studies helps students 

understand and use past, present and future industrial technologies to meet the demands and needs of the 21st century. 

It is a course which encourages knowledge and application of available resources, systems and practices through 

inquiry, design and problem-solving methodologies. Students engage with a range of intellectual challenges using 

higher-order thinking skills to develop real and practical products. 

Unit Title 

Semester One Foundations of Technology 

Hall Mirror 

Storage Cabinet 

Semester Two Manufacturing Unit - Furniture 

Investigative Analysis - Inventions 

that changed our World. 

Semester Three Individual Product Design 

Investigative Analysis - Sustainable 

Product Design 

Semester Four Community Based Product 

Manufacturing 

Description 

Through Foundations of Technology, students learn 

about: 

The interrelationship of technology, industry, 

society and environment 

Elements and principles of design 

Product design sequence 

Sustainability 

Safety - OnGuard Safety Training 

Manufacturing resources 

Design activity focused on both the piece of Furniture 

and the manufacturing system to create multiple 

numbers of identical pieces of furniture. 

Design activity focused on the product design 

sequence for a solution to a student driven problem. 

Students commonly choose furniture or engineering 

projects such as toolboxes, coffee tables, chests of 

drawers, outdoor furniture, aviaries, etc. 

Design activity focused on the development of a 

product to improve the community and the 

manufacturing system to create multiple numbers of 

the solution. 


Design Project - Stage 1 Project Proposal and development 

Design Project - Stage 2 Project Realisation 

Design Project - Stage 3 Project Appraisal 

Investigative analysis 

Criteria Tested 

Knowledge and Application 

Reasoning Processes 

Production 


Year 10 Design Technology - exit level of B+ or higher a distinct advantage 

Good sketching skills a distinct advantage 

Well structured study habits in order to complete the research in a timely fashion. 


The course aims to prepare students for careers in, for example, the building and service professions 

(architecture, surveying, engineering), industrial design, environmental design and manufacturing design. 

Page 49


VISUAL ART 


"The Arts are fundamental resources through which the world is viewed, meaning is created and the mind is developed," 

- Elliot W. Eisner, Professor of Education and Art, Stanford University, 1997. 

Visual Art is a powerful and pervasive means which students use to make images and objects, communicating aesthetic 

meaning and understanding from informed perspectives. In a world of increasing communication technologies, 

knowledge and understanding of how meanings are constructed and "read" is fundamental to becoming a critical 

consumer and/or producer of artworks. 

Visual Art prepares young people for a future in the workforce by requiring them to seek creative solutions to complex 

design problems, think divergently and use higher order learning skills to articulate an informed and individualised 

aesthetic (style/expression). At a time when creativity is sought by industry, visual art significantly contributes to the 

design and manufacture of images and objects needed for living. Artists, designers and craftspeople reflect identity and 

document culture through persuasive and inventive ideas. 

It is through Visual Art that "new" visual knowledge's are created; meanings are communicated and the significance of 

these meanings is connected to the present lives of young people. On their personal journey of exploration and 

expression, Visual Art students engage with a range of concepts and related learning experiences. Students also 

develop linguistic and non-linguistic skills and knowledge through using diverse media and current/emerging 

technologies. 

The Senior Visual Art course allows for the students to grow as artists and practitioners. It affords each student the 

opportunity to specialize in a media area that is of interest to them personally. Each Semester Unit is based around the 

students selecting their focus and developmental direction. This allows the students to plan for and develop any folio or 

entrance requirements they may require at the end of the course. 

Units 

Description 

Semester One Memento Student focused media study focusing on communication, society or text. 

Branding 

Student selected media study focusing on identity and branding. 

Semester Two Catalyst Student selected media study focusing on technology and evolution. 

Multimedia areas are negotiable with the teacher to include: 2D media, 

3D media, Time-based media. 

Semester Three The Documented Student selected media study focusing on student's own choice. 

Students select: own media or Cross Arts Disciplines. 

Semester Four The Documented Student selected media study focusing on student's own choice. 

Extension choice. 


In making artworks, students define and solve visual problems by using visual language and expression, experimenting 

and applying media to communicate thoughts, feelings, ideas, experiences and observations including: 

Bodies of works 

Journal - designs, development research, and reflection 

In appraising artworks, students investigate artistic expression and critically analyse artworks within diverse contexts 

including: 

Research essays, reviews and stimulus exams 


 

 

C in Year 10 Visual Art 



 

Tertiary Study - TAFE, Colleges or University Study. (Fine Arts, Graphic Design, Commercial Photography, 

Visual Communication, Multimedia, 3D Modelling & Animation, Illustration, Fashion Design, Architecture, etc.) 

Page 50


CONTACTS AT NUDGEE COLLEGE 

LEARNING & TEACHING OFFICE 

The Learning & Teaching Office is responsible for the subject selection process. If you wish to access 

further information or advice, please contact the Dean or relevant Director: 

Dean of Learning & Teaching 

David Johnston Ph: 3865 0547 / Fax: 3865 0592 djohnston@nudgee.com 

Director of Learning & Teaching 10-12 

Carolyn Liddy Ph: 3865 0504 / Fax: 3865 0592 cliddy@nudgee.com 

Director of Learning & Teaching 7-9 

Britt Gurnett Ph: 3865 0388 / Fax: 3865 0592 bgurnett@nudgee.com 

Director of Junior School 

Chris Cawley Ph: 3865 0170 / Fax: 3865 0360 ccawley@nudgee.com 

For specific advice about particular subjects, please contact the Head of Subject directly. House Deans are 

also available to assist your son in making appropriate choices. 

COUNSELLING / CAREER GUIDANCE 

Counselling and career guidance are readily available from the Student Services Team. The College has 

professionally qualified counsellors who can provide career guidance and information. Parents are 

encouraged to be a part of career guidance interviews whenever possible or desired. 

Counsellors and Career Guidance 

Karen Meiklejohn Ph: 3865 0546 / Fax: 3265 1059 kmeiklejohn@nudgee.com 

Matt Ryall Ph: 3865 0353 / Fax: 3265 1059 mryall@nudgee.com 

Page 51


SUBJECT CONTACTS 

BUSINESS 

Accounting Matthew Preston .................................. Ph 3865 0154 mpreston@nudgee.com 

Business Information 

Technology Meg Sippell .......................................... Ph 3865 0375 msippell@nudgee.com 

Business Organisation 

& Management Scott Stanford ...................................... Ph 3865 0102 sstanford@nudgee.com 

Hospitality Melissa Peacock .................................. Ph 3865 0150 mpeacock@nudgee.com 

CURRICULUM SUPPORT 

E S L Lorraine Hellmrich ................................ Ph 3865 0585 lhellmrich@nudgee.com 

Learning Support Terri Nesbitt-Foster .............................. Ph 3865 0395 tnesbitt-foster@nudgee.com 

Personal Enrichment Simone Mitchell ................................... Ph: 3865 0103 smitchell@nudgee.com 

Philosophy & Reason Lorraine Hellmrich ................................ Ph 3865 0585 lhellmrich@nudgee.com 

Q C S Peta Scott ............................................ Ph 3865 0409 pscott@nudgee.com 

ENGLISH 

English Monica See .......................................... Ph 3865 0587 msee@nudgee.com 

English Communication Lara Morgan ........................................ Ph 3865 0584 lmorgan@nudgee.com 

English for ESL Learners Lorraine Hellmrich ................................ Ph 3865 0585 lhellmrich@nudgee.com 

LANGUAGES 

Japanese Rhonda Neill ........................................ Ph 3865 0343 rneill@nudgee.com 

MATHEMATICS 

Maths B & Maths C Louise Nardi ......................................... Ph 3865 0341 lnardi@nudgee.com 

Maths A & ) 

Pre-Vocational Maths ) Louise Nardi ......................................... Ph 3865 0341 lnardi@nudgee.com 

RELIGION 

Study of Religion & ) 

Religion & Ethics ) Erin Wedge .......................................... Ph 3865 0191 ewedge@nudgee.com 

SCIENCE 

Biological Science Tim Bird ............................................... Ph 3865 0369 tbird@nudgee.com 

Chemistry Emel Corley ......................................... Ph 3865 0373 ecorley@nudgee.com 

Marine Studies Matt Miller ............................................ Ph 3865 0475 mmiller@nudgee.com 

Physics Paul Carmody ...................................... Ph 3865 0368 pcarmody@nudgee.com 

Rural Operations Tony Jensen ........................................ Ph 3865 0374 tjensen@nudgee.com 

SOCIAL SCIENCE 

Economics & ) 

Legal Studies ) Dave Fraser ......................................... Ph 3865 0544 dfraser@nudgee.com 

Geography Rebecca Hunt ...................................... Ph 3865 0427 rhunt@nudgee.com 

Modern History Dave Fletcher ...................................... Ph 3865 0370 dfletcher@nudgee.com 

TECHNOLOGY 

Building & Construction Neil Poppleton ..................................... Ph 3865 0502 npoppleton@nudgee.com 

Engineering & Manufacturing Jason Hollyman ................................... Ph 3865 0530 jhollyman@nudgee.com 

Graphics Tony Clarke ......................................... Ph 3865 0579 tclarke@nudgee.com 

Information Technology 

Systems Richard Bauer ...................................... Ph 3865 0329 rbauer@nudgee.com 

Technology Studies Mannie Navarro ................................... Ph 3865 0513 mnavarro@nudgee.com 

THE ARTS AND HPE 

Drama Alison Crilly .......................................... Ph 3865 0342 acrilly@nudgee.com 

Health Education Suzie Tjin ............................................. Ph 3865 0596 stjin@nudgee.com 

Music Brett Foster .......................................... Ph 3865 0506 bfoster@nudgee.com 

Physical Education & ) 

Recreation ) Matt Waters ......................................... Ph 3865 0593 mwaters@nudgee.com 

Visual Art Gregg Elliot .......................................... Ph 3865 0309 gelliot@nudgee.com 

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GLOSSARY OF TERMS 

Authority Registered Subject 

An Authority Registered Subject is: 

a subject devised from a study area specification (SAS) for which a school's study plan is 

approved or 

a subject developed by a school, for which a school's work program is approved. 

Results in Authority-registered subjects are not included in the calculation of OPs and FPs. 

The minimum timetabled school time to be devoted to the study and assessment of a Authorityregistered 

subject is 55 hours per semester. 

Authority Subject 

An Authority subject is a subject for which the course of study is based on a syllabus that has 

been approved and issued by the QSA. 

The work programs for Authority subjects and assessment of student achievement is subject to 

the full moderation procedures of the QSA. 

Levels of achievement in senior Authority subjects are recorded on the Senior Statement. 

Results from Authority subjects can count in the calculation of OPs and FPs — the most 

common selection devices used by the tertiary sector. 

The minimum amount of timetabled school time to be devoted to the study and assessment of a 

senior Authority subject is 55 hours per semester. 

Learning Account 

A learning account is an individual, online account to record a student’s progress towards a 

QCE. 

It gives students a personalised view of their learning, including what, where and when learning 

is undertaken during the senior phase of learning (usually Years 10, 11 and 12) and the results 

that have been achieved. 

Level of Achievement 

Level of achievement is an assessment provided by teachers of, in broad terms, how well a 

student met the achievement criteria and standards for a particular subject. 

The level of achievement is an indication of the global level of performance in the subject at the 

termination of a course of study in that subject. The criteria for awarding a particular exit level 

are contained in the subject syllabus. 

Students receive one of five levels of achievement. Levels of achievement have the following 

labels: VHA (Very High Achievement); HA (High Achievement); SA (Sound Achievement); LA 

(Limited Achievement); VLA (Very Limited Achievement). 

Overall Position – OP 

An OP indicates a student's rank order position based on overall achievement in Authority 

subjects. 

To obtain the best possible OP, students are advised to study those Authority subjects that they 

enjoy and in which they are able to achieve good results. 

An eligible student's OP is reported as one of 25 bands from 1 (highest) to 25. The approximate 

distribution of students across the bands is: 

Band 1: about 2% of students 

Bands 2 to 6: about 15% of students 



Band 25: about 2% of students 

Queensland Certificate of Education (QCE) 

The QCE is Queensland’s new senior schooling qualification. The Queensland Studies Authority 

(QSA) will award young people a QCE when they complete the senior phase of learning – usually the 

end of Year 12. 

To be awarded a QCE young people will need to achieve a significant amount of learning, including 

literacy and numeracy, at set standards. 

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(QCIA) 

The Queensland Certificate of Individual Achievement recognises the learning achievements of 

students who undertake individualised learning programs. 

Queensland Studies Authority (QSA) 

The Queensland Studies Authority is a statutory body responsible for the provision of a range of 

services and materials relating to syllabuses, testing, assessment, moderation, certification, 

accreditation, vocational education, tertiary entrance and research. 

Queensland Tertiary Admissions Centre (QTAC) 

QTAC seeks to excel as the expert facilitator of an equitable tertiary entrance system for the benefit of 

tertiary institutions and their prospective students. 

QTAC's role is to provide and operate a centralised tertiary application system and to publish 

comprehensive information for prospective applicants. 

QTAC Selection Rank 

For students who are not eligible for an OP, it is still possible to gain a place in some tertiary courses 

on the basis of their achievements in all subjects reported on the Senior Statement (provided that they 

have studied any prerequisite subjects and achieved the level specified). 

Students who are not eligible for an OP may apply to QTAC to be assigned a rank based on 

schedules published by QTAC. These students are selected for courses on the basis of this rank. 

School Based Apprenticeship 

School-based apprenticeships and traineeships allow high school students - typically Years 11 and 12 

- to work with an employer as paid part-time employees whilst studying for their Senior Certificate. 

Senior Phase of Learning 

A more flexible stage of the learning journey designed to engage young people in earning or learning 

so that all students have the opportunity to finish Year 10 and then go on to gain at least a Senior 

Certificate or Certificate III vocational qualification. 

Senior Statement 

The Senior Statement refers to the transcript, issued by the QSA, that records all learning 

achievements banked by someone completing Year 12. This statement will attest to a person’s 

completion of 12 years of schooling. 

Subject Area Specification (SAS) 

Study Area Specifications (SASs) are framework courses that provide details of courses of study in 

Authority-registered subjects. SASs have substantial components of vocational education or practical 

elements. 

Each SAS has a number of strands, with each strand being an Authority-registered subject. For each 

Authority-registered subject developed from an SAS which a school offers, a study plan is developed, 

outlining the scope and sequence of subject matter and the assessment for the subject. Study plans 

must be approved by the QSA. Each strand is recorded as a separate Authority-registered subject on 

the Senior Certificate together with the competencies achieved. 

VET Certificate course 

Schools access the Training Package to deliver courses suitable to the needs of their 

students in order to offer the appropriate Certificate level. 

Students will be eligible to receive one or more certificate qualifications. Qualifications 

gained are determined through competency-based assessment. 

The completed certificate/s and units of competency will appear on the Senior Statement. 

Page 54


SUBJECT SELECTION FORM, SENIOR 2013 

Subject Information is available on the Portal: Learning and Teaching / Years 8-12 Subjects 

Name 

Student Code PC Group Date 

Instructions: 

OP students: Number your subject choices from 3 – 6. Make sure that 5 or more are Authority ("A") subjects. 

Non-OP students: Number your choices from 3 – 6 from either table. 

Subject Selection must be completed online by 31 August, 2012 

A = Authority subject AR = Authority Registered subject; VC = Vocational Certificate Course 

To be eligible for a QCE, credits must total at least 20 

For native speakers, you may choose Chinese or Korean as your 7 th subject if you wish to study after school. These 

subjects will contribute towards your OP. 

Subject QCE Type # Subject QCE Type # 

OP Subjects 

Number choices 3-6 with 5 or more “A” subjects 

Core 

Vocational Subjects 

Number choices 3-6 from either table 

Core 

Study of Religion 4 A 1 Religion & Ethics 4 AR 1 

English 4 A 2 English Communication 4 AR 2 

English for ESL Learners 

(International students) 

4 A 2 

Mathematics A 4 A Pre Vocational Mathematics 4 AR 

Mathematics B 4 A 

Mathematics C 4 A 

Electives 

Electives 

Biological Science 4 A Rural Operations 4 VC 

Chemistry 4 A 

Marine Studies 4 A 

Physics 4 A 

Economics 4 A 

Geography 4 A 

Legal Studies 4 A 

Modern History 4 A 

Visual Art 4 A Recreation 

Drama 4 A 

Health Education 4 A 

Music 4 A 

Physical Education 4 A 

Accounting 4 A 


Management 

4 A Business Information Technology 4 VC 

Hospitality Studies 4 A/VC Hospitality Operations 4 VC 

Japanese 4 A 

Chinese (tutor after school) 4 A 

Korean (after school at Clayfield College) 4 A 

Philosophy & Reason 4 A 

Graphics 4 A Building & Construction 3 VC 

Information Technology Systems 4 A/VC Engineering & Manufacturing 3 VC 

Technology Studies 4 A 

TOTAL CREDITS FOR QCE 

TOTAL CREDITS FOR QCE 

Page 55

Senior Subject Selections, 2013 - St Joseph's Nudgee College

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