TOOWOOMBA GRAMMAR SCHOOL A Member of the GPS Association of QLD
Curriculum Handbook 2015 Toowoomba Grammar School Curriculum Handbook 2015
ABN 86 510 299 250 CRICOS REGISTRATION No. 00525D
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INTRODUCTION
From The Director of Studies TO STUDENTS This handbook is designed to provide you with information about subjects which may be offered by the School. It should help you in the process of choosing your course of study. As you progress to Years 11 and 12 the academic demands will increase and expectations will be high. You are the person responsible for your study and the results that you achieve. Your parents and the School will offer guidance, but ultimately your success will rely on your ability to apply yourself to your studies, establish study goals, revise work consistently and persevere even when the going gets tough. Teachers, Heads of Departments, Housemasters, the Careers Adviser and I are very happy to answer questions you may have and provide information to support you to make well-informed decisions about your course selection. TO PARENTS Toowoomba Grammar School aims to provide a rich and varied curriculum for our boys with a high degree of relevance to their needs and chosen pathways. Given that more than 80% of our Year 12 boys choose to attend university, the curriculum offering is dominated by Queensland Curriculum and Assessment Authority (QCAA) subjects which are used to calculate an Overall Position (OP), which is required for entry to university. This handbook is a starting point. Teachers are available to provide information you may require to help your son in his course selection. Course and Careers information may be obtained from various sources, including tertiary institutions, our Careers Room and Internet sites accessed via the Careers home page. Please feel free to contact me or the Careers Adviser for information and assistance. Please also note that we will endeavour to offer all subjects but the timetable and subject offerings will depend on the combination of student preferences. G J Bland Director of Studies
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Table of Contents Curriculum Matrix____________________________________________________________________ 4 YEAR 7 AND YEAR 8___________________________________________________________________ 5 YEAR 9 AND YEAR 10 Choosing Year 9 and 10 Subjects__________________________________________________________ 8 YEAR 11 AND YEAR 12 Choosing Year 11 and 12 Subjects________________________________________________________ 15 QUEENSLAND CERTIFICATE OF EDUCATION____________________________________________ 18 TERTIARY ENTRANCE________________________________________________________________ 36 EXTENDED LEARNING AND ENRICHMENT AT TOOWOOMBA GRAMMAR SCHOOL___________ 38 OUTDOOR EDUCATION, ACTIVITIES AND CAMPS WEEK INFORMATION____________________ 42 STAFF DIRECTORY___________________________________________________________________ 42
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Curriculum Matrix KEY LEARNING AREA ENGLISH
YEARS 7 & 8 English Reading Programme
YEARS 9 & 10 English Reading Programme
MATHEMATICS SCIENCE
Mathematics Science
Mathematics Science Agricultural Science
LANGUAGES
Japanese French
Japanese French
HUMANITIES
History Geography
History Geography Australian Studies Business Studies
TECHNOLOGY
Workshop Introduction Introduction to Computing and Online Skills
Computer Studies Design & Technology Workshop Practices Graphics
THE ARTS
Art Music Drama
Art Music Drama
HEALTH & P.E. (& LIFE SKILLS)
Physical Education Personal Development
Health and Physical Education
YEARS 11 & 12 English Philosophy and Reason English Communication* Mathematics A, B, C Chemistry Physics Biology Earth Science Agricultural Science Certificate in Agriculture* Science in Practice* Japanese French Ancient History Modern History Geography Economics Accounting SAS Business* Technology Studies Manufacturing* Graphics Information Processing & Technology ICT SAS* Art Music Music Extension (Performance) Drama Physical Education Personal Development*
(includes Personal Development issues) * Authority Registered Subject – These subjects DO NOT contribute to OP scores (i.e. non-OP subjects).
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Years 7 & 8 Education must equip students to live in a diverse, technologically changing world. Students must be resilient, know how to solve problems and work collaboratively with others as well as be a contributing member of the community. The subjects offered in Years 7 & 8 at Toowoomba Grammar School allow students to experience a breadth of subjects before they are asked to make more specific choices in Year 9 and then again in Year 11. All boys will undertake the same core course of study in Years 7 & 8. All subjects will be studied for the year, except for subjects such as French and Japanese, History and Geography, Drama and Music, Workshop Introduction and Computer Studies, which will be offered for one semester each. The Australian Curriculum forms the basis for course design in the core Year 7 & 8 subjects of English, Mathematics, Science and History. 2014 marked the full inclusion of Year 7 in the Senior School. To ensure that the Year 7 boys have as smooth a transition as possible, each Year 7 class will have a “Core Teacher” who will be responsible for providing pastoral care to the boys, as well as teaching a number of core subjects.
ENGLISH The Years 7 & 8 English programme, based on the Australian Curriculum, teaches students to speak, listen to, read, view, write and shape texts to make meaning in a wide range of contexts. They learn how language use varies according to context, purpose, audience and content, and they develop their abilities to use this knowledge. The study of English occurs in a rapidly changing world – culturally, socially, economically and technologically. Increasing social diversity, the globalisation of economies and new information and communication technologies place increasingly complex demands on citizens to be multi-literate. As multi-literate citizens, students are taught to be able to interpret and construct face-to-face, paper and electronic texts that use a range of language systems. They also draw on a repertoire of resources to interpret and construct texts for personal, cultural, social and aesthetic purposes in their everyday lives. Students will: • Tell the stories of cultures and promote shared cultural understandings. • Contribute to the shaping of personal, group and national identities. • Explore ideas, feelings and ethical questions. • Reflect on knowledge, values and practices. • Actively participate in the community. • Further develop technical writing skills in the areas of grammar, punctuation and spelling.
MATHEMATICS Mathematics at this level consists of the three content strands of the Australian Curriculum: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The four proficiency strands: Understanding, Fluency, Problem Solving and Reasoning are used to determine mathematical Understanding and Skills. The first term in Years 7 & 8 is designed to ensure students have a solid foundation in numeracy, covering fractions, percentages and decimals. For this term only, students are not allowed to use a calculator, to ensure they practise their basic number skills. There will be a variety of assessments undertaken throughout the semester including “formative” assessment to allow teachers to monitor student progress and provide feedback on strengths and weaknesses, which can be acted upon. These can also be used to provide support for meeting Australian Curriculum Standards. Students also sit common “summative” assessment items at appropriate times during the Semester. These include problem solving components where students draw on many aspects of their mathematical knowledge in order to solve problems.
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SCIENCE Science introduces students to a way of making sense of their physical and natural environment. It allows them to explore the answers to basic questions about the nature of structure, behaviour and interactions of non-living matter and living organisms. It allows them to classify knowledge and explain observations by relating them to underlying theories and principles. This course serves as an introduction to secondary Science by providing the groundwork for the following years. The course covers topics divided into the strands of the Australian Curriculum framework, which are based on the traditional disciplines of Biology, Chemistry, Earth Science and Physics. There is an emphasis on inquiry-based learning, which uses the Scientific Method to explore questions. As such there is a significant amount of time spent undertaking practical work where basic laboratory procedures are stressed. Topics Include: Cells and Living Systems, Classification and Ecosystems, Growth and Reproduction, Using Energy and Forces, Physical and Chemical Change, Elements, Compounds and Mixtures, Rocks and Resources and Earth in Space.
PHYSICAL EDUCATION and PERSONAL DEVELOPMENT The Physical Education programme offers a varied range of sporting, fitness and recreational activities including Cricket, Rugby, Athletics, Baseball, Volleyball, Basketball, Gymnastics, Cross Country, Football (Soccer) and Swimming. The primary focus of the course is to introduce, develop and foster skills in the above areas, where possible linking activities to the School’s G.P.S. sporting seasons. Personal health and fitness are strong elements with reports to parents containing information and comment on fitness and participation levels. Although emphasis is placed on G.P.S. Sport, boys are encouraged to develop a positive attitude towards enjoying physical activity and its importance in a well-balanced lifestyle.
HISTORY (ONE SEMESTER IN BOTH YEARS 7 & 8) The Australian History Curriculum for Years 7–10 allows students to pursue broad questions such as: What key beliefs and values emerged and how did they influence societies? How did the nature of global conflict change during the twentieth century? The Year 8 programme focuses on history from the end of the ancient period to the beginning of the modern period (c.650 – 1750); a span of human history marked by significant economic, religious and political change.
GEOGRAPHY (ONE SEMESTER IN BOTH YEARS 7 & 8) Geography is an interdisciplinary subject concerned with the various systems that are under constant change on the earth. It provides training in a wide variety of environmental, urban, rural, economic and social issues and gives a structure for the development of skills, concepts and attitudes that are essential to making rational and balanced judgements about the world in which we live. The new Australian Curriculum (GY) for Year 7 students develops a greater understanding of the skills to interpret topographic maps and atlas maps. As well, there are explorations of two themes: “Water in the World” (e.g. weather + climate, weather hazards + disasters) and “Place and Liveability” (e.g. Australia’s settlements + population patterns). In Year 8, the focus is on “Landforms + Landscapes” (e.g. Australia’s landscape, national parks; earthquakes, volcanoes, tsunamis) and an investigation of “Changing Nations” through case studies of the U.S.A, China and Australia.
FOREIGN LANGUAGES – FRENCH AND JAPANESE (ONE SEMESTER EACH IN BOTH YEARS 7 & 8) Foreign Languages are a means of communication across cultures and promoting socio-cultural understanding and competence. A language student in Years 7 & 8 is expected to: comprehend simple oral communications; speak on basic everyday topics; understand simple written material; produce basic written language; and acquire some knowledge of the life and customs of another culture. The course is a one year course, incorporating one semester in Year 7 and a continuation for one semester in Year 8. French and Japanese at this level aim primarily to develop a boy’s linguistic ability beyond his native language and lay the foundations of, and stimulate motivation for further study in, the language after Year 8. Toowoomba Grammar School Curriculum Handbook 2015
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CREATIVE ARTS (EQUIVALENT OF ONE SEMESTER EACH PER YEAR) A variety of introductory courses in Art, Music and Drama are timetabled for all Years 7 & 8 boys. Art • Enables boys to experience tasks concerned with drawing, printing, painting and analysing. The introductory course is designed to allow all students the opportunities to achieve success within a variety of outcomes and to have a beginning understanding of Visual Literacy. Music • Enables boys to develop skills on guitar, keyboard, percussion and in voice as well as the finer Art of Music appreciation and understanding. Boys are introduced to music software and the art of composing. Drama • Enables boys to learn the elements of drama through the styles of comedy and improvisation.
TECHNOLOGY (ONE SEMESTER EACH) Computer Skills • Students increasingly live in a world where information and communication technologies (ICTs) are an essential part of their lives. Computer Skills looks at developing each student’s ability to effectively use a range of useful, everyday software. Through the subject, they will develop the knowledge, skills and capacity to select and use ICTs to create effective end-products that address the user’s needs. The focus in the first term is on boys acquiring skills and confidence in using the Microsoft Office suite of software in a range of situations. The second term introduces specialist software and focusses on students applying ICTs in a competent, discriminating and creative manner. Classes will also explore aspects of cyber safety to encourage them to be confident, discerning and safe users of online environments. Workshop Introduction • In Years 7 & 8 students receive instruction in the safe use of common hand tools, materials and processes involved in the areas of wood and metal work. They are also introduced to the concept of design and taken through a process that guides them through the modification of a project that they then construct. The students are also taught basic sketching techniques and the use of Computer Aided Design (CAD) software to develop their technical communication skills.
LEARNING SUPPORT PROGRAMME In Years 7 & 8 the School provides assistance for boys with learning difficulties in the areas of numeracy and literacy. Students will be offered a place in the Learning Support Programme after a series of achievement tests early in the year and in consultation with Learning Support Staff, parents and teachers.
STUDY AND RESEARCH SKILLS/READING PROGRAMME Study and Research Skills is undertaken by students in Years 7 & 8. It provides a framework for boys to develop successful learning strategies, and methods of research which they can build upon in subsequent years. The boys work through the following modules: • Library orientation – using the Library Catalogue, searching the Library databases available on the Search page, and using our Library Student Guides • Setting goals and time management • Note taking • Importance of review, preparing for tests and sitting tests • Information skills for research including Harvard referencing. Reading Independent reading where students choose to read outside of school has been found to have a positive effect on learning and school achievement. As a means of developing and enhancing independent reading, one period per cycle in Years 7 & 8 is devoted to a general reading lesson. These lessons also allow opportunities for students to spend time in the Library, to be read to and to share reading experiences. 7
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Years 9 & 10 The School’s curriculum has been designed to encourage students to acquire depth in learning experiences, as a foundation from which future career options may be explored. The aim is for each boy to choose a course of study which will cater for his individual interests and abilities. In Year 9, students will study a common core of subjects. These include English, Mathematics and Science, which are based on the Australian Curriculum and designed as a pathway to Senior QCAA Authority subjects. In addition, with History now compulsory under the Australian Curriculum, Year 9 students are given a choice between History, which covers a broad range of topics in preparation for QCAA Senior History, and Australian Studies, which combines an historical perspective of modern Australia with civics and citizenship education. Each student then has the opportunity to choose the balance of his course from elective subjects designed to appeal to his particular skills and abilities.
YEAR 9 & YEAR 10 After completing the common course in Year 8, boys must make some elective choices for Year 9. Boys in Years 9 & 10 must select FIVE Core Subjects and THREE Electives. Please note: Not all combinations of electives may be possible. CORE SUBJECTS • English • Mathematics • Science • History or Australian Studies • Health and Physical Education ELECTIVE SUBJECTS • Agricultural Science
• Art
• Business Studies
• Design and Technology 1
• Drama
• French
• General Studies 2
• Geography
• Graphics
• Workshop Practices 1
• Japanese
• Computer Studies
• Music NOTE: 1. Boys wishing to take Design & Technology or Workshop Practices must select ONE ONLY. 2. Boys should only select General Studies after consultation with the Director of Studies.
CONSIDERATIONS WHEN CHOOSING SUBJECTS 1. Take subjects you will enjoy 2. Take subjects in which you are likely to do well
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3. Take subjects in which you are interested 4. Select a broad range of subjects Choose a selection of subjects which makes it possible for you to ‘keep your options open’. This is the time to explore areas of interest before you need to narrow your choices in the future. 5. Find out more about subjects Even though you have studied a wide range of subjects in Years 7 & 8, it is important to find out as much as possible about the subjects offered in Years 9 & 10. Some of the subjects will be new, such as Business Studies and Graphics. Talk to teachers about the subjects they teach, read the subject descriptions in this handbook and speak with older students who have experienced these subjects. You will have time during Pastoral Care Group meetings to do this. 6. Some subjects will be pre-requisites for subjects offered in Years 11 & 12 Foreign Languages almost always require previous study in Year 9 & 10. 7. Do not choose subjects based on other people’s value judgements It is important to make decisions that suit you. It is unwise to take or avoid a subject because your sister said it was boring, your friends aren’t taking it or you like or dislike the teacher.
ENGLISH Based on the Australian Curriculum, the Years 9 & 10 English programme is a natural progression from the work covered in Years 7 & 8. It seeks to further develop skills in written and spoken expression, and to widen experiences in, and appreciation of, literature and the mass media while developing critical thinking skills. In Year 9, students participate in the compulsory National Assessment Program – Literacy and Numeracy test (NAPLAN). Students will also explore the world of short stories and examine persuasive language. Semester 2 includes a focus on the media and then provides students with an opportunity to further these skills through the construction of a webpage. Year 10 English is a transition year into Senior. Many tasks are designed to facilitate a smooth move into Year 11. Term 1 begins by examining how film can take the boys into the world of “Love and other Catastrophes”. Students will also study a novel that investigates racial tensions. Term 3 includes an advertising unit where they will examine advertising techniques and create their own advertising campaign. Finally, Term 4 introduces Shakespeare. This unit works as an excellent springboard into Year 11.
MATHEMATICS Mathematics in Years 9 & 10 consists of the three content strands of the Australian Curriculum: Number and Algebra, Measurement and Geometry, Statistics and Probability. The four proficiency strands: Understanding, Fluency, Problem Solving and Reasoning are used to determine mathematical Understanding and Skills. There will be a variety of assessments undertaken throughout the semester, including “formative” assessment to allow teachers to monitor student progress and provide feedback on strengths and weaknesses, which can be acted upon. These can also be used to provide support for meeting Australian Curriculum Standards. Students also sit common “summative” assessment items at appropriate times during the semester. These include problem solving components where students draw on many aspects of their mathematical knowledge in order to solve problems. At Year 10 level, students who are excelling in this subject will be offered the opportunity to undertake components of the Year 10A programme outlined in the Australian Curriculum. These topics will be designed to prepare students for the more challenging Senior Mathematics C course. For those students who have difficulty with the application of Algebraic procedures, a course specifically designed for Introductory Mathematics A will be offered. Some elements of the National Curriculum have been reduced in complexity. Students will be recommended by the Head of Department to choose this option if applicable.
SCIENCE Science in Year 9 continues along the same lines established in Years 7 & 8, with an increased emphasis placed on understanding the material rather than simply remembering facts. A highlight of the year is an ecology field trip that extends work done in class. Toowoomba Grammar School Curriculum Handbook 2015
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Topics include: The Atom; Materials and Reaction Types; Light, Sound and Radiation; Electricity; Body Coordination and Disease; Ecosystems and Plate Tectonics. The essential aim of the Year 10 Science course is to build upon the experiences of previous years, and to introduce some areas of Science which begin to extend the student’s learning in a formal and systematic way. The purpose here is to enable students to gain an accurate appreciation of what can be expected in the QCAA subjects such as Earth Science, Biology, Chemistry and Physics. This will enable them to be in a better position to select those senior studies appropriate to their needs. Although a knowledge of the material is seen as important, Science endeavours to train students to apply their knowledge and construct logical thinking processes, so there is increasing emphasis placed on this. Topics may include: Genetics and Evolution; Geological Time; the Periodic Table and Chemical Reactions; Global Systems and the Universe; Motion and Energy and Structures. Topics may be covered to greater or lesser depth depending on the interest and ability of the boys and specific interests of the teacher.
HISTORY The Australian History Curriculum for Years 7 – 10 allows students to pursue broad questions such as: What key beliefs and values emerged and how did they influence societies? How did the nature of global conflict change during the twentieth century? The Year 9 programme focusses on the making of the modern world and Australia from 1750 to 1918; an era of industrialism, nationalism and imperialism. The Year 10 programme focusses on the history of the modern world and Australia from 1918 to the present, with emphasis on the twentieth century as an important period in Australia’s social, cultural, economic and political development. Students with an interest in History and the Humanities are encouraged to select this course rather than the alternative core subject, Australian Studies.
AUSTRALIAN STUDIES Australian Studies combines the requirements of two aspects of the Australian Curriculum – History, and Civics and Citizenship. This very relevant subject focusses on Australia’s development in the modern world both politically and socially since 1788. It gives students the opportunity to gain a basic understanding of how and why our society evolved. Australian Studies also involves an investigation of the importance and practice of democracy in contemporary Australian society, including the role of government, the rule of law, the role of the Constitution, and the electoral system. Students who elect not to study History in Years 9 & 10 must select the option of Australian Studies.
GEOGRAPHY Building on the foundations established in Years 7 & 8, boys in Years 9 & 10 are encouraged to follow a number of interesting directions within the new Australian Curriculum (Geography). In Year 9, students are introduced to the theme of “Biomes and Food Security”. This unit examines the largest ecosystems on Earth, their alteration and significance in terms of food and fibre production and the various threats to the food security of Australia and other nations. In addition, the new course examines the “Geographies of Interconnections” by focussing on the positive and negative aspects / impacts of globalisation. Among several different directions, boys will investigate how and why places are interconnected regionally, nationally and globally through trade in goods and services (e.g. Nike, Starbucks, McDonalds). There are two units of study in Year 10. “Environmental Change - Management” focusses on investigating environmental geography through an in-depth study of a specific environment (e.g. land, marine, coast or urban) in Australia and in one overseas country. Finally, the “Geographies of Human Wellbeing” unit highlights the different measures of human wellbeing, the causes of national and global differences, and explores programmes designed to reduce the inequalities which exist in the populations of countries like Australia, India and in selected case studies elsewhere. The course is heavily underpinned by an extensive skill base (mapping/diagram/graph construction and interpretation, aerial photo / satellite imagery investigation, paragraph / essay writing etc.) and further exposure 10
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to the burgeoning field of G.I.S. (Geographic Information Systems) will assist boys to analyse the relationships between the physical and cultural elements of landscapes. Field Studies are an integral part of a Geography course and field reporting is treated very seriously (e.g. Year 10 – the hinterland rainforest, the volcanic plugs of the Glasshouse Mountains and the rapid urbanisation of the Sunshine Coast region; Year 9 – the Tweed Sand Bypassing Project, the coastal landscapes and the pressures on ecosystems in the southern Gold Coast and northern NSW regions.).
HEALTH AND PHYSICAL EDUCATION All boys in Years 9 & 10 are involved in the Health and Physical Education programme. The programme includes areas of study from Health Education, Physical Education and Personal Development. The subject involves boys learning about and practising ways of maintaining healthy lifestyles, learning basic physical skills and participating in a variety of sports and activities. The subject strives to develop the following key areas: • Enhancing physical development • Contributing to cognitive development • Contributing to social development • Developing performance skills • Contributing to personal development • Promoting optimal health practices Each term boys are involved in one theory unit from Health, Personal Development or Physical Education and one or two practical units. These include an Aquatic Unit, Gymnastics, Basketball, Track and Field, Fitness, Touch Football and a selection of other sports or activities. Assessment is conducted in both the theory unit through a written assessment instrument, and the practical unit through skill tests and game play or performance evaluation. Boys attain a Level of Achievement at the end of each semester similar to other subjects. The programme also encourages full participation by students, emphasising the need for regular and varied involvement in physical activity.
GENERAL STUDIES Boys who wish to nominate for this subject should do so in consultation with the Director of Studies and Head of Counselling and Special Needs. General Studies is designed to provide support for boys experiencing learning difficulties across all subject areas. Boys will have an opportunity to revise key concepts, complete set tasks and prepare for assessment. In addition to the development of skills specific to other subject areas, General Studies aims to improve boys’ organisational, research and study skills.
FRENCH French is a valuable language for Australians to learn, particularly considering the close linguistic relationship between English and French. The continuing influence of the French is evident throughout the world and a proficiency in French gives access to the language of some 300 million people, as it is the first or second language in more than 40 countries. A knowledge of French gives access to a culture that has enriched the fields of art, philosophy, architecture, music, literature, film, fashion and cuisine. The French language plays a significant role in international law, diplomacy and humanitarian organisations and is used in the negotiation of treaties. France remains the world’s most frequently visited tourist destination and continues to be an important economic power and a world leader in aeronautics, computing, medicine, telecommunications, engineering, and scientific research. By the end of Year 10, a boy should be able, within the limits of his vocabulary and grammatical knowledge, to perform such important tourist tasks as asking directions, ordering a meal, using public transport, shopping, and so on in a French-speaking country. Opportunities will be provided for boys to be involved in a range of language activities, including international study tours. Boys may select both French and Japanese, if they so choose. Assessment in all four skills (listening, speaking, reading, writing) is by examination, with no assignment component.
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JAPANESE The study of Japanese has an important place in the Queensland school curriculum because of Australia’s location in the Asia-Pacific region. Because of political and commercial links between Australia and Japan, Queenslanders have many opportunities to meet Japanese-speaking people in the school context and the general community. Japanese lifestyle, culture, art and sport are becoming increasingly familiar to Australians through entertainment media and personal contact. Japanese offers an opportunity for learners to study a unique language that uses a variety of character-based scripts. The Japanese language deeply reflects the complexity and cultural heritage of Japanese society, enabling boys to develop a sensitivity towards the values and perspectives of the Japanese people. By the end of Year 10, boys should again enough practical knowledge of the language to enable them to communicate on a basic level as a visitor in Japan or with Japanese-speaking people in Australia. The course covers such topics as school and sports, daily routine, travel and dining out. Opportunities will be provided for boys to be involved in a range of language activities, including international study tours. Assessment in all four skills (listening, speaking, reading, writing) is by examination, with no assignment component.
BUSINESS STUDIES The Business Studies course aims to build a student’s knowledge of the business world and help him to acquire some basic skills necessary to successfully run a small business. The units studied in Year 9 are: • Business and Financial Management • Influences on a Business, with a focus on the “Economics of Business” • Personal Finance and Budgeting The units studied in Year 10 are: • Marketing your Business • Accounting for Business – Final reports and their interpretation • Enterprise • Business The emphasis in Business Studies is on acquiring the necessary interpretive and evaluative skills required for success in senior secondary education. The subject is very useful for students who one day hope to work in business or study areas of Commerce, Law and Business at tertiary level. It provides an excellent knowledge of business basics as well as an understanding of the issues around managing one’s own finances. Please note: Business Studies is not a prerequisite for Senior Economics, Accounting and Business SAS.
GRAPHICS Graphics is a course of study that provides an opportunity for students to gain an understanding of graphical communication, the international language of technology. The course aims to develop an ability to convey, clearly and concisely, technical information about real-life objects and student-generated designs. Students use state-of-the-art Computer Aided Design (CAD) software and work in both two dimensional and three dimensional viewing systems. Freehand sketching and other related skills will also be developed. In Graphics, students work within three design areas: Industrial Design, Graphic Design and Built Environment Design. Some examples of design projects might include; tools, machine parts, furniture, recreational and sports equipment, musical instruments, residential and commercial buildings, landscaping, logos and packaging. Graphics contributes to the development of technological literacy and enhances communication, analytical and problem-solving skills required for a number of educational, vocational and professional aspirations. Students may continue to study Graphics in Years 11 & 12, which would be particularly useful if they have an interest in related fields such as engineering, architecture, surveying, building, drafting, industrial design, landscaping, interior design or town planning.
DESIGN & TECHNOLOGY Design and Technology involves the design and manufacture of products. Product design may be a commercial, industrial or personal activity to solve real-world problems, satisfy human needs or capitalise on opportunities. The communication of design ideas through annotated sketches and Computer Aided Design (CAD) software is 12
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an integral aspect of the subject. Students in Design and Technology follow a product design process involving investigation, analysis, ideation, production and evaluation. They utilise hand and power tools as well as fixed and computer operated machinery to manufacture their products. Design and Technology students work both independently and collaboratively in this challenging subject which can be a useful introduction to the QCAA senior subject Technology Studies.
WORKSHOP PRACTICES This subject presents an opportunity for boys to acquire knowledge and develop workshop skills, which may be of benefit in later vocational and practical pursuits. It is useful as an introduction to the non-OP senior subject Manufacturing but may also be used as a pathway to the QCAA subject, Technology Studies. The course covers applicable life skills in both wood and metalwork such as metal fitting and fabrication, sheet metalwork and basic metal turning, woodworking, basic woodturning and workplace health and safety. Workshop Practices does not contain the focus on design which is an integral part of Design & Technology. The emphasis is on acquisition of skills, although there is an element of theory, which is also assessed.
AGRICULTURAL SCIENCE This is a course that focusses on the theoretical elements that underpin practical aspects of agriculture. It examines the skills and processes that have developed as agriculture has advanced from its primitive beginning and relates them back to the learned content. Several units are designed to promote student ownership of their learning through the use of independent and group learning skills. For this reason the topics covered may vary to accommodate the interests of the students in the class. Topics studied in Year 9 include: The History of Agriculture, Fencing, Farm Safety, Beef Cattle, Dairy and Intensive Animal Farming, Animal Anatomy and Physiology, and Animal Behaviour. Year 10 topics include: Cotton and Wheat Production, Feedlotting, Farm Management and Genetics. Assessment in both Years 9 & 10 consists of semester tests and written assignments. Field trips to appropriate enterprises provide a broadening of student experiences. These include Feedlots, the Ag Show, and Beef and Poultry enterprises. This subject is very useful for students who one day hope to work in Agriculture or pursue further education options at tertiary level. It is academically rigorous and is a useful introduction, although not necessary, for boys wishing to study the QCAA subject, Agricultural Science in Years 11 and 12.
ART Boys who elect to take this subject in Years 9 and 10 will make and appraise art by exploring skills and concepts. During the course a number of connected tasks will incorporate a variety of media and processes, including drawing, printing, painting, sculpture, ceramics and digital media. Students are expected to develop an art vocabulary by analysing, discussing and appreciating artwork from a range of historical and cultural contexts. All boys will attend at least one excursion to view a major exhibition. Assessment in Years 9 & 10 is based on units of work encompassing tasks concerning making and appraising. These are then formally assessed at the end of each semester. As Year 10 is a transitionary stage, the assessment criteria are adapted to reflect the senior syllabus. Each boy is expected to use a sketchbook and his laptop as a means of recording, experimenting, researching, developing, resolving and reflecting when responding to given tasks. By the conclusion of Year 10, greater emphasis is placed on visual literacy and the development of each boy’s specific needs and skills.
MUSIC This two-year programme takes students on a journey through many varied musical styles, where they will experience firsthand the diversity of music as played all around the world and what it has to offer. The core skills of performing, listening and composing are put into practice as the following topics are encountered: • Pop music • Music around the world • All that jazz • Sing (vocal music) • Sounds different (20th century music) • Musicals • Programme music (music that tells a story) • Reel music (Film and Television music) • Music and musicians (famous names in music) Toowoomba Grammar School Curriculum Handbook 2015
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Learning Experiences: Playing and listening form the basis of our journey through musical styles. The practical aspect of the subject usually takes the form of small group and whole class ensembles. The listening and analytical work assists students in their standard of performing and composing. Assessment: All three components are assessed equally through written and practical tests and arranged performances. Each unit contains a compositional task in the particular style studied. Who Should Do Music? The following students are encouraged to consider classroom music in Years 9 & 10: a) Students who enjoy listening to and performing music. b) Students who attain a high rating in Year 8 Music. c) Students who are receiving instrument or voice lessons either in or out of the school programme. d) Students who are involved in ensemble music groups, i.e. school bands and choirs, outside musical groups or their own rock and jazz bands.
DRAMA The Drama classroom is a safe environment for students to take risks and explore, shape and symbolically represent their ideas and feelings. Not only can they learn to be more confident within themselves and find a “voice”, but they can examine some of life’s most challenging situations and search for resolutions and personal meaning. Drama thus gives students career skills and life skills. Assessment takes three forms, based on creating drama, presenting polished drama, and responding to different forms of drama. While the main focus of the course is mastery of the elements through practical work, every unit of the course possesses a valuable written component. Boys will consequently develop a mastery of the spoken and written word in a wide range of real-life situations. Furthermore, they will learn to analyse, think about and appreciate quality dramatic art. Drama is a perfect complement to the other academic subjects because it gives the boys an opportunity in the day to channel their natural exuberance into something meaningful and valid. Boys will enjoy the “physicality” of the classroom, and this will mean that they can become more focussed in their other lessons. Overall, Drama has a great deal to offer the young, modern man.
COMPUTER STUDIES The ability to successfully understand and employ quality Information Technology (IT) skills are essential for all students. There are very few occupations and aspects of our society that aren’t heavily influenced and controlled by information technology. Looking to the future, the necessity to continually update IT skills will be critical to maintain both employability and successfully complete everyday digital communications and interactions. Computer Studies places great emphasis on problem solving, often using technology to implement potential solutions to problems. Problem solving, critical thinking, collaboration, creativity and innovation are all crucial 21st century skills in our digital and online age and these will be both taught and utilised throughout the course. The subject will significantly improve the ability of boys to manage, plan, and solve complex problems and evaluate the success or failure of attempts. As such, is of great value to all students, whether or not then intend to pursue further studies in the Information Technology field. Students engage with a range of intellectual challenges using high order thinking skills to develop effective solutions. Major topics covered include (but are not limited to): • Problem-Solving Methodologies • Game Development • Software Programming • Online Skills and Web Development • Database Design and Implementation • Digital Video and Audio • Social and Ethical IT Issues • Artificial Intelligence • Cyber Safety • Robotics • Advanced Skills in Microsoft Office and Google cloud-based commercial products Computer Studies has an emphasis on developing good problem solving and communication skills. The DesignDevelop-Evaluate (DDE) cycle will be used across tasks. While much of the work is practical in nature, associated theory components will be interlaced throughout the various topics. It is not recommended for boys just wishing to play with technology.
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Years 11 & 12 While the curriculum offerings in Years 11 & 12 are dominated by OP-eligible subjects which prepare boys for university, in recent years a selection of vocational courses has been added to the curriculum offerings. It is important for students to choose senior subjects carefully as their decisions may affect not only the types of careers they can follow later, but also success at school.
CONSIDERATIONS WHEN CHOOSING SUBJECTS 1. GOALS What are you aiming for? Do you have a definite tertiary course in mind? If so, are there any subjects which you must do as pre-requisites for entry? 2. ENJOYMENT Take subjects you enjoy and in which you do well. 3. KEEP YOUR OPTIONS OPEN If you are not sure what you want to do after school, then you should keep as many options as possible open, and select a broad range of subjects. 4. CHOOSE A COURSE OF STUDY TO SUIT YOURSELF Before finally deciding on your subjects, discuss your preferences with your parents and with members of staff. It may also be helpful to discuss the subject with senior boys currently taking it; however, do not select subjects on the basis of other people’s value judgements. 5. UTILISE RESOURCES Make good use of Heads of Departments, teachers, the Careers Adviser, Careers Room, internet sites such as: • Queensland Job Guide (Careers Room) • Queensland Tertiary Courses • QTAC Tertiary Pre-requisites • Careers Webpage www.twgs.qld.edu.au/curriculum By checking this information you will become aware of the distinction between: Pre-requisite subjects – must be taken for future courses or careers Recommended subjects – not essential, but may make future courses easier Useful subjects – not essential, but give a general background or help develop particular skills. 6. NON OP/VET SUBJECT - Consider a non OP subject if: • You do not intend to go directly from Year 12 into a university course • Your past results suggest that some Authority subjects may be too difficult • You are interested in the content of a particular subject because it relates to future employment or possible TAFE options.
QUEENSLAND CERTIFICATE OF EDUCATION Queensland Certificate of Education - QCE Students will be eligible to be awarded a Queensland Certificate of Education (QCE). The QCE will be awarded on completion of the senior phase of learning – usually the end of Year 12. In order to receive a QCE, students must provide evidence of the following: •
Complete 20 credits (as per table on page 20)
•
Achieve required standards
•
Meet literacy and numeracy requirements.
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Most students at Toowoomba Grammar School will study Authority subjects (OP eligible); some will study a combination of Authority and Authority Registered subjects (non-OP). Therefore, the 20 credits will be made up from these subjects, provided a Sound Achievement is achieved in at least four of their subjects and no less than a Limited Achievement in four semesters of incomplete subjects. Literacy and numeracy requirements will generally be met from achieving a Sound Level of Achievement in one semester of English and Mathematics subjects. OP and QCE eligibility depends on students continuing with at last three (3) subjects continued for four (4) semesters. Eligibility for a QCE To be eligible for a QCE, a student must be enrolled with a school and registered with the Queensland Curriculum and Assessment Authority. For most students the QCE will be achieved over Years 11 & 12. Others may not achieve it until after they complete Year 12. Students have 9 years in which to achieve their QCE. Credits towards QCE A credit is a 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. Note The QCE complements the government’s ‘learning or earning’ laws which means that everyone is required to complete Year 10 at school and go on to complete a further two years of education and training. For more information: visit the QSA website at www.qsa.qld.edu.au, the Department of Employment and Training website at www.det.qld.gov.au for information about school-based apprenticeships or traineeships, or contact the School.
CHANGING SUBJECTS During Years 11 & 12, boys become more aware of their abilities and interests and, in most cases, their post-school plans clarify. It may become necessary to reconsider the original selected subjects. All subject changes must be approved by the Director of Studies. Written consent to the change is required from parents. The change must be discussed with the teacher who has been teaching the subject to be dropped, the teacher of the subject to be taken up, and the Director of Studies. A Change of Subject Form needs to be completed by all parties, with a further signature required from the relevant Head of Department. Stringent deadlines apply to subject changes. This is because too much time is lost, particularly when students apply for changes after the first two weeks of a semester.
YEARS 11 & YEAR 12 In making subject choices, boys should have in mind their intentions concerning post-secondary education. Tertiary institutions indicate the prerequisites for their various courses, and these should be taken into account. In making a selection for this two-year course, six subjects must be chosen. Subject blocks will be constructed from the following subjects. CORE SUBJECTS • English • Mathematics B or or • English Communication* • Mathematics A
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ELECTIVE SUBJECTS Authority Subjects – OP Subjects
• Biology
• Chemistry
• Earth Science
• Physics
• French
• Japanese
• Ancient History
• Modern History
• Geography
• Mathematics C
• Accounting
• Economics
• Music
• Music Extension (Year 12 only)
• Technology Studies
• Drama
• Agricultural Science
• Art
• Information Processing & Technology
• Physical Education
• Graphics
• Philosophy and Reason
Authority Registered Subjects – Non-OP Subjects * These subjects DO NOT contribute to OP scores
• English Communication
• School-Based Traineeship
• ICT SAS (Including Certificate II/III in Agriculture)
• Science in Practice
• Manufacturing
• Business SAS
NOTE: 1. Boys must choose English or English Communication and Mathematics A or B and four Electives. 2. Selection of two or more non-OP subjects will make a boy OP ineligible. 3. The School reserves the right not to offer a subject if subject numbers are not viable or to combine a Year 11 & 12 class as a composite grouping where numbers are very low. 4. Boys who wish to study Music Extension in Year 12 must enrol in Music for two years. 5. Subject blocks will be constructed reflecting boys’ proposed choices and school staffing constraints. NOTE: Not all combinations of electives will be possible. 6. Boys are allocated to elective classes on the basis of their nominated preference order e.g. 1st preference, 2nd preference, 3rd preference, 4th preference, and, in some cases, according to their Year 10 results. 7. In making subject selections boys should be mindful that their course is a two-year course and subsequent subject changes may be very limited or not possible at all. The Careers Adviser should be contacted if you have any queries about Tertiary Entrance procedures on (07) 4687 2539 or
[email protected].
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Student Education Profile of a typical student of Toowoomba Grammar School may include:
QCE Queensland’s senior school qualification awarded to eligible students
Senior Statement This is a transcript of the learning account for all students completing Year 12 at school. It shows all studies and the results achieved that may contribute towards the award of a QCE
Statement of Results This is a transcript of the learning account for students not enrolled at a school. It shows all studies and the results achieved that may contribute towards the award of a QCE
Queensland Certificate of Individual Achievement (QCIA) This certificate recognises the achievements of students who undertake individualised learning programmes
Toowoomba Grammar School Curriculum Handbook 2015
Tertiary Entrance Statement This statement shows the eligible student’s Overall Position (OP) and Field Positions (FPs). Rankings are used to determine eligibility for admission to tertiary courses.
Alternative documents which may be included in the Profile
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THE RELATIONSHIP OF YEAR 9/10 SUBJECTS TO THE YEAR 11/12 SUBJECTS Some Year 11/12 subjects will require that the subject has previously been studied in Years 9 & 10 and that a certain standard has been achieved by the end of Year 10. Please read the subject entry requirements carefully to determine where this is the case. For the purpose of aligning study in Years 9 &10 with study in Years 11 &12, the following chart serves to make links between subjects studied in Years 9 and 10 with those available for selection in Years 11 & 12.
Years 9 & 10 English
Mathematics
Science
History Geography Health & Physical Education Japanese French Business Studies
Graphics Design and Technology Workshop Practice Computer Studies Drama Music Art Agricultural Science
YEARS 9 & 10
FOUNDATION YEAR 10 Setting goals exploring possibilities and laying the foundations
Years 11 & 12 English English Communication Philosophy and Reason Mathematics A Mathematics B Mathematics C Physics Earth Science Chemistry Biology Science in Practice Modern History Ancient History Geography Physical Education Japanese French Economics Accounting Business SAS Graphics Technology Studies Manufacturing IPT Drama Music Music Extension (Year 12 only) Visual Art Agricultural Science Cert II / Cert III in Agriculture
BEYOND SENIOR SCHOOLING
YEARS 11 & 12
SENIOR STUDIES ► O.P. Pathway ► Non-O.P. Pathways
► PATHWAY 1 - O.P.
6 Authority (QCAA) Subjects
► PATHWAY 2 - RANK:
More than one Authority-Registered Subject
► PATHWAY 3 -SAT / TAFE Combination which includes a TAFE Subject or School - Based Traineeship
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UNIVERSITY TAFE WORK TRAINEESHIPS APPRENTICESHIPS
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SENIOR SCHOOL CURRICULUM (YEAR 10 – YEAR 12) SUGGESTED PREREQUISITES FOR SELECTING SENIOR SUBJECTS
Please note: • These guidelines are recommendations by the relevant Heads of Department or Teachers-in-Charge. • Specific questions about particular subjects should be directed to them. ENGLISH Mr P Irwin Still required as a prerequisite for the vast majority of Tertiary courses. ENGLISH COMMUNICATION* Mr P Irwin Designed for boys who would struggle to gain an SA in Senior English. PHILOSOPHY AND REASON Mr G Bland At least an SA+ in English is recommended. FRENCH / JAPANESE Mrs L Yeabsley Boys must complete Years 9 &10 French/Japanese, with at least an SA+ in Year 10. MODERN HISTORY / ANCIENT HISTORY Mr A Smiddy No prerequisite. GEOGRAPHY Mr A Hill No prerequisite. ECONOMICS / ACCOUNTING Mr I Bullock SA or better in Years 9/10 Business Studies gives an excellent background. BUSINESS SAS* Mr I Bullock No prerequisite. MATHEMATICS C Mr R Harris At least an SA+ and ideally an HA in Year 10 Mathematics. MATHEMATICS B Mr R Harris At least an SA+ in Year 10 Mathematics. MATHEMATICS A Mr R Harris No prerequisite. PHYSICS Mr K Lavers An HA in Year 10 Science and at least an SA in Year 10 Mathematics. Should study Mathematics B as well. SCIENCE in PRACTICE* Mr K Lavers No prerequisite. EARTH SCIENCE Mr K Lavers No prerequisite. CHEMISTRY Mr K Lavers At least an SA+ in Year 10 Science and an SA in Mathematics. BIOLOGY Mr K Lavers An SA and a thorough understanding of Year 10 Science. INFORMATION PROCESSING & TECHNOLOGY / ICT SAS* Mr PI Barton No pre-requisite AGRICULTURAL SCIENCE Mr K Lavers No prerequisite. PHYSICAL EDUCATION Mr S Stevens Please note: physical skills and theoretical (written) components are of equal value in terms of assessment. TECHNOLOGY STUDIES Mr J McKain No prerequisites - but an ability to understand the basic principles of Science and Mathematics will be useful. MANUFACTURING* Mr J McKain No prerequisite. GRAPHICS Mr J McKain Experience in the Years 9 & 10 Graphics course is desirable but not compulsory. MUSIC Mr N Roche-Kelly Boys should have prior music experience (i.e. classroom Music in Years 9 & 10 or private music lessons). MUSIC EXTENSION (YEAR 12 ONLY) Mr N Roche-Kelly Boys must complete Years 11 &12 Music. DRAMA Mr N Roche-Kelly No prerequisite. ART Mr G Murfin Although a benefit, it is not necessary to have studied Art in Years 9/10. * Non-OP SA = Sound Achievement HA = High Achievement Toowoomba Grammar School Curriculum Handbook 2015
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ENGLISH The subject English develops students’ knowledge of how language typically works in society as well as in particular texts. At the senior level, English involves the systematic study of language to build an increased understanding of the relationships among texts, language, and literacies as social practices, with the emphasis on how these relationships help to make meaning in particular cultural contexts and social situations. Senior English aims to develop an understanding and appreciation of how language is used in a variety of texts. Furthermore, students will develop the ability to use language appropriately, effectively, purposefully, aesthetically and critically to participate in communities and cultures, as well as to think, write and speak about texts. Units range from “Meat Pies, Kangaroos & Holden Cars” in Year 11, which explores Australian identity to “Contemporary and Canonical Constructions” in Year 12, where students explore Shakespearean texts. The final unit for Year 12 students involves the creation of their own “Australian Story” documentary where they “become the heroes of their own story”. NOTE: English is still required as a prerequisite for the majority of tertiary courses.
ENGLISH COMMUNICATION A practical and accessible programme, English Communication provides students with the opportunity to develop the language and literacy skills needed to be active, literate citizens. Designed for students who intend to move straight into the workforce after school, the subject provides students with credit towards their QCE, but does not contribute to an OP. Units in Year 11 range from examining the concept of Australian identity through visual and literary texts to creating a business model and understanding the significance and contribution charities make in Australia’s society. In Year 12, students explore the tourism industry, focussing on both the travel and advertising sectors, as well as examining the importance of community and inspiration through film and literature. As part of the Senior English Communication course, students will be asked to undertake various activities including preparing briefs, developing business models, undertaking oral presentations, writing reports and learning to write for specific target audiences. This course is designed for boys who found the academic nature of Year 10 English difficult and, therefore, need a more practical course.
MATHEMATICS A Mathematics is an integral part of a general education. The study of Mathematics A enhances understanding of the world around us and the quality of our participation in society. It allows individuals to become better informed economically, socially and politically in an increasingly mathematical world. Mathematics A emphasises the development of positive attitudes towards the students’ involvement in mathematics. This development is encouraged through the use of relevant personal and life-related learning experiences. There is a focus on the development of mathematical knowledge and understanding through investigative and explorative approaches to learning. Mathematics A involves the study of Financial Mathematics, Applied Geometry, Statistics and Probability. These are used to develop: • knowledge and skills of computation, estimation and measurement • simple algebraic manipulation • a capacity to interpret and analyse information presented in a variety of forms • the ability to make reasonable judgements • a capacity to justify and communicate. Boys taking Mathematics A will not be able to take Mathematics B or Mathematics C. Boys who struggle with Algebra or have achieved below an SA+ Standard in Year 10 Mathematics should consider taking this subject.
MATHEMATICS B In Mathematics B, advanced mathematical skills are developed, which form the basis for further study in mathematicsrelated areas, including engineering, sciences, economics and finance. The modes of thinking developed in Mathematics B provide ways of modelling situations in order to explore, describe and understand the world’s social, biological and physical environment. It is particularly aimed at those boys considering a tertiary course with a heavy mathematical workload. 22
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Mathematics B involves the study of mathematical functions and their applications, differential and integral calculus and applied statistical analysis. These are used to develop: • knowledge and skills in advanced computation and algebraic methods and procedures • mathematical modelling and problem-solving strategies and skills • the capacity to justify mathematical arguments and make decisions • the capacity to communicate about mathematics in a variety of forms. Boys taking this course should have obtained a minimum of an SA+ Standard in Year 10 Mathematics.
MATHEMATICS C In Mathematics C, students are given the opportunity to develop their full mathematical potential and extend the knowledge acquired in Mathematics B. Boys will be encouraged to recognise the dynamic nature of mathematics through problem solving and applications in life-related situations. Opportunities are provided for students to appreciate and experience the power of mathematics, and to see the role it plays as a tool in modelling and understanding many aspects of the world’s environment. The additional rigour and structure of the mathematics required in Mathematics C equips students with valuable skills which will serve them in more general contexts and provide an excellent preparation for further study of mathematics. Mathematics C is a highly desirable preparatory course for students undertaking a tertiary qualification with significant mathematical foundations. Mathematics C involves the study of mathematical concepts such as groups, real and complex number systems, matrices, vectors, calculus, mathematical structures, linear programming, conics, dynamics, and advanced periodic and exponential functions. These are used to develop: • knowledge and skills in advanced computation and algebraic methods and procedures • mathematical modelling and problem-solving strategies and skills • the capacity to justify mathematical arguments and make decisions • the capacity to communicate about mathematics in a variety of forms. Boys taking this course should have obtained a minimum of an HA Standard in Year 10 Mathematics.
CHEMISTRY Chemistry investigates the structure of matter and how particles react with one another. This two-year course investigates chemistry and its application to real-world situations. In Semester 1, the course looks at the Big Ideas – the Atom, the Periodic Table and Matter, which gives the conceptual models that allow the explanation of the physical world. In Semester 2, Environmental Chemistry is explored through aspects of solutions and gases. In Semester 3, Chemistry at Work looks at the chemical industry and the use and production of energy by chemical means. Semester 4 includes an introduction to a range of analytical techniques and an exploration of the chemistry of life. Chemistry is a practical science where a significant amount of time is spent in the laboratory on experimental work. At the heart of this is the assumption that boys gain an understanding of the events they see in the real world by modelling and testing their ideas. This enables them to relate their knowledge to society, seeing its application and impact. Eleven assessment tasks will be completed over the two-year course. A folio of four to six tasks is submitted for verification at the end of Year 12. Tasks are assessed using three criteria: Knowledge and Conceptual Understanding, Investigative Processes, and Evaluating and Concluding. Each criterion contributes equally. NOTE: At least an SA+ in Year 10 Science and an SA in Mathematics is necessary before proceeding with the course, and studying Mathematics B is encouraged.
PHYSICS Physics is often called “The Science of Measurement”. Certainly boys will learn how to measure the width of the hair, or the distance to the furthest galaxies. However, the study of Physics is much more than this. When a boy engages in a course in Physics, he will undertake an adventure into the physical universe, its laws and its interactions. Boys study a number of different areas (contexts) such as the Physics of Sport. During the two years, students will investigate a number of issues such as our place in the universe (‘the Earth and Planets’, ‘The Secrets in Starlight’), our senses (‘Sight and Sound’) and how we live (‘Powering the World”, ‘Driving’, ‘Our House’). These are just a few of the contexts studied during the two-year course. Toowoomba Grammar School Curriculum Handbook 2015
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Each year, there are two end-of-semester examinations, one Extended Research Task and one Extended Experimental Project. These are done almost entirely in class time. Throughout the year, students will undertake a series of short practical exercises where data is collected and analysed. The course gives boys a concept of the general history behind various topics in Physics, and an appreciation of the responsibility scientists have in the preservation of our world. Not all boys who study Physics will become physicists or astronomers; some may go into related fields such as aviation, engineering or computing, and some into seemingly unrelated professions such as law or economics. Every boy will at least have a deeper understanding and appreciation of the physical world in which we live - a priceless insight into the magnificence of our universe. Note: Boys should have obtained an SA+ in Year 10 Science and have good mathematical background (i.e. at least an HA in Year 10 Mathematics) before proceeding with the course. Boys are also encouraged to study Mathematics B concurrently.
BIOLOGY Biology is the study of life in its many manifestations. It encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in those systems. Biology is characterised by a view of life as a unique phenomenon with fundamental unity. Living processes and systems have many interacting factors that make quantification and prediction difficult. An understanding of these processes and systems requires integration of many branches of knowledge. The study of Biology provides students with opportunities to: • gain insight into the scientific manner of investigating problems pertaining to the living world. • develop a deeper understanding and aesthetic appreciation of the living world. • experience the processes of science, which leads to the discovery of new knowledge. Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. The study of Biology will help students foresee the consequences of their own and society’s activities on the living world. This will enable them to participate as informed and responsible citizens in decisionmaking processes, the outcomes of which will affect the living world now and in the future. The boys are assessed across three criteria: Understanding Biology, Investigating Biology and Evaluating Biological Issues. Assessment tasks include an Extended Experimental Investigation, Extended Response Tasks and two Written Tests each year.
EARTH SCIENCE A study of Earth Science at senior level enables students to participate in the revolutionary knowledge of our planet, its dynamic systems, and its evolution. This subject, however, involves much more. Earth is a unique planet and its natural environments represent our greatest asset. They provide the locations for homes and the resources essential for life: the materials produced from rocks and minerals and fossil fuels, the soil in which food is grown, the water humans drink, and the air they breathe. The global community will be sustained only if benefits can continue to be derived from earth’s environments without jeopardising the availability of the resources and the integrity of the natural systems. While a study of Earth Science fosters an understanding of planet Earth, its systems, and its geological processes, a syllabus with an environmental focus strongly enhances this curriculum by adding the scientific study of human interaction with Earth’s systems. It is particularly important to emphasise that this human element in no way diminishes the rigorous scientific approaches that the discipline demands. In undertaking investigations in the wide range of topics that are relevant to an environmental Earth Science subject, it is therefore essential that this work be carried out in a scientific manner. Furthermore, learning by students while they work scientifically in Earth Science will be most effective if it draws on, and further contributes to, the factual information they possess and their understanding of relevant concepts in the discipline. Studies in Earth Science cover eight units of work, namely: Earth in Time, Earth in Space, Earth’s Outer Layer, Dynamic Earth, Geological Mapping, Hazardous Earth Processes and Materials, Human Impact on the Environment, and Earth Resources.
SCIENCE in PRACTICE
Science In Practice is an Authority Registered subject that provides a general science course for senior students. It is a non-OP course that gains credit towards the QCE. It aims to develop scientifically literate individuals who are interested in gaining an understanding of the world around them. It trains boys to identify questions, investigate and draw evidence-based conclusions, and to be sceptical and question claims made by others about scientific 24
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matters. Eventually boys will be able to make informed decisions about the environment and and their own health and wellbeing. The subject is a practical one that encourages students to actively investigate the more familiar topics of every day science including: Water, The Environment, Forensics, Small Engines, Modern Medicine, Sports Science, Natural Disasters and Sustainable Energy. All units are interdisciplinary, containing aspects from at least two of Biology, Chemistry, Earth Science and Physics. The assessment uses the criteria, Knowledge and Understanding, Investigating, and Connecting and Concluding to assess a variety of tasks, which include practical projects, assignments, portfolios and supervised assessments. The course is open to all boys and is specifically designed for those boys who will not continue with the study of science at a tertiary level.
FRENCH and JAPANESE Studying a foreign language contributes to boys’ personal, educational, intellectual and cultural development. It promotes clear and critical thinking, clarity of expression, cognitive flexibility, and problem-solving ability, all of which have important applications for other learning areas. Quite apart from providing a rigorous intellectual discipline and an excellent training in the acquisition of longterm memory skills, the study of a foreign language enhances career opportunities in such fields as the diplomatic corps, international law, business, finance, trade, science, medicine, engineering, interpreting/translating, the tourist industry, hospitality, university/secondary/primary teaching. Moreover, Year 12 students applying for Tertiary entry through QTAC may receive two bonus points towards their entry rank by obtaining at least a Sound Achievement in Senior French or Japanese. Students learn to communicate in the language using the skills of listening, speaking, reading and writing for practical purposes. Because of the cumulative nature of the subject, the study of foreign languages in Years 11 and 12 is a continuation of previous years of study. Key themes include family and community; leisure, recreation and human creativity; school and post-school options; and social issues. Through studying these themes, boys gain an understanding and appreciation of the culture of the people. Students may have the opportunity to be involved in a range of language activities such as: participating in international student exchanges, international study tours, language camps, cultural events, and language competitions; visiting restaurants and art galleries; listening to modern music; viewing foreign language programmes on television and DVD, making valuable use of computers, thereby accessing authentic language texts on the internet, using computer software in the language, communicating with students in other countries by email, etc. By the end of Year 12, boys should be able to: listen to and comprehend a wide range of spoken language; speak confidently and sustain a conversation on everyday topics; read, understand and respond to a wide variety of material; and write with sufficient clarity and accuracy to satisfy their communication needs. Assessment in all four skills (listening, reading, speaking, writing) is by examination, with each skill weighted at 25% and with no assignment component. There are two criteria: Comprehension and Communication. Boys must complete Years 9 and 10 French / Japanese. NOTE: Students may choose to do both languages if they so desire.
ANCIENT HISTORY The study of History is in fact very useful but the products of historical studies are less tangible, sometimes less immediate, than those that stem from other disciplines. Skills acquired in History include: highly developed communication skills both in writing and in discussion, expertise as researchers, and thorough training in interpreting and organising a wide variety of materials. The knowledge gained includes: an understanding of the present-day, and how individuals, nations, and global communities might develop in the future; cultural, political, social and economic influences over time and space; and a personal understanding of how we as individuals are the sum of the vast range of past experiences and are actors ourselves in the process of historical change. The two-year course covers the following topics: Semester 1 Studies of Archaeology Background Study: Introduction to Ancient History, Archaeology and how Archaeologists work. Inquiry Topic 1: Specific Archaeological sites and case studies including a combination of Knossos, Pompeii, Herculaneum, Lake Mungo, the Ice Man. A Study of Pharaonic Power in Egypt Background Study: The effect of the physical environment on Egyptian lifestyle and beliefs. Linking Study: The emergence of autocratic Pharaohs of the Old Kingdom and the contrast of Pharaonic Toowoomba Grammar School Curriculum Handbook 2015
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Inquiry Topic 2:
power between the Old and Middle Kingdoms. Liberation, reunification and expansion; the impact of foreign invasion on Pharaonic power and the rise of imperial pharaohs of the New Kingdom.
Semester 2 Background Study: Linking Study: Inquiry Topic 1: Linking Study: Inquiry Topic 2:
Studies of Conflict: Ancient Greece The emergence of Greece – civilisations of Crete and Mycenae; The Dark Age and Archaic Greece. The Homeric Age and the Trojan Wars The Persian Wars – emergence of the Greek Polis and Persia; Warfare in the Ancient World; rise of Athens and Sparta; The Battles of Marathon; Thermopylae, Salamis and Plataea. The rise and fall of Athens – the Peloponnesian Wars Birth of an Empire – The Campaigns of Alexander
Semester 3 Background Study: Linking Study: Inquiry Topic 1: Linking Study: Inquiry Topic 2: Concluding Study:
Studies of Conflict: Ancient Rome The Emergence of Rome – From Monarchy to Republic The Punic Wars; Roman Expansion in the Mediterranean Breakdown of the Roman Republic – The Tribuneship of the Gracchi; Marius and Sulla; Pompey and Caeser. The Rise of Octavian and the birth of the Roman Empire. Roman Empire – expansion and consolidation under the Four Emperors: Nerva, Trajan, Hadrian and Marcus Aurelius. The barbarian invasions and the fall of the Western Roman Empire.
Semester 4 Studies of Europe in Transition Background Study: Development and organisation of the feudal system; Charlemagne and the Carolingian Empire; and the Norman invasion of England; Inquiry Topic 1: The effects of the Vikings on Europe Linking Study: Introduction to Islam Inquiry Topic 2: The Crusades – the 1st, 2nd and 3rd Crusades, the Last Crusades and the results of the crusades on medieval society. Concluding Study: The end of feudalism and the changing face of Europe. Note: A study of History in Years 9 &10 is not a prerequisite for successfully taking up Senior Ancient History. This course does demand considerable research and reading.
MODERN HISTORY The study of History is in fact very useful but the products of historical studies are less tangible, sometimes less immediate, than those that stem from other disciplines. Skills acquired in History include: highly developed communication skills both in writing and in discussion, expertise as researchers, and thorough training in interpreting and organising a wide variety of materials. The knowledge gained includes: an understanding of the present-day, and how individuals, nations, and global communities might develop in the future; cultural, political, social and economic influences over time and space; and a personal understanding of how we as individuals are the sum of the vast range of past experiences and are actors ourselves in the process of historical change. The two-year course covers the following topics: Semester 1 Background Study: Linking Study: Inquiry Topic 1: Concluding Study:
The History of Ideas and Beliefs Forces of Change in the Modern Society – From the French Revolution to the Present Rivalries in Pre-1914 Europe – Reasons for World War I Fascism and the Rise of Nazism – Germany and the Third Reich Clash of Ideologies – Communism and the West
Semester 2 Background Study: Linking Study: Inquiry Topic 2: Concluding Study:
National History Asia – Pacific Region in the 19th and 20th Centuries – Western Imperialism and Decolonisation China in the 20th Century – From Imperial to Communist Rule Australia’s Emergence onto the World Stage – Foreign Relations since 1901 Japan since World War II – From Defeat to Superpower
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Toowoomba Grammar School Curriculum Handbook 2015
Semester 3 Background Study: Comparative Study: Inquiry Topic 3: Concluding Study:
Studies of Conflict Indian-British Relations since 1857 – Search for Independence in the Sub-continent Frontier Wars – Australian Aboriginal Resistance to Colonial Expansion Conflict in Indo-China – French Imperialism to the Vietnam War Hostilities in the Middle East – Arab-Israeli Wars
Semester 4 Comparative Study: Comparative Study: Inquiry Topic 4: Comparative Study:
Studies of Change Industrialisation and the Environment – From the Industrial Revolution to Globalisation Population and Development – Problems and Solutions Developments in Human Rights – Civil Rights in the US Changing Gender Relations – Development of Australian Feminism
Note: A study of History in Years 9 & 10 is not a prerequisite for Senior Modern History.
GEOGRAPHY Geography prepares boys for adult life by developing in them an informed perspective. Geography is the study of the natural and human features of places and the interactions between them. It’s a rich and complex discipline which includes two vital dimensions: • The spatial dimension > where things are and why they are there • The ecological dimension > how humans interact with environments. Over the course of the two years, boys will investigate four major themes and a wide variety of local, national and global case studies, including: Theme 1 - Managing the Natural Environment • Managing Catchments (Murray-Darling Basin) • Polar, Glacial and Alpine Environments (Antarctica, N.Z., Australia) Theme 2 - Social Environments • Sustainable Communities (Urban villages in Brisbane, declining rural centres on the Darling Downs) • Connecting People and Places (infrastructure problems in S.E. Queensland) Theme 3 - Resources and the Environment • Peak Oil, Water Scarcity, Vanishing Soils, Overfishing • Food Security versus Energy Security (the competing needs of farmers and miners of coal and coal seam gas on the Darling Downs, in Qld, in Aust.) • Living with Climate Change (Pacific region) • Sustaining Biodiversity Theme 4 - People and Development • Feeding the World’s People (Sub-Saharan Africa, GM Food & Organic Farming on the Darling Downs) • Exploring the Geography of Disease (AIDS in Africa, Obesity in Australia, Avian (Bird) flu in Asia). Field studies are mandated by the syllabus and form major investigations in three of the four semesters. In recent years, visits have been made to the Nerang River catchment in the hinterland of the Gold Coast, to Brisbane (rapid urbanisation and pressures on infrastructure) and to those areas of prime agricultural land on the the Darling Downs that are competing with mining companies (coal, coal seam gas). These three Field Reports contribute toward a rich and varied assessment programme which includes Knowledge Tests, Practical Exercises, Response to Stimulus Essays and Seminars / Orals. Geographically informed citizens understand the many interdependent spheres in which they live and make informed judgements to improve their community, state, country and world. Note: While studies of Junior Geography provide valuable background, they are not a prerequisite.
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ECONOMICS At its most basic level, Economics is the study of choice and decision-making, and being able to analyse rationally the implications our choices and decisions. This makes an exploration of economic concepts an essential future life skill at both the academic and personal level. In particular, students will learn: investigative skills, such as the ability to critically examine and organise information from a variety of sources; evaluative skills, to analyse and appraise economic decisions using criteria; and the ability to apply and link their knowledge to current economic issues. The course work is closely linked to current affairs in both the domestic and international environments. Through an inquiry-based approach to student learning, Economics investigates issues such as: • • • • • • •
How are prices determined? Is a Free Trade Agreement (FTA) with China desirable? What causes interest rates to fluctuate? How did the GFC begin and what has been its lasting impact? How do I invest in shares? Which ones? How does the Budget impact on me and others in our community? Why is poverty in Australia increasing, despite our apparent wealth?
The extensive media coverage of these, and other issues, has highlighted the need for increased community awareness of the economic environment in which we live and the economic forces that act upon us. Over the twoyear course, the following specific topics will be covered: Core Topics: Elective Topics • Markets and Models (Yr 11) • Sharemarket • Contemporary Microeconomic issues (Yr 11) • Population • Contemporary Macroeconomic issues (Yr 12) • Environment • International Economics (Yr 12) • Income and Wealth Distribution • Globalisation & Trade NOTE: A Sound Achievement or better in Business Studies will provide a solid background but Business Studies is not a prerequisite for this course. Students may also wish to study Economics with Accounting if they wish to pursue a career in Economics, Commerce, Law or Business.
BUSINESS SAS Business SAS is an Authority-Registered (Non-OP) Subject aimed primarily at those students undertaking Schoolbased Apprenticeships and Traineeships. However, students wanting the more practical knowledge and skills of running a business would also find the subject particularly useful. The Business SAS aims to develop a student’s general understanding of business organisations and the environments in which they operate. It will also provide students with the practical knowledge and skills needed in the business world, as well as with a range of personal and interpersonal skills with general application to both their personal and work lives. As many students aspire to careers in a variety of small business situations, the programme of study will enable them to respond to the changing nature of business technologies, to perform a variety of tasks, to communicate effectively, to operate efficiently in a business and to relate appropriately to other people. The course is based around three core units of study: Collaborative Work Environments, Technologies and Business Basics. These will be integrated and developed throughout the two-year programme in the following topics: • Accounting Applications • Business Ventures and Entrepreneurship • Cash Management • Sales and Marketing • Business and Personal Finance • Human Resource Management • Workplace and Payroll Environment Students are assessed in three criteria of Knowledge and Understanding, Practical Skills, and Communication, through a variety of assessment techniques. These include short answer response tests, non-written presentations, procedural applications as well as business-related projects. 28
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* NOTE: The Business SAS is currently under review by the QCAA. Consequently, while there will be some changes to the topics studied, the practical focus of the subject will remain the same.
ACCOUNTING At its most basic level, Accounting is the language of business, and as such, not only does it apply to commerce, but beyond, to both individuals and society. In particular, Accounting provides a detailed insight into the management of business. This requires well-developed analytical and interpretive skills so that effective business decisions can be made and supported. The sophistication of modern business involves complex problem-solving scenarios which makes an understanding of Accounting applicable to careers and further study not only in Business, Law and Economics, but equally significantly in the Sciences and Engineering professions. More specifically, students will learn about the needs of business in relation to financial planning and control, financial record keeping and the evaluation of business performance. Extensive use is made of computers, both in spreadsheets and in specialist accounting software. Over the two-year course, the following topics will be covered: Year 11 Topics: Year 12 Topics: • Recording financial information • Accounting and control of assets • Reporting of financial information • Cash Budgets, using computer spreadsheets in the Income Statement and Balance Sheet • Accrual Accounting • Analysis of financial information prepared • QuickBooks accounting package in financial reports • Accounting for Mining (or grazing) • Personal finance and investing NOTE: A Sound Achievement or better in Business Studies will provide a solid background but Business Studies is not a prerequisite for this course. Students may also wish to study Accounting with Economics if they wish to pursue a career in Economics, Commerce, Law or Business.
PHILOSOPHY AND REASON Philosophy and Reason combines the discipline of philosophy with the skills of critical thinking and logic. The subject provides knowledge, skills and understandings so that boys are able to engage with philosophical ideas and issues, make rational arguments, espouse viewpoints and engage in informed discourse. Students learn to understand and use reasoning to develop coherent personal and world views, and they reflect on the nature of their own decisions as well as how they respond to the views of others. In Philosophy and Reason, boys will analyse arguments from a variety of sources and contexts, determining what constitutes effective reasoning. They will formalise arguments, choose appropriate problem-solving strategies, and attempt to solve problems through argument and critical reasoning. Topics studied throughout the course are interesting and challenging. Some examples of subject matter are: • Fundamentals of argument – the core topic that permeates the entire course of study. Students investigate how arguments are structured and evaluated, in the context of both formal logic and extended written argument. Concepts such as validity, argument strength, fallacy, bias and proof are explored. • Moral philosophy – the study of ethical theories such as the nature of right or wrong and the philosophical concepts of rightness, duty, freedom and virtue. • Social and political philosophy – the analysis of political institutions, economic systems and social practices, including the role of government, civil and legal responsibilities, and concepts such as censorship and human rights. • Philosophy of science – an examination of the assumptions, methodology and claims of science, including concepts such as materialism, the nature of proof, experimentation and rationalism. Assessment will consist of a mix of short answer examinations, extended written examinations, written essays and multimodal presentations. Philosophy and Reason is an excellent basis for developing thinking skills that are transferrable to many different fields, such as law, medicine, psychology, philosophy, teaching, politics, creative arts and engineering.
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INFORMATION PROCESSING & TECHNOLOGY Information Processing & Technology (IPT) has a particular focus on problem-solving which is both taught and utilised throughout the entirety of the course. As a result, the study of this subject will contribute in a significant way to the general education of students, whether or not they intend proceeding to employment specific to information technology. IPT touches many aspects of human life and draws on, and is applied to, diverse fields of study such as mining, engineering, sciences, education or business. Structure of the Course IPT has a practical approach and a significant emphasis on problem solving through applying the design, develop and evaluate cycle. The course has six topics with core subject material. • Algorithms - Develops skills in representing problems using various representational systems including flowcharts, structure design charts and pseudocode. Analytical skills involving sequencing, selection and iteration are developed. • Relational Information Systems - Introduces a formal model for describing the architecture of information systems (database). Students learn methods for developing these systems, later allowing them to produce working information systems. • Software Programming - Involves the study of developing software. Students will gain some experience and skills in the design, development and evaluation of computer programs that solve practical problems or meet particular needs. • Structured Query Language – Introduces Structured Query Language (SQL), a database language used to query and manipulate data within a database. • Social & Ethical Issues - Develop an appreciation and understanding of the impact that advancements in information technology have in regards to individuals and communities worldwide. This topic is integrated and taught alongside the previous four topics. • Human–Computer Interaction - Explores the interaction between humans and technology to inform better design and improve user interfaces. Like Social and Ethical Issues, this topic is incorporated with other major topics. There are no pre-requisites to study IPT. A strong English background is recommended, as effective written and communication skills are critical in the Information Technology field and relied upon heavily in IPT assessment. Minimal mathematical skills are required. In studying Information Processing and Technology, students will engage in a wide variety of learning experiences including using technology, solving problems, researching and collaborating; designing, implementing, testing, evaluating and writing documentation for information systems and other computer programs. This subject does not involve learning standard software packages such as Microsoft Office. Assessment The general objectives and dimensions assessed in IPT are: Knowledge & Application, Analysis & Synthesis and Evaluation & Communication. Assessment is undertaken in various forms including supervised examinations, extended writing tasks and product creation which range in duration from two to six weeks. All summative assessment i.e. used for OP calculations, occurs during Year 12.
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) SAS ICT SAS is an Authority-Registered (non-OP) subject that presents students with the opportunity to develop practical ICT skills in many different areas. Topics studied include online communication, digital video production, game and website development, robotics, and digital audio. The subject is highly practical and hands-on with minimal theory requirements. Students will work individually and in groups to produce a portfolio of work that encompasses the various topics studied. The learning focus involves a problem-solving approach to task or project development, with elective units to incorporate, and build on, core ICT principles wherever appropriate. Although this subject will not count towards an Overall Position (OP), it will provide credit towards the QCE.
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GRAPHICS Graphics engages students in solving design problems and presenting their ideas and solutions as graphical products. Students use a design process to identify and analyse the needs of target audiences; research, generate and develop ideas; and produce and evaluate graphical solutions based in the real-world design areas of industrial design, graphic design and built environment design (including architecture, landscape architecture and interior design). In the development of solutions to design problems, students sketch and draw freehand, develop spatial cognition and visualisation, and use computer-aided design (CAD) software to produce technical graphical representations in both two-dimensional and three-dimensional formats. Graphics contributes to the understanding and proficient use of technology. It develops communication, analytical and problem-solving skills and may establish a basis for further education and employment in the fields of graphic design, industrial design, architecture, landscape and interior design, engineering, urban and regional planning, surveying and the construction industry. Assessment in Graphics • Design Folios – These record the design process that has been used to solve a design problem. They contain some written information, but will mostly consist of graphical representations of ideas and solutions. • Examinations – These require students to sketch or draw ideas and solutions in response to smaller design problems or aspects of larger ones. They may include short or extended responses. (Adapted from QSA syllabus 2013)
TECHNOLOGY STUDIES In Technology Studies students develop an understanding of technical innovation and its impact on society. They learn about the purposeful application of knowledge, resources, materials and manufacturing processes to develop solutions to design problems, by generating innovative ideas and producing products. These products may be in response to a need or opportunity identified by the individual, or one addressing a community situation. Once completed the products are evaluated by the students and the clients for whom they are produced. Technology Studies provides opportunities for students to develop life-long skills in strategic thinking, practical problem solving, information analysis, creative thinking, production skills and project management. This course of study can establish a basis for further education and employment in the fields of industrial design, product design, engineering, architecture, project management and construction or engineering trades. Assessment in Technology Studies: • Design Folios – These involve documenting a design process in which ideas are developed and a product is produced in response to an identified need or opportunity. In Year 12 a design folio is 1000 – 1500 words in length but will also include annotated freehand sketches, CAD drawings, photographs and tables. A maximum of 2 of these are completed in Year 12, one of which must be in response to a community need. The design folio can involve a multimodal presentation. • Reports – These involve analysing the relationship between a product and society, and may include proposing solutions, expressing and justifying a point of view or explaining and evaluating an issue. In Year 12 a report is 800 – 1200 words in length and can involve a multimodal presentation. One report is completed in Year 12. (Adapted from QSA syllabus 2013)
MANUFACTURING The Study Area Specification (SAS) Manufacturing is a non-OP subject that aims to develop life skills that directly apply to a technical or industrial field and that help students adjust to the changing demands of society. The Manufacturing SAS is relevant to all students who seek to develop: • An understanding of industrial technology and its application to industry. • Preparation for vocational employment. • A capacity to cope with and contribute to life in a technological society. • A sense of personal worth and self-esteem. • Problem solving abilities (QSA Manufacturing SAS 2006) Toowoomba Grammar School Curriculum Handbook 2015
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In Manufacturing, students will be involved in practical activities drawn from the technologies of Engineering and Furnishing. These activities will develop skills in the use of hand and power tools; fixed woodworking machinery such as table saws, drop saws and routers, welders and lathes. Students also gain knowledge of drawing techniques, materials, processes and workplace health and safety through theory study. Assessment items might include practical work, short answer tests, oral presentations, workbooks and drawing folios.
AGRICULTURAL SCIENCE Senior Agricultural Science explores the ways people manage natural resources such as plants, animals, climate, soil and water. These management practices are derived from current understandings of science, food and fibre production systems, sustainable farming practices, agricultural technologies, consumer-driven economics and effective marketing. The scope of the subject is thus very broad. Year 11 units include Soil Science, Plant Science and Sustainable Farming Systems. Year 12 focusses on Agribusiness and Animal Science with particular emphasis on Business Management and Analysis through the Farm Management Game, Anatomy and Physiology in conjunction with Husbandry and Reproduction, Nutrition, Digestion, Marketing and Genetics. The Beef Industry is used as a context for teaching these units. Agribusiness topics include the cost of finance and efficiency analysis. Relevant Practicals and Fieldwork are conducted throughout the course using school and commercial facilities. A strong focus on computer technology to access local and worldwide, real-life data that can be related back to Australian properties is used to evaluate appropriate concepts and management strategies in agriculture. Because of the fundamental importance of agriculture to food production, Agricultural Science is relevant to all students, not just those from a rural background. The course is aimed at students who wish to pursue a career in agriculture. It is an ideal preparation for tertiary education at a University or College but is also most suitable for boys who wish to return to properties. NOTE: Junior Agricultural Science is not a prerequisite for Senior Agricultural Science.
CERTIFICATE III IN AGRICULTURE This course is a school-based traineeship (SAT) and typically boys complete paid work for their parents in the school holidays. It is possible for boys to do an OP and a Certificate III in Agriculture. Therefore, it may be entered in either Section A, B or C on the Subject Selection sheet. The training provider for the course is TAFE South West who will develop a training plan for each boy, in consultation with the School, boy and his parents/employer, based on the type of work that he does on the property. During term time, boys complete online units of competency and the School provides a teacher to aid boys in completing this work. Once the boys have completed all requirements of the course, they will be awarded a Certificate III in Agriculture. This qualification earns 8 QCE credit points and is recognised by the Queensland Tertiary Admissions Centre (QTAC) for entry into tertiary study. It earns a QTAC rank of approximately 68 which is equivalent to an OP 16. The School uses the services of Busy at Work who conduct the sign up for parents and boys on the last day of Term 4, 2014 at the School. Go to http://www.busyatwork.com.au for more information. Boys are permitted to complete only one school-based apprenticeship or traineeship (SAT). It is important to note that boys completing Certificate III in Agriculture will not be permitted to do any other SAT.
ART Art is an Authority subject that contributes to a boy’s OP result. The Senior Art course offered in Years 11&12 has been designed to allow all boys opportunities to experience and understand a wide range of traditional and contemporary arts practices. The syllabus framework requires that, under the title of ‘Diversification’, Year 11 students will explore and experiment with a variety of media in response to a given concept and focus. The boys are assessed on their submission of three units of work incorporating making and appraising tasks.
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In Year 12 students are expected to specialise and will be assessed against the submission of two major units of work where they must formulate a personal focus from a given concept. Each unit will comprise of a body of work which includes a folio of preparatory studies, a number of resolved practical outcomes and a written task. Media areas offered during the course include drawing, printing, painting, sculpture, mixed-media, photography, video and a variety of digital and new media. As the syllabus attempts to reflect contemporary arts-making practices and concepts, boys are encouraged to explore an ever-growing range of methods, processes and theories. It is expected that each boy will be able to work independently by the time he reaches Year 12 and be able to dedicate the necessary time required to successfully complete this course.
DRAMA Drama provides a medium for exploration, social criticism, celebration and entertainment. It enables students to define and shape their own identity within social and cultural contexts. Students involved in drama activities are participating in ‘aesthetic learning’ – in which the senses and emotions are engaged cognitively and affectively. This is an experiential mode of learning that demands active participation. By blending intellectual and emotional experience, Drama offers a unique means of enquiry that contributes to knowing and understanding the world. Particularly suited to boys with strong oral and/or written communication skills, students are assessed in three dimensions: 1) Forming or creating drama; 2) Presenting polished drama; and 3) Responding to drama in written or spoken form. The collaborative nature of drama as an art form provides students with opportunities to learn to manage the processes of drama and the interpersonal and intrapersonal skills required to work effectively, both individually and in groups. Such skills are essential to give students, in a changing society, a critically active orientation to play a full part in their own culture, the culture of others and the world of work. While few students who study Senior Drama wish to progress to tertiary study or a career in acting, there are a great many alternative career paths that would benefit from a student having studied the subject: law, business management, teaching, advertising, sales, marketing, psychology, counselling, social work, industrial design, architecture, creative writing (novelist, playwright) – indeed any profession where effective teamwork and interpersonal skills are essential. Senior Drama is an academically rigorous subject that will provide a wonderful complement to a student’s future life in and out of the workplace. Senior Drama provides a natural progression for boys who studied Junior Drama in Years 9 & 10, but it is equally accessible to those students who have never studied the subject before. It is an Authority subject that contributes to a boy’s OP result.
MUSIC From the conductor of a Symphony Orchestra or the lead guitarist in a rock band, to the appreciative armchair musician, the study of music creates a strong foundation from which to base either a successful and fulfilling career, or a lifelong interest in the music of others. The study of Music allows students to explore an exciting array of experiences and to tailor the course and assessment to their individual strengths. Course outline:- • Performance • Musicology • Composition The above items represent the three areas of the course, and all three are into practice as music topics are encountered, such as: • Australian music and the music industry – Backyard BBQ • Music of the Theatre • Love and Loss • Rock music styles • Soundtrack music and computers • The Documentation of Sound • Traditions • B4 the Classroom • Orchestra and orchestration • War and Peace Up to three of the above topics are studied per year.
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Learning Experiences: Playing and listening form the basis of our journey through musical styles. The practical aspect of the subject usually takes the form of small group and whole class ensembles. The listening and analytical work assists students in their standard of performing and composing. Assessment: All three components are assessed equally through written and practical tests and arranged performances. There will be an assessment task in each of the 3 areas per semester. Boys should have prior music experience (i.e. classroom music at Year 9/10 level or private music lessons in voice, instrument, theory etc.) As long as the boys have an interest and experience in one aspect of music-making they should have the necessary ability to cope with the course.
MUSIC EXTENSION (YEAR 12 ONLY) Music Extension, like its parent subject Music, is an Authority subject contributing to an OP score. Course requirements: Students must have completed Year 11 Music and be concurrently enrolled in Year 12 Music. There is an option for these students to take on this subject specialising in Performance, Composition or Musicology. This is a very demanding course and as such requires students who are committed to their speciality and to achieving a very high standard in their area. Students work on all aspects of the speciality process and are required to demonstrate their speciality in two public performances. They also receive extensive ear training and assistance with analysis. Students are assessed in the two areas of Investigating and Realising. Important Note! This option should be discussed with the Head of Arts.
PHYSICAL EDUCATION Senior Physical Education is an Authority subject and contributes to an OP score. The subject involves the study of physical activity and engages students as intelligent performers, learning in, about and through physical activity. It also aims to allow students to become “physically educated” as self-directed, interdependent and independent learners. The course is organised into four physical activities which serve as a source of content and data, and also as a medium for learning. The four physical activities are: 1) Volleyball 2) Tennis 3) Touch Football 4) Lifesaving Equal time and emphasis are given to each of the four physical activities across the course of study. The specific subject matter is drawn from three focus areas: Focus Area A Learning Physical Skill: This includes the study of skill acquisition, psychology of learning physical skills and the biomechanical bases of learning. Focus Area B Process and effects of training and exercise: This area includes the study of the energy systems, training and exercise programmes and the evaluation of physical activities. Focus Area C Sport, physical activity and exercises in Australian society: This includes the study of lifestyle, leisure and recreation in Australian Society. Sociological issues of money, media, power and culture in physical activity are discussed. Assessment techniques in Physical Education allow students to respond according to specific criteria. The range of assessment options include written, oral and physical tasks. There is also an appropriate balance between the physical tasks and the written tasks. As performances in physical tasks constitute 50 per cent of timetabled time, the assessment balance is of a similar nature. Three criteria are used when making judgments about a student’s Level of Achievement. • Acquiring – referring to abilities such as gathering, recalling and comprehending information. • Applying – referring to abilities such as interpreting, analysing and manipulating information. • Evaluating – referring to abilities such as justifying, synthesising, hypothesising and appraising information in, about and through physical activity.
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The course allows students to focus on the complexity of psychological, biomechanical, physiological and sociological factors which influence individuals and team performances and wider social attitudes to physical activity. NOTE: Boys need to realise that the physical skills and theoretical (written) components are of equal value in terms of assessment.
PERSONAL DEVELOPMENT COURSE All boys in Years 11 & 12 will take a Personal Development Course. The topics covered in the senior years will include Careers Counselling and Personal Development. Year 11 Year 12 • Leadership • Men’s Health • Human Relationships Education • Masculinity • Positive Psychology • Life after school • Risky Behaviour • Violence in our Society
SCHOOL-BASED APPRENTICESHIPS OR TRAINEESHIPS (SAT) SATs are offered at Toowoomba Grammar School in Years 11 & 12. A SAT allows a boy to work with an employer as a paid employee while completing his senior schooling. Traineeships will usually be completed by the end of Year 12. The first stage of an apprenticeship may be completed by the end of Year 12, and there is an expectation that the student will then become a full-time apprentice with their employer. For examples of apprenticeships and traineeships that are available, go to http://qtis.training.qld.gov.au and use the search engine. Common SATs completed by TGS boys include: • Agriculture traineeship (See section on Certificate III in Agriculture in this handbook) • Traineeships and apprenticeships in construction (apprenticeships only); engineering and automotive industries are popular but employment opportunities limited. It is the responsibility of the boys/parents to find an employer. Important Notes on SATs: • Boys are not permitted to complete more than one SAT. • They must work a minimum of 50 days per calendar year. This may involve one day per week out of school, and it may involve holiday and week-end work. • They will complete training with a registered training provider such as TAFE. Training will sometimes occur during vacation periods. • It is the responsibility of the boy to find an employer. • Boys wishing to participate in a SAT (with the exception of Certificate III in Agriculture) will complete Section C of the Subject Selection form. • The Careers Adviser will meet with all boys who complete Section C to discuss his options. • Boys missing school one day per week for a SAT will study five subjects at school. The extra time will be used for them to catch up on work missed while they are at work.
TAFE COURSES TAFE Courses are offered one day per week at the Bridge Street Campus of TAFE. Boarders walk to the campus from school. Courses currently offered are listed here. Offerings for 2015 will be available in Term 4. • Certificate III in Design Fundamentals (8 QCE points) • Certificate II in Electrotechnology (4 QCE points) • Certificate III in Art & Contemporary Craft (8 QCE points) • Certificate III in Media (7 QCE points) • Certificate II in Automotive (4 QCE points)
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• • • • • •
Certificate II in Engineering (4 QCE points) Diploma of Engineering (Technical) - CAD (Computer Aided Drafting) (8 QCE Points) Certificate III in Tourism (8 QCE points) Certificate III in Hospitality (Ops) - Food and Beverages (8 QCE points) Certificate III in Events (7 QCE points) Certificate I in Construction (Doorways 2 Construction) (5 QCE points)
All courses are funded through the ‘VET in Schools’ Programme. However, there is a materials fee charged and this varies depending on the course but usually ranges from $100-$300 per year. Boys completing Section C may have the option of attending the Bridge Street campus of TAFE South West, either one day per week or one week per term in 2015. Information regarding these programmes will be available in Term 4, 2014. The Careers Adviser will meet with all boys who complete Section C to discuss TAFE options. TAFE days usually finish later than school days. Boys doing TAFE courses are expected to attend TAFE for the full duration of the course and will not be permitted to leave early for other commitments. Boys missing school one day per week for TAFE will study five subjects at school. The extra time will be used for them to catch up on work missed while they are at TAFE.
CAREER EDUCATION A comprehensive Career Education Programme that runs from Year 10 to Year 12. is offered The role of the Careers Adviser is to: • • • •
conduct career development classes, assist the boys to access current, relevant career information, manage structured experiences such as work experience and mock interviews, co-ordinate and liaise with outside education and training providers and employers, provide individual career counselling and assistance to boys and their parents on request.
In Year 10, boys will be provided an opportunity to complete a career profiling assessment. The assessment includes: • • •
An Aptitude Profile (Non-verbal, Verbal, Numerical, Attention to Detail, Physical Reasoning and Spatial Reasoning) which will help boys identify their strengths. An Occupational Interest Profile (using an Australian interest inventory to identify preferred vocational roles) A Personal Style Profile which gives information about the kind of work focus and work environment which is most likely to suit the boy.
Following the assessment, an individual profile will be prepared for each boy. This will be done by Dr Marian Kratzing, a Careers Psychologist. Boys will receive their comprehensive profile report in an interview with a Career Avenues counsellor.
TERTIARY ENTRANCE The Queensland Core Skills Test The QCS Test is compulsory for all students who want a complete Student Education Profile for tertiary entrance. The QCS Test is closely related to the skills taught in the school curriculum. It is used to provide students with an individual test result and also to derive scaling parameters, which are used to ensure a fair comparison of students taking different subjects in different schools. Subject Achievement Indicators (SAIs) At the end of Year 12, Subject Achievement Indicators (SAIs) are assigned based on students’ relative positions on the subject ‘ladder’ for each ‘large group’ Authority subject taken. Then the students’ SAIs and their QCS Test results for each subject group are used as the basis for calculating OPs and up to five FPs. SAIs represents a student’s position in a subject relative to all other students in the subject in the School (referred to as a ‘subject group’). SAIs simply rank students within a subject at a particular school; they are not a percentage or a mark. SAIs are reported in such a way that they not only show the RANK order, but also the ‘GAPS’ or differences between students within a subject-group. Until SAIs are scaled by the QCAA, one cannot reliably predict a student‘s OP or FPs because SAIs only show the student’s ranking with a school subject-group. 36
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Schools assign SAIs to each OP-eligible student in each Authority subject at the end of Year 12. They are assigned on a scale, in large subject-groups (14 students or more), from 400 (for the student who is the highest achiever in that subject in that school regardless of the Level of Achievement –LOA) to 200 (for the student who is the lowest achiever in that subject in that school regardless of the Level of Achievement). It is therefore possible for a student with a High LoA in one subject to receive a lower SAI, of say 330, than in another subject where he or someone else gained a Sound LoA but was assigned an SAI of 340. In Small and Intermediate subjects (less than 14 student in a subject-group), SAIs are given on a scale of 1 to 10 within particular Levels of Achievement (rungs). SAIs for a particular student have meaning only when viewed in relation to the SAIs of the other students who studied the same subject in the same school. It gives no information on how performance in one subject group compares with the performance of students in other subjects at the same school or at other schools. It is QCAA policy that schools make known to students the SAI decisions made about them in each Authority subject, generally towards the end of November. It is in the students’ interest to view their SAIs and, if there are any concerns (with their position or rank within the group), to discuss them immediately with the Director of Studies. Again, a word of caution – one cannot reliably predict a student’s OP or FPs from unscaled SAIs.
OVERALL POSITION (OP) An OP indicates a student’s statewide RANK order position based on overall achievement in Authority subjects taken for the QCE and Senior Statement. To be eligible for an OP a student must sit for the QCS Test and have studied 20 semesters of Authority subjects including at least three of these subjects for all four semesters. Subjects are weighted equally for OPs. \In addressing this topic, the assumption will be made, for simplicity, that all subjects have 14 or more students (a variation exists for groups with less than 14 students). The calculation of OPs involves two stages of scaling: (i) between subject groups within a school and (ii) between schools. Across the state an eligible student’s OP is reported as one of 25 bands from 1 (highest) to 25. At the time of exit from a course, generally this is at the end of Year 12, students are positioned on a subject ladder (fig 1) along with all other students in that subject. Schools then issue SAIs based on student positions with the subject (fig 2) – thus every subject in a school has an individual set of SAIs. Fig. 1 VHA
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A B, C D E,F,G H I J K,L M N,O P,Q,R S
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Fig. 2 VHA
HA
SA
400 381 379 359 347 347 342 322 314 305 290 286 269 262 257 253 249 245 241
LA T
VLA
200
VLA
Each of these sets of SAIs is then scaled using each subject-group’s performance on the QCS Test – for example, only a school’s Biology students’ results on the QCS Test are used to scale the Biology SAIs. The SAIs for each subject are scaled to the same mean (average) and mean difference (spread) as that mean and mean deviation achieved by that subject-group on the QCS Test. Toowoomba Grammar School Curriculum Handbook 2015
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Considering the simplest case where a student has studied six subjects (for four semesters each) the student would have six SAIs and hence six scaled SAIs. The best five of these scaled SAIs are now used in the OP calculation, being equivalent to the best 20 semester units. A student who has changed subjects during Years 11 & 12 may for example have 16 semester units for four subjects and 2 semesters in each of two other subjects as their best 20 semesters, leaving four semesters of one subject (based on scaled SAIs) unused in the OP calculation. The final step in the first stage of scaling is to combine each student’s scaled SAIs to produce an overall measure of student achievement comparing all the eligible students within a particular school. This is done by taking (in the simplest case) an average over each student’s best five scaled SAIs; this average is called the Overall Achievement Indicator (OAI). The second stage of scaling, between schools, involves re-calculating the OAIs for proper comparison between schools. The reasoning is similar to the first stage. The different overall capability of students in different schools must be taken into consideration. The OAIs are re-calculated so that their average and spread match the average and spread of the QCS Test results for the Year 12 cohort. The Queensland Curriculum and Assessment Authority is responsible for calculating OPs based on SAIs determined by the School. Finally, the answer to the question most often asked: How to obtain the best possible OP? In order to obtain the best possible OP, students are advised to study those Authority subjects in which they achieve the best results and which they enjoy. It is not wise to attempt subjects because you believe that their SAIs will be scaled higher. Yes, some subjects tend to attract more capable students who, as a group generally achieve better on the QCS Test, and thus the SAIs will be scaled higher. However, there is no benefit in joining such groups and performing poorly compared to the rest of the group. The scaling procedures are self-adjusting for the membership of the group. The relative gap between the low achiever and other members of the group is retained in the scaling. Students can obtain relatively low scaled SAIs in any subject – how low is determined by their actual performance relative to others.
FIELD POSITIONS (FP) When selecting OP students for tertiary places, the tertiary institutions will first use the applicants’ OPs and when filling the quotas, where it is necessary to differentiate between students on the lowest OP whom they will accept, the FPs of these students will be used for decision-making purposes. Each Authority Subject studied at Senior is given a weighting in the five fields A, B, C, D and E. To calculate the total weight in each field, the weights are multiplied by the number of semesters the subjects have been studied. To be eligible for awarding of a field position, a student must have completed at least 60 units in that field. An example is given over the page. The five fields are: A: Extended Written Expression involving complex analysis and synthesis of ideas. B: Short, Written Communication involving reading comprehension and expression in English or a Foreign Language. C: Basic Numeracy involving simple calculations and graphical and tabular interpretation. D: Solving Complex Problems involving mathematical symbols and abstractions. E: Substantial Practical Performance involving physical or creative arts or expressive skills.
EXTENDED LEARNING / ENRICHMENT In addition to the myriad of opportunities given to boys in our classrooms on a daily basis where teachers attempt to identify learning styles and strive to differentiate the curriculum for individuals by setting more challenging tasks for those who can cope, the School seeks to provide other avenues of enhancement and acceleration. • Boys are selected from Years 7 to 12 to participate in Mathematics Extension classes on a regular basis and compete in various local, regional, state and national competitions. • The “IQ Club” runs a variety of academic-based activities and competitions for extension students in Years 7 & 8. • Boys are encouraged to enter a plethora of national competitions (e.g. Toowoomba Grammar School has won the coveted “Best Geography School in Queensland” tag several times following performances in the annual Australian Geography Competition, and has enjoyed recognition for its notable performances in Mathematics, various fields of Science, Economics, Computing and Languages). 38
Toowoomba Grammar School Curriculum Handbook 2015
• • • • • • • • • • •
In Science, there is considerable opportunity for extension, with boys entering various competitions and events. We enjoy considerable success in competitions, with three Year 10 boys in the last five years recognised as the top Science students in the State in the Australian Schools Science Competition, and seven boys gaining Awards of Excellence for placing in the top 0.1% of Queensland entrants in the National Chemistry Quiz. For highly able Year 11 boys the Australian Science Olympiad is a target. Year 9 boys are able to enjoy the Seimens Science Experience, Year 10 students enter the Science Engineering Challenge at USQ and Year 11 boys have placed Toowoomba Grammar School at the forefront of schools nationwide with their participation in the National Youth Science Forum. Boys have the opportunity to participate in the “Opti-Minds” competition. Boys are encouraged to participate in Debating competitions (at House and at Regional levels), in Public Speaking, and to enlist in a Toastmasters’ course in some years. Musicians are guided towards higher qualifications (AMEB, Trinity College etc.); they may be selected to join their GPS colleagues in “Days of Excellence”; they may be involved in the various annual Eisteddfods, in the School’s musical/dramatic productions, and in a host of other performances (e.g. Grandparents’ Day, ANZAC Day, Speech Day). Boys enrolled in Year 11 Music may choose to study Music Extension in addition to their Music course in Year 12. As well as joining the crew (front / back stage) for the annual offering of musical and dramatic productions, boys are welcome to participate in the House Theatresports competition and all students participate in House Singing competitions. As well, boys audition for a place in our prestigious “Acting Academy” (called TiGAA) which meets weekly and presents its material (self-devised, other) each term. As part of our commitment to broaden the curriculum, boys are offered the opportunity to enrol in a series of TAFE and/or VET (Vocational Education and Training) modules during or after normal school hours. Currently, our boys are keen on courses relating to Hospitality, IT, Automotive/Vehicle Systems, Thermal Welding and Cutting, Horticulture and Woolclassing. As a result of their involvement in (internal) Certificated courses in IT and Agriculture (through SQIT), large numbers of boys take part in Structured Work Placements during a week of term and in their holidays. A number of our Year 11 & 12 boys engage in School-Based Traineeships (in Horticulture, Automotive, Agriculture, Engineering and Information Technology). If interested in further details, please contact the Careers Adviser, Mrs Stacy Nottle: Telephone (07) 4687 2539; Email:
[email protected] The School also encourages membership in a host of different clubs and societies e.g. Chess, Photography, Computers, Cadets, Adventure Club, Film and Television / Multimedia Unit. In recent years, several of our boys have been involved in conferences for “Young Leaders” and have participated in a “Youth Parliament” which simulated the Queensland Parliament. It is our sincere hope that those boys who seek enrichment at this School will benefit from supporting activities such as these … and we are regularly adding to this list!
NATIONAL ASSESSMENT PROGRAM - LITERACY AND NUMERACY (NAPLAN) Years 7 & 9 students take part in the National Assessment Program - Literacy and Numeracy (NAPLAN). NAPLAN tests are administered by the Australian Curriculum, Assessment and Reporting Authority (ACARA). They are designed to test the skills of students in literacy and numeracy. The specific purpose is to: • •
Collect data from the population of Years 3, 5, 7 & 9 students Australia-wide for reporting to parents/carers and schools and for systemic reporting To accommodate the assessment of students against national benchmark standards.
The programme runs over 3 days, in students’ own schools. A series of tests assesses the areas of language conventions (spelling, grammar and punctuation); writing; reading; and numeracy (including number, measurement, chance and data, space, working mathematically, algebra function and pattern). Following the tests, schools and students receive a statement of performance in relation to the national benchmarks.
Toowoomba Grammar School Curriculum Handbook 2015
39
Subject Weights Table for use in Year 12 in 2016
This table is for use by students completing (Qld) Year 12 in 2016
Subject weights table for use in Year 12 in 2016 This table is for use by students completing (Queensland) Year 12 in 2016
40
Syllabus
Year
Aboriginal and Torres Strait Islander Languages (trial)
Field A
Field B
Field C
Field D
Field E
2010
2
5
1
N/A
4
Aboriginal and Torres Strait Islander Studies
2009
2
3
1
N/A
3
Accounting
2010
3
3
5
3
1
Aerospace Studies
2011
3
4
4
4
2
Agricultural Science
2013
3
3
4
3
3
Ancient History
2004
5
4
2
N/A
3
Biology
2004
5
4
4
3
2
Business Communication and Technologies
2012
3
4
4
3
3
Business Management
2013
4
3
4
3
2
Chemistry
2007
4
3
5
5
2
Chinese
2008
1
5
1
N/A
3
Chinese Extension
2011
2
5
1
N/A
4
Dance
2010
2
1
1
N/A
5
Drama
2013
3
2
1
N/A
5
Earth Science
2000
3
3
4
3
2
Economics
2010
5
5
4
3
1
Engineering Technology
2010
3
2
5
5
3
English
2010
5
4
1
N/A
3
English Extension
2011
5
2
1
N/A
2
English for ESL Learners (extended trial)
2007
3
4
1
N/A
3
Film, Television and New Media
2005
3
2
2
N/A
5
French
2008
1
5
1
N/A
3
French Extension
2009
2
5
1
N/A
4
Geography
2007
4
5
4
3
2
German
2008
1
5
1
N/A
3
German Extension
2009
2
5
1
N/A
4
Graphics
2013
1
3
5
3
4
Health Education
2010
5
2
3
2
2
Home Economics
2010
3
4
3
2
4
Hospitality Studies
2012
2
3
3
2
4
Indonesian
2008
1
5
1
N/A
3
Indonesian Extension
2009
2
5
1
N/A
4
Information Processing and Technology
2010
3
2
4
4
3
Information Technology Systems
2012
3
3
3
3
3
Italian
2008
1
5
1
N/A
3
Japanese
2008
1
5
1
N/A
3
Toowoomba Grammar School Curriculum Handbook 2015
Syllabus
Year
Field A
Field B
Field C
Field D
Field E
Korean
2008
1
5
1
N/A
3
Latin
2008
2
5
1
N/A
2
Legal Studies
2013
5
4
2
1
2
Marine Science
2013
3
3
4
3
3
Mathematics A
2008
1
2
5
4
N/A
Mathematics B
2008
1
2
5
5
N/A
Mathematics C
2008
1
2
5
5
N/A
Modern Greek
2008
1
5
1
N/A
3
Modern History
2004
5
4
2
N/A
3
Music
2013
3
1
2
1
5
Music Extension
2008
3
1
2
2
5
Philosophy and Reason
2014
5
3
3
3
N/A
Physical Education
2010
3
1
3
2
5
Physics
2007
4
3
5
5
2
Polish
2008
1
5
1
N/A
3
Russian
2008
1
5
1
N/A
3
Science21
2010
4
4
5
4
2
Spanish
2008
1
5
1
N/A
3
Study of Religion
2008
5
4
2
N/A
2
Study of Society
2012
5
4
3
2
2
Technology Studies
2013
2
1
4
3
4
Vietnamese
2008
1
5
1
N/A
3
Visual Art
2007
4
2
2
N/A
5
Field Positions (FPs) A student may receive up to 5 FPs, depending on subject choices. FPs are reported in 10 bands, from 1 (the highest) to 10 (the lowest) in the following fields: Field A — extended written expression involving complex analysis and synthesis of ideas Field B — short written communication involving reading, comprehension and expression in English or a foreign language Field C — basic numeracy involving simple calculations, and graphical and tabular interpretation Field D — solving complex problems involving mathematical symbols and abstractions Field E — substantial practical performance involving physical or creative arts or expressive skills.
Source – Queensland Studies Authority (QSA) Memo, June 12, 2014. 41
Toowoomba Grammar School Curriculum Handbook 2015
Subject weights for Year 12 in 2016 | Page 2 of 2
OUTDOOR EDUCATION, ACTIVITIES AND CAMPS WEEK Outdoor Education, Activities and Camps Week incorporates a sequenced and progressively challenging programme designed to further develop a student’s social and emotional abilities during his years as a member of the School community. The programme, which takes place towards the end of Term One, is aligned with the aims of the School in the areas of Pastoral Care and Personal Development in preparing boys for the future. Desired Outcomes: Personal attributes • Commitment • Honesty and integrity • Enthusiasm • Reliability • Persistence • Personal presentation • Commonsense • Communicating effectively • Working as a team member • Solving problems • Responding to challenges • Being self-reliant • Building relationships
• • • • • • • • • • • • •
Positive self-esteem Sense of humour Resilience Motivation Adaptability / Flexibility Respect for others Independence Skills Displaying initiative Planning and organising Managing time Dealing with pressure Making decisions Accepting responsibility
Research shows that social-emotional skills can be taught to students and that such skills enhance academic learning. When academic and social-emotional learning both become a part of schooling, students are more likely to remember and use what they are taught. Social-emotional skills also bring into students’ education a sense of responsibility, caring, and concern for the well-being of others, as well as themselves. Students who are actively engaged, co-operate with their peers, resolve conflicts peacefully, complete their work, and demonstrate initiative and leadership are more likely to succeed in school and, ultimately, in life.
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Toowoomba Grammar School Curriculum Handbook 2015
STAFF DIRECTORY Senior Staff Headmaster: Deputy Headmaster: Head of Senior School: Director of Studies: Director of Pastoral Care and Head of Bording: Director of Sport & Activities:
Mr P B Hauser Mr Timothy Kelly Mr John Anderson Mr Gregory Bland Mr James Noble Mr Sean Tasker
HOUSEMASTERS Stephens Mr David Anderson T. 07 4687 2526 E.
[email protected] Taylor Mr James Noble T. 07 4687 2521 E.
[email protected] Mackintosh Mr David Klan T. 07 4687 2506 E.
[email protected] Boyce Mr Tony Wallis T. 07 4687 2507 E.
[email protected] Groom Mr Ray Pearson T. 07 4687 2514 E.
[email protected]
Mr Paul Sullivan T. 07 4687 2565 E.
[email protected] Mr James Perrignon T. 07 4687 2562 E.
[email protected] Mr Brodie Bassingthwaighte T. 07 4687 2561 E.
[email protected] Mrs Gabrielle Battersby T. 07 4687 2563 E.
[email protected] Mrs Karen Catlow T. 07 4687 2586 E.
[email protected]
HEADS OF DEPARTMENT / TEACHERS-IN-CHARGE English: Mathematics: Science (Acting): Geography: History: Physical Education: Arts: Commerce: Careers Adviser: Foreign Languages: Art: Industrial Design & Technology: IPT:
Mr Paul Irwin Mr Roger Harris Mr Ken Lavers Mr Alan Hill Mr Allan Smiddy Mr Scott Stevens Mr Neil Roche-Kelly Mr Ian Bullock Mrs Stacy Nottle Mrs Lynne Yeabsley Mr Giles Murfin Mr John McKain Mr Paul Barton
Toowoomba Grammar School Curriculum Handbook 2015
43
NOTES
Toowoomba Grammar School Curriculum Handbook 2015
44
NOTES
Toowoomba Grammar School Curriculum Handbook 2015
45
24 Margaret Street, Toowoomba Qld 4350 PO Box 2900 Toowoomba Qld 4350 Telephone: (07) 4687 2500 Facsimile: (07) 4687 2582 Email:
[email protected] Website: www.twgs.qld.edu.au
TOOWOOMBA GRAMMAR SCHOOL A Member of the GPS Association of QLD
Toowoomba Grammar School Curriculum Handbook 2015
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