2026 Senior School Curriculum Guide

SENIOR SCHOOL

CURRICULUM GUIDE

Welcome

Welcome to the exciting, and hopefully enjoyable, time of subject selection for 2026. This guide contains all of the information you will need to learn about and then select subject preferences from Year 8 through to Year 12. It also contains information about the curriculum structure of Year 7.

Our Senior School curriculum is structured into phases that we call: Engage (Year 7); Explore (Year 8-9); and Emerge (Year 10-12). The structures and options at each phase are specifically designed in line with the name of each. Year 7 seeks to engage young minds by exposing them to a wide range of possible, areas of study. The Explore years are for just that – exploring and testing out areas that might become passions. The Emerge years are when each student starts to come into themselves academically.

Whatever their pathway, we hope that each student is excited by the possibilities on offer, and that they choose well. We hope that they emerge as thoughtful and wise young people, able to discern what matters and with a clear sense of who they are and would like to be.

Michael Horne Principal

Our People

Horne Principal mhorne @hamiltoncollege. vic.edu.au

Kristen Waldron Deputy Principal kwaldron @hamiltoncollege. vic.edu.au

Anna Robertson Director of Learning and Teaching arobertson @hamiltoncollege. vic.edu.au

Helen Reiher Head of Year 12 and Careers hreiher @hamiltoncollege. vic.edu.au

Ben Hawthorne Head of Middle Years bhawthorne @hamiltoncollege. vic.edu.au

Rebekah Bonnett Head of VCE Studies rbonnett @hamiltoncollege. vic.edu.au

Prosser Head of Berry nprosser @hamiltoncollege. vic.edu.au

Belinda Nichols Head of Learmonth bnichols @hamiltoncollege. vic.edu.au

Sylvia McMullen Head of Laidlaw smcmullen @hamiltoncollege. vic.edu.au

Heinrich Burmeister Head of Young hburmeister @hamiltoncollege. vic.edu.au

Nerrida

Michael

Our History

The formation of the Hamilton and Western District College (boys) in 1871 and the opening of both the College and Alexandra College (girls) the following year mark pivotal moments in the history of schooling in western Victoria.

Both schools enjoyed periods where they flourished but also periods of difficulty as economic conditions declined and ownership changed.

For Alexandra College, 1956 was the year the council looked boldly to the future,

What we take pride in History of Houses

There are four Houses to which students are allocated.

Berry House (Red) incorporated Cussen House in 1979, when Houses became co-educational. The Cussen Trophy is presented to the House member(s) who contribute(s) most during the year. The House motto is “Impero parendo.” Berry was originally established in 1955 and named after the Principal of Alexandra College at that time, Miss F.W. Berry. Cussen was established in 1937, named after Sir Leo Cussen, a former member of the legal profession and a distinguished old Hamilton Collegian.

Laidlaw House (Blue) incorporated Clifton House in 1979. The Clifton Trophy is its

College Hymn

O God, The Rock of Ages Who with Thine own hath been, Be near to hear and answer Though to our eyes unseen.

We come to Thee for mercy, For guidance, grace and peace; Thou hast been with our fathers, Thy love can never cease.

God bless us in our studies, Go with us in our play; Protect us thro’ night’s darkness And through each changeful day.

Be near all friends who love us, Those here and far away, In Thine Almighty keeping Both we are safe and they.

God bless us in our school days And when school life is gone. Show us the path Thou choosest For us to labour on.

God bless the school we honour, All who its fame maintain; Guide us throughout life’s journey Until with Thee we reign.

purchasing the Myrniong homestead and surrounding grounds on the outskirts of Hamilton. Alexandra College had out grown its original site and the purchase allowed for continued growth and success as a day and boarding school.

In 1961, the Hamilton and Western District College and Alexandra College were combined and became the first Presbyterian co-educational day and boarding school in Australia. Since then, the combined school has continued to grow and prosper.

Myrniong became home to Hamilton College Junior School and Boarding House in 1977.

In 2001, the College changed its name to ‘The Hamilton and Alexandra College’ to embrace the history of both original schools.

In 2023, the school purchased Mirranatwa, a property that will become an outdoor learning facility at the foothills of the Grampians (Gariwerd) National Park.

award for service to the House during the year. The House motto is “Non nobis solum.” Laidlaw was established in 1937 and was named in honour of the Laidlaw family and in particular Mr. T.H. Laidlaw, for many years Chairman of Council of the Boys’ College. “Clifton” was the home of the Simpson family; Mrs Simpson was the first President of the Old Alexandra Collegians’ Association. Clifton House was established in 1927.

Learmonth House (Gold) incorporated Hearn House in 1979. The Hearn Trophy is awarded for service to Learmonth House each year. The House motto is “Labore et honore.” Learmonth dates from 1939 and was named in honour of Mr Stanley Learmonth, foundation scholar and later

Director of the Boys’ College. Established in 1927, Hearn was named after Miss Henrietta Hearn, Headmistress of Alexandra College in the 1880s.

Young House (Green) incorporated Waters House in 1979. The Waters Trophy reflects the contribution to the House by a member or members each year. The House motto is “Nil magnum nisi bonum.” Young was founded in 1939 and was named in honour of a family which had connections with Alexandra College throughout its separate existence (and as a co-educational school), while Waters was established in 1972 and named in honour of Mr and Mrs Waters, Principal and Headmistress at the time of amalgamation.

We are an ambitious academic school that draws on our strong traditions to prepare students for confident futures.

Who we are

We nurture locally, so that students can excel globally.

Our Values

What we stand for

Our values in action encourage us to:

• Believe in ourselves and the goodness of others

• Value effort as well as reward

• Show kindness to all

• Give respect and seek to earn it

• Engage broadly and whole-heartedly with the world

Optimism

We approach each day with a positive outlook, believing in the potential for good in every situation.

Compassion

We extend kindness and understanding to others, acknowledging and empathising with their experiences and emotions.

Gratitude

We appreciate the abundance in our lives and recognise the value in every moment and every person we encounter.

Respect

We are understanding and considerate of everyone’s rights and the environment in which we live, work and play.

Resilience

We are brave when faced with challenges and accept them knowing that challenge is the path to growth.

Middle Years

Transition into Year 7 is a pivotal moment in every child’s learning journey as they stamp a new page in their P-12 educational passport. Similarly, creating ‘confident futures’ demands agility, adaptability and innovation.

The Engage program gently introduces Year 7 students to a broader secondary curriculum structure.

Engage

The Engage introductory program supports the transition from Primary into the Secondary School environment and consolidates routines for effective learning whilst building character and knowledge.

Beyond the core curriculum, students can explore a new language, and the creative and performing arts, engage in an innovative digital technology program and build and apply new skills in our outdoor education program.

Learning Structure

Learning should be transformational; it should be continuous and develop the whole person.

Each student’s learning program is unique and it is designed to give them agency and the opportunity to direct their own learning pathway.

As a student moves through the school, the College curriculum is designed to enable each student to engage in foundational literacies, explore a broad range of subject interests and emerge from the VCE with the skills, knowledge and character that will equip them for the future.

Our connected community at The Hamilton and Alexandra College ensures students are empowered to achieve their best. Students have three entry points in our program:

Engage

Year 7

Explore

Year 8 and 9

Emerge

Year 10 to 12

(Years 7-9)

Music

The Concert Band program provides an opportunity to learn new brass, woodwind, string or percussion instruments.

Learning a musical instrument improves memory and brain development and assists with management and social skills while providing students with achievement and confidence.

Explore

The Explore programis designed to assist Year 8 and 9 students to consolidate learning whilst having more choice and freedom to investigate a range of learning areas that build character and knowledge.

Offering breadth, ignites passion, and develops skills as students explore new subjects.

Year 8 students continue with LOTE and choose four electives Year 9 students choose 6 electives.

Head of Year 12

At The Hamilton and Alexandra College our learning community encourages academic excellence and engagement of the whole person.

We value curiosity, creativity and collaboration.

Our teachers employ best practice and work together to inspire our students and foster independent and active learning both inside and outside of the classroom. College students develop skills and

knowledge that prepares them for a future world of work and equips them to be exemplary global citizens with strong personal values.

In the Emerge program, we invite you to partner with us as we work together, student, parent and teacher on an exciting final three years of secondary schooling. Year 12s are on the brink of exciting new futures, whilst studying hard to be the very best they can be.

Students in Year 8 must choose at least one visual arts, one performing arts and one design technology and digital technologies subject in their program over the next two years.

Explore offers a blend of practical, vocation orientated pathway subjects, as well as the opportunity to explore the Visual and Performing Arts, Technology, Sport and Outdoor Education, Agriculture, Equine, Literature and Business Management.

Ben Hawthorne Head of Middle Years

Our staff work individually with Year 12 students on university and pathway opportunities for next year and beyond.

Helen Reiher Head of Year 12

Engage - Year 7

Engage is an exciting introduction to our Middle Years program at The Hamilton and Alexandra College. It allows our Year 7 students to transition from Junior School into the Senior School environment and consolidate routines for effective learning whilst building character and knowledge.

The Engage program aims to consolidate student knowledge in the core curriculum and offers students the opportunity to explore a new language, the creative and performing arts and engage in an innovative digital technology program.

In the Middle Years students are encouraged to develop a growth mindset, to be curious and committed to becoming independent learners through the application and mastery of new skills and experiences. We want our students to be confident, collaborative and considerate young people, who are aware of their responsibility to both local and global issues.

Year 7 is an important year of transition, of skill building, of learning how to learn and to meet the challenge of establishing a new set of relationships with students who are beginning their Senior School learning journey.

Anna Robertson Director of Learning and Teaching

Transition Advice

• The early weeks of transition can be tiring for students and they can easily feel overloaded.

• Students can become disorganised during transition and there can also be an academic dip; parental support is crucial for smooth transition. Please contact Mentors if you have any concerns.

• The early weeks require students to become familiar with new routines and structures, getting to know new teachers and start making new friends.

• Clear communication between school and families is pivotal to our success.

• Students will have a range of ‘transition worries’, from missing buses to detentions. Staff are kind and we will guide and support students as they transition to secondary.

• Transition days at the beginning of the school year aim to help Year 7s familiarise themselves with the senior campus and their peer group.

House Mentors

Our Year 7 students are in House Mentor groups and they will have the same Mentor for the time they are in Middle Years.

We seek to develop close relationships with families through the House Mentors, who see their Mentees most mornings to act as advocates for each child in their care.

The Mentor is the first point of contact for parents and will work in close connection with the teachers to make sure your child is settled and enjoying their learning journey.

They ‘walk the second mile’ to make sure their Mentees are looked after and grow under their care.

This relationship is vital and special. Middle Years students are closely monitored through the College’s wellbeing and academic programs.

Academic growth is tracked and individual needs are monitored through regular assessment and online progress reporting.

House Mentor Benefits:

• Students belong to a Mentor Group and have a close connection to a Mentor teacher.

• Strong relationships between students and Mentors.

• A greater sense of House identity develops, whereby older students look out for younger ones, developing a community culture.

• Friends are made across year levels.

Participation

This is the key to accomplishment in the Middle Years. Sporting, House activities and co-curricular programs in music and community service are abundant. They offer a wide range of experiences that complement the core learning subjects undertaken at each year level.

Core Curriculum

English

Our Year 7 English program focuses on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. They experience learning in local, regional and global contexts. Students listen to, read, view, interpret and evaluate a range of written and multimodal texts and participate in individual and collaborative learning experiences.

They research and write a feature article about a chosen topic and create an artwork and graphical information poster based on their critical reading of a text and the ideas, views and values communicated.

Students also create imaginative, narrative written responses and have opportunities to develop their understanding of how texts are designed to inform and persuade.

Mathematics

In the first year of secondary Mathematics, students are supported to establish strong learning routines and develop a positive and confident approach to the subject.

The curriculum follows the Victorian Curriculum Version 2.0 and is structured around six key strands: Number, Algebra, Measurement, Space, Statistics, and Probability.

Students explore key concepts such as integers, fractions, decimals, percentages, algebraic expressions, formulas, angle relationships, area and volume, and data displays.

They apply their learning in practical and real-world contexts, including financial maths, geometric problem-solving, and data investigations.

Science

In Year 7 Science students embark on a foundational journey into scientific inquiry. They explore scientific conventions and the Particle Model of matter, focusing on changes in matter at a particle level and distinguishing between chemical and physical changes. Additionally, students investigate various forces including friction, gravity, buoyancy, electrostatic force and magnetic fields, providing them with a hands-on understanding of fundamental physical phenomena. Students utilise models to explore the relationships within the Earth, sun and moon system and then predict and explain natural phenomena such as eclipses and seasons.

The Chemistry unit introduces students to mixtures, where they explore methods for separating substances through hands-on experiments. Engaging in a classification

Texts are dealt with in both an analytical and contextual manner seeking to expand students’ understanding of themselves and the world around them.

Students are encouraged to read for enjoyment and to broaden their experience of literature, through engagement with a variety of texts both in the classroom and the library. Writing is a central component of the course and students write for a variety of purposes and audiences.

The focus is on effective communication and continued development of writing skills, including vocabulary extension, accurate spelling, punctuation and grammar.

For example, in the Measurement strand, students undertake a task involving the Da Vinci Room—an architecturally designed multipurpose space at the school.

They create a scaled plan of the room, incorporating its curves and unique shapes, and calculate the cost to paint its interior surfaces, applying their understanding of area, perimeter, and surface area.

A balance of explicit teaching, hands-on activities, and open-ended problem-solving tasks allows students to strengthen their understanding, make connections across topics, and develop mathematical reasoning. Teaching and assessment are informed by evidence-based practices, ensuring all students are challenged, supported, and engaged as they build a strong foundation for future learning.

unit, students deepen their understanding of biological diversity by learning about the distinguishing features of each kingdom and the organisms within them.

With all classes taking place in our science laboratories, practical activities, research and investigations underpin the Year 7 Science program. Emphasis is placed on developing inquiry skills, including the ability to collect, interpret and analyse data, as well as designing accurate and valid scientific experiments. Students are encouraged to apply their knowledge to real-world examples, fostering an understanding of the practical relevance of scientific concepts. Through this comprehensive exploration, students develop a strong foundation in scientific inquiry and critical thinking, preparing them for their future science studies.

Core Curriculum

Chinese

At Year 7, Chinese caters for both entry level students and those with prior exposure to the language and associated cultures. The students’ spoken language is initially fostered as they are immersed in the sights and sounds of Chinese.

They develop oral language through active listening, observing interactions between speakers and using the spoken language for purposes such as socialising and sharing information.

Students use Pinyin as a resource to support learning, prepare drafts of simple written texts and learn new oral vocabulary. Throughout the year, units are designed to teach students the topics related to numbers, dates, ages, animals, colours and family members.

These topics support students to develop their listening, speaking, reading, writing and viewing skills.

French

In the first year of French, students are encouraged to listen, speak, read and write French in a range of modelled interactions with the teacher and each other.

They use basic grammatical structures to communicate on a variety of topics including personal introductions, family, school, pets, food and drinks.

In each topic, students also develop cultural knowledge.

Throughout the year, learners are encouraged to experiment with sounds and intonation patterns using high frequency words and expressions, gradually broadening their range of vocabulary.

They build a vocabulary and grammatical base that allows them to compose and present different kinds of simple texts.

Geography

In Year 7 Geography students engage in geographical inquiry through classwork, practical activities, research and fieldwork. Initially, the course introduces students to key mapping and graphing conventions, skill development and spatial awareness. Students build on these foundational skills, undertaking an in-depth examination of Water as a Resource.

They investigate the distribution, use, quality, availability and management of water at local, national and global levels.

Students continue to explore the concept of Sustainability through an investigation of Place and Liveability, examining the factors that influence a place’s liveability and how it is perceived.

They explore the idea that places provide us with the resources needed to support and enhance our lives and that places can change over time and are planned and managed by people.

Students also learn to evaluate the liveability of their local community and selected global cities and how these places can be improved through planning.

Core Curriculum

History

The Year 7 History curriculum focuses on the ancient world and provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) –c.650 AD (CE).

The study of the ancient world includes the discoveries and the mysteries about this period of history, in a range of societies including Australia, Rome and China.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

These concepts are investigated to facilitate an understanding of the past and to provide a focus for historical inquiries.

Physical Education

In Year 7 Physical Education students participate in a wide range of physical activities including swimming, athletics, hockey, basketball, rock climbing, fitness assessments, speedminton, table tennis, martial arts, rowing, tennis and cricket. This broad exposure to a range of different sports allows them to try new or different sports as well as develop more complex skills and understanding in a range of physical activity settings.

Participating in a variety of activities also allows them to reflect on and refine a range of personal and social skills.

They analyse how body control and coordination influence movement composition and performance, and learn to transfer skills and concepts across a variety of movement contexts improving their physical literacy.

Students explore the important role that games and sports play in shaping cultures and identities.

Health and Wellbeing

The Year 7 Health and Wellbeing curriculum expands knowledge, understanding and skills to help to learn how to take positive action to enhance their own and others health, safety and wellbeing.

A range of help-seeking strategies are introduced that support students to access health information and services.

Throughout the year students complete units based on Adolescence Change, Relationships and Sexual Education, Safety Online, Drug Education, Nutrition and Positive Education. They explore puberty and the social, emotional, physical and intellectual changes that result during adolescence.

In the Relationships unit, students study friendships and prosocial skills and discover the key components of social intelligence.

They consider peer pressure and how to make informed decisions about issues they may encounter.

The subject uses a Positive Education framework for explicit teaching of skills and practices that lead to and enhance wellbeing.

Students undertake the Get Ready Drug Education program which focuses on legal and illegal drugs as well as studying healthy food choices and the impact of takeaway food on society.

Students continue to develop their wellbeing habits through the ongoing application of Positive Education exercises and skills.

Core Curriculum

The Instrumental Music program is a standout feature of the Year 7 curriculum. Throughout the year students learn to play an instrument, developing skills as an individual and as members of an ensemble. Students are taught in small group lessons with specialist instrumental teachers.

Students with prior instrumental skills are challenged through extension, leadership and chamber groups. Later in the year students work towards solo and ensemble performance pieces, as well as experiencing working with an accompanist.

The Instrumental program is enhanced in the classroom music program where students explore the basic principles of performance and composition through integrated creative tasks. They build aural musicianship whilst developing the ability to hear, perform and notate rhythmic patterns and melodic phrases. Through the practice of reading

Music Art

The Visual Art program immerses students in a dynamic exploration of creative expression, fostering the development of visual literacy and problem-solving skills. Through a diverse range of creative experiences, students embark on a journey of self-discovery, curiosity about the world and effective communication of ideas.

In the Year 7 curriculum, students engage with both two-dimensional and threedimensional forms, including drawing, painting, printmaking, digital technologies and sculpture. Integral to their creative process is the use of a Visual Arts journal, where they document their research, design and development, fostering sequential and organised thinking while honing their drawing and annotation skills.

Central to the program is the cultivation of an empathetic worldview through the exploration and analysis of artworks from

and writing notation, students develop their theoretical understanding. Whilst students are developing their own skills at manipulating and controlling an instrument, they also study the specific timbre of orchestral instruments.

Students investigate music as an art form through listening, composing and performing. They learn to read and interpret orchestral scores. Dynamics, expression, texture, form and structure are explored as students study specific orchestral repertoire. The connections between physically making music and responding to music are enhanced.

As students consolidate their ensemble and individual performance skills they explore meaning and interpretation in music whilst considering social, cultural and historical contexts.

various cultures and historical periods. By responding to art, students stimulate their imagination, refine their perception and develop both creative and analytical skills. Learning and teaching methods emphasise the development of aesthetic, conceptual and technical skills through research, experimentation, planning and annotation. Students not only enhance their creative expression but also cultivate project management skills as they navigate each area of study.

Ultimately, the Visual Arts program seeks to empower students to experiment with artistic conventions and techniques, allowing them to represent themes, concepts and ideas authentically. By exploring personal identity and the aesthetic in real-world contexts, students become adept problem-solvers and informed creators, ready to contribute meaningfully to the world of visual arts and beyond.

Term

Digital Technology: Robotics and Digital Electronics

In Year 7 Digital Technologies, students explore computer networks and discover how text, images, and sounds work in digital systems.

They investigate hardware and software components while learning to protect digital information.

Students develop exciting projects such as designing apps, programming robots, and creating digital animations.

Food Technology

In Year 7 Food Technology, students embark on an exciting culinary journey, exploring the art and science of cooking and nutrition.

This course is designed to introduce budding chefs to essential kitchen skills, culinary techniques and the joy of creating delicious and nutritious meals.

Throughout the term, students will learn the fundamentals of food safety and hygiene, knife skills, meal planning and the importance of a balanced diet.

Drama

In Year 7 Drama, students begin their journey of theatrical discovery through both creating and responding to dramatic works. They will learn what makes drama a unique art form while understanding theatre etiquette as both performers and audience members.

Students will experience fun improvisation activities that build confidence and spontaneity. They will engage in character development exercises using voice, movement, and facial expressions. Small group performances will allow students to showcase their creativity, while games and activities will help develop stage presence

Outdoor Education

The Year 7 Outdoor Education Program is a foundational course designed to equip students with essential knowledge and skills to confidently engage in diverse outdoor activities.

Participants will examine concepts of the ‘outdoors’ and ‘place,’ while being introduced to Minimal Impact camping techniques, basic First Aid, campsite selection, tent setup, navigation, and cooking with Trangias.

Through hands-on coding activities, they solve real-world problems by breaking them down into manageable parts and designing creative solutions.

Students learn to test and improve their digital creations while considering how technology impacts society and the environment.

Collaborative projects help students develop skills for safe and ethical participation in our digital world.

They will have hands-on experiences in preparing a variety of dishes, fostering creativity, teamwork, collaboration and presentation.

By the end of the term, students will have developed a solid foundation in cooking and nutrition, preparing them for further culinary adventures and inspiring a lifelong love for good food and healthy eating

and spatial awareness. Additionally, there will be opportunities to give and receive constructive feedback.

Throughout the term, students will develop fundamental acting skills, explore character creation, and learn how to build dramatic tension and engage an audience. Beyond performance skills, students will gain valuable life skills in self-confidence, teamwork, and effective communication. The term will culminate in showcase performances where students present their work to classmates in a supportive environment.

Students benefit from opportunities to visit our Mirranatwa campus, which provides an ideal environment for students to practice these skills.

The program culminates in a field trip to the Grampians, where students will apply their newly acquired skills in a practical setting.

Our Approach to Learning

The Year 8 and 9 Explore Program is designed to cater for the changing developmental needs of middle adolescence while preparing them for the challenges of lifelong learning. The Explore program provides the opportunity to experience a wide range of subjects over two years to expand each student’s horizon and provide a unique learning experience of challenge, choice and balance. Our teaching practices enable students to develop an understanding of their passions and capabilities, while developing their skills and persistence.

Explore and Wellbeing for Teenagers

At The Hamilton and Alexandra College we apply a Positive Education approach to help students improve and develop their well being. Our goal is for students to have the knowledge, skills and understanding of how to improve and develop their own wellbeing.

We believe in teaching the skills of wellbeing and teaching students how to enhance their resilience, giving them the tool kit so they can flourish during adolescence and in their adult lives.

We want students to be their best and do their best to help develop a strong sense of wellbeing which contributes not only to good mental health, but also their academic progress. These ideas underpin the teaching and learning of the Explore Program with the aim of developing student’s breadth of knowledge along with their wellbeing. I encourage each student to Explore a broad range of subjects across their subject choices.

Ben Hawthorne Head of Middle Years

Explore - Year 8-9

The Explore Program aims to offer breadth, ignite passion and develop skills as students explore new subjects. All students study six semester length elective pathway units during the Year 8 and 9 Explore program. The program offers a blend of practical, vocation orientated pathway subjects, as well as the opportunity to explore subjects like the Visual and Performing Arts, Technology, Sport and Outdoor Education, Equine, Literature and Business Management. Students will have an opportunity to select subjects that challenge and extend their skills and capabilities.

All Year 8 students study eight core subjects and select four semester units from the Explore program.

The following year, students in Year 9 study a core program of seven subjects and choose six semester units from the Explore program.

We work hard to provide our Middle Years students with a range of academic subjects that will extend and challenge them, whilst helping them to learn new skills and develop knowledge about themselves and the world around them.

Prerequisites around elective choices - all students must study at least one visual art, one performing art and one technology subject during their two-year program.

We want to challenge our students to work outside of their comfort zone and explore a range of possible future options.

Anna Robertson Director of Learning and Teaching

We work together as a team to provide support for College families, including assistance from subject teachers, Mentors and the Head of Middle Years, as they consider a learning program that will prepare students for a future world of work or further study.

We encourage you to attend the Explore Subject Information Night and review the online information about subjects on offer.

As a parent, your involvement in the subject selection process is important. Your children will have the opportunity to meet face to face with Heads of Faculty and teaching staff as well as hear from current students about their learning and experiences within a variety of subjects.

We work hard to accommodate the needs of each student.

Finding the right course for your child is important, so we invite you to be a part of the process.

• Year 8 students continue with LOTE and choose four electives.

• Year 9 students choose six electives.

Students must choose at least one Visual Arts, one Performing Arts and one Design, Technology and Digital Technologies subject in their program over the two years.

Design, Technology and Digital

Technologies

Systems Engineering and STEM projects

Web Design and AI & Data Projects

Food Studies: Food for Life

Food Studies: Flavour 101

Agricultural Science

Equine Studies

Equine Animal Systems and The Equine Industry

Equine Riding, Management and Care

Health and Physical Education

Outdoor Education Water

Outdoor Education Land

Sports Development and Leadership

Sports Coaching

Humanities

Business Management

English Language and Learning -

Literature

Ethics and Philosophy

Language Other Than English (LOTE)

Chinese French Performing Arts

Drama Performance

Theatre Production

Music Production

Music Performance and Musicianship

Music Performance and Soundhouse

Visual Arts

Photography

Textiles

2D Painting and Printmaking

3D Drawing and Sculpture

Designing for Impact and Audience

Architecture and Environment:

Sustainable Design for the future

Core Curriculum

English - Year 8

Throughout the Year 8 English course students participate in a range of reading, writing, creating, speaking and listening activities often guided by a focus question overlaid onto different texts.

For the first half of the year we ask, ‘What does it mean to be human?’.

Students work individually and in small groups to study several texts with a focus on comprehension and personal reflective skills. Students present their ideas through a variety of writing styles including creative, descriptive and analytical writing.

They develop their understanding of how texts are influenced by context, purpose and audience.

As they develop their skills, knowledge and understanding in the three strands of ‘Speaking and Listening, Reading and Writing,’ the focus overlaid on top of work units broadens out to explore the concept of perspective; ‘Through the eyes of others.’

Students are encouraged to read for enjoyment and to broaden their experience of literature, through engagement with a variety of texts both in the classroom and the library.

Writing is a central component of the course and students write for a variety of purposes and audiences with an emphasis on effective communication, spelling, punctuation, grammar, personal and vocabulary expansion and handwriting.

English - Year 9

The Year 9 English course continues to develop and strengthen students’ knowledge, understanding and skills in the key strands of listening, reading, viewing, speaking, writing and creating.

Students study a wide range of texts with a focus on thematic studies, comprehension and analysis skills.

Students explore themes of human experience, cultural significance and interpersonal relationships which coincides with the Year 9 Experience, asking students to consider legacy, responsibility and equality.

Students practise the recognition and application of persuasive and analytical techniques in both written and oral contexts.

Written responses are created in a range of styles of writing, includingpersonal response, analytical, persuasive, narrative and imaginative writing.

Students are encouraged to read for enjoyment and to broaden their experience of literature, through engagement with a variety of texts both in the classroom and the library.

Writing remains a principal component of the course and students will write for a variety of purposes and audiences.

The focus is on effective communication and continued development of their writing skills, including vocabulary extension, accurate spelling, punctuation and grammar.

Mathematics - Year 8

In Year 8 Mathematics, students build on the strong foundations and learning routines established in Year 7, continuing to develop a confident, curious, and resilient approach to the subject. Following the Victorian Curriculum Version 2.0, the program is structured around six key strands: Number, Algebra, Measurement, Space, Statistics, and Probability.

Students consolidate and extend their understanding of key concepts including fractions, decimals, percentages, and ratios, applying these skills to real-life contexts such as budgeting, comparative shopping, and scaling recipes. They explore index laws, expand their algebraic manipulation skills, and begin solving more complex equations.

Connections to the real world are emphasised through mathematical modelling and data investigations. In the Probability and Statistics strands, students evaluate and

interpret data sets, assess the likelihood of various outcomes, and use evidence to make informed predictions. A key focus in Year 8 is on linear relationships. Students explore the concept of straight-line graphs using digital tools such as Desmos, where they manipulate slope and intercept values to visualise the effect on a graph. This dynamic exploration builds their conceptual understanding of equations of the form y = mx + c and strengthens their reasoning and analytical skills.

A balance of explicit instruction, handson tasks, and collaborative problemsolving allows students to connect topics, deepen their mathematical thinking, and develop a toolkit of strategies to tackle increasingly complex challenges. Teaching and assessment are grounded in evidencebased practices, ensuring all students are supported, extended, and engaged as they continue their journey in mathematics.

Core Curriculum

Mathematics - Year 9

In Year 9, students continue to build upon the strong foundations established in previous years, further developing their mathematical fluency, reasoning, and problem-solving skills. The curriculum follows the Victorian Curriculum Version 2.0 and is structured around six key strands: Number, Algebra, Measurement, Space, Statistics, and Probability.

Students refine their algebraic and numerical fluency, engaging in a deeper exploration of linear and simultaneous equations and their practical applications. They extend their understanding of algebra through the introduction of quadratic expressions and equations, using these to model and solve problems both algebraically and graphically.

The connections between equations, tables, and graphs are emphasised throughout, strengthening their ability to interpret and represent mathematical relationships. In the Space and Measurement strands, students investigate Pythagoras’ Theorem and develop

Science - Year 8

The Year 8 Science program is underpinned by hands-on activities and theoretical discussions to deepen their understanding of key concepts. They are encouraged to use scientific terminology and appropriate representations to communicate their understanding effectively. Students explore various forms of energy, including heat, light, chemical and potential energy. They learn how these forms of energy can be converted and transferred.

Students undertake a study of different types of reactions, including physical and chemical reactions and investigate the distinctions between elements, compounds and mixtures. Students are introduced to plant and animal cells, discovering how they differ along with the structure and function of various cell organelles. Students explore the formation of sedimentary, igneous and metamorphic rocks, gaining an

Science - Year 9

The Year 9 course emphasises hands-on investigations, covering all aspects of the scientific inquiry process.

Students have multiple opportunities to design and conduct investigations, with a comprehensive assessment of all aspects of an investigation, including planning, safety considerations and appropriate data collection methods. Students focus on experimental design and practical report writing, with an emphasis on understanding the flow of energy and the interconnectedness of photosynthesis and cellular respiration in living cells.

The unit on Control and Coordination extends students’ knowledge of body systems, focusing on the nervous and endocrine systems and their roles in maintaining homeostasis.

an understanding of trigonometry, exploring how these concepts are applied to solve real-world problems involving right-angled triangles and geometric design. Statistical skills are enhanced through the collection, analysis, and interpretation of data, and students investigate increasingly complex probability scenarios. Technology is used purposefully to differentiate and enrich learning.

A highlight of the year is the Linear Relations Application Task, where students apply their knowledge of linear graphs using Desmos to create a digital artwork of their choice. By manipulating equations to control the position, angle, and length of lines, students demonstrate their understanding of slope, intercepts, and systems of equations in a creative and engaging way. Through explicit instruction, a structured homework program, and open-ended investigations, students are supported to take greater ownership of their learning, preparing them for the more specialised mathematical pathways offered in Years 10–12.

understanding of how rocks change over time, as well as investigating the formation of fossils.

Students investigate the transmission of sound and light, studying how sound waves and light waves travel and interact with different mediums. This exploration includes concepts such as reflection and refraction. Additionally, students explore the organisation of body systems, examining how the structures of organs and tissues are specialised to carry out specific functions. They analyse the interdependence and coordination of different systems within the human body and other organisms, gaining insights into adaptations that enable organisms to thrive in their respective environments.

Students also undertake a study of disease and the immune system to gain an understanding of the body’s defense mechanisms, exploring the causes and mechanisms of disease and preventive measures that can be taken. Students explore electrical circuits, providing them with an understanding of fundamental principles such as current, voltage and resistance. Practical activities allow students to build and analyse circuits, deepening their understanding of electricity and its behaviour.

The study of Chemistry includes hands-on activities to investigate chemical reactions, covering topics such as chemical equations, reaction types and factors influencing reaction rates along with the exploration of the internal structure of atoms and the applications of radioactivity.

Core Curriculum

History - Year 8

The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, when major civilisations around the world encountered each other.

Social, economic, religious and political beliefs were often challenged and significantly changed.

Students complete studies of European conquest and colonisation and investigate the Black Death.

The Asia Pacific world is also studied, with Japan as the major case study. The Spanish conquest of the Americas is also considered.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

These concepts are investigated within a historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

History - Year 9

The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the way people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power.

The period culminated in World War I from 1914-1918, the ‘war to end all wars.’ The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources.

Key inquiry questions at this year level are:

• What were the changing features of the movements of people from 1750 to 1918?

• How did new ideas and technological developments contribute to change in this period?

• What was the origin, development, significance and long-term impact of imperialism in this period?

• What was the significance of World War I?

Geography - Year 8

Year 8 Geography involves students in geographical inquiry through class work, practical activities, research and fieldwork. They use the geographic concepts framework of space, place, interconnection, change, environment, sustainability and scale.

Students are introduced to a range of Australian and global landscape types, concentrating on coast and mountain landscapes, including local volcanoes. They investigate the natural processes that shape and form the landforms within them. They also consider the way human activities impact upon landscapes and the strategies that have been used to try to protect them.

Students investigate ‘landscape hazards’, including the causes, behaviour, impacts and attempts to manage hazards.

As students explore the ‘Changing Nations’ Unit, they investigate the phenomenon of urbanisation, the reasons for it and the effect it has on people and the environment.

Students compare examples of rural-urban migration in Australia and China. They examine the characteristics of urban centres including the development of mega-cities. They also consider the planning that needs to take place to ensure urban environments are liveable and sustainable.

Core Curriculum

Geography - Year 9

Year 9 Geography begins by investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways and how these connections help to make and change places and their environments.

Students examine the interconnections between people and places through the products people buy and the effects of their production on the places that make them.

Students consider the ways that transport information and communication technologies have made it possible for an increasing range of services to be provided internationally and for people in isolated rural areas to connect to information, services and people in other places.

These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.

Building on this knowledge of the concepts of systems and interconnectedness, students then explore Biomes and Food Security. This unit focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre and the environmental challenges and constraints on expanding food production in the future.

These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.

Physical Education - Year 8

Throughout the Year 8 Physical Education program students participate in a wide range of physical activities including swimming, athletics, netball, sofcrosse, football, a fitness assessment, soccer, fitness, dance, aquatics, volleyball and softball.

They develop more complex skills and understanding in a range of physical activity settings.

They analyse how body control and coordination influence movement composition and performance and learn to transfer skills and concepts across a variety of movement contexts.

Students explore the important role that games and sports play in shaping cultures and identities.

They reflect on and refine a range of personal and social skills as they participate in a range of physical activities.

Physical Education - Year 9

Progressing to Year 9 Physical Education, students continue to participate in a wide range of physical activities including swimming, athletics, hockey, world football, basketball, rockclimbing, cricket, tennis, a fitness assessment, basketball and hockey.

Students learn to apply more specialised movement skills and complex movement concepts and strategies in a range of movement contexts and environments.

They are also provided with opportunities to use a range of concepts to evaluate and refine their own and others movement performances.

Students analyse how physical activity and sports participation can influence an individual’s identities and explore the role participation plays in shaping cultures.

Core Curriculum

Health and Wellbeing - Year 8

The Year 8 Health and Wellbeing curriculum expands students knowledge, understanding and skills to help them achieve successful outcomes in the classroom, leisure, social and online situations.

Students learn how to take positive action to enhance their own health, safety, wellbeing and that of others.

Students are introduced to a range of help-seeking strategies that support them to access health information and services. Students’ complete units based on Personal Identity, Sexual Health, Safety Online and Positive Education.

They develop self-awareness through identifying personal emotions and values.

They examine the nature of their relationships and the factors that influence beliefs, attitudes, opportunities, decisions, behaviours and actions.

The subject uses a Positive Education framework for the explicit teaching of skills and practices that lead to and enhance wellbeing. Students build on prior Year 7 knowledge as they study Drug Education, using the Get Ready program which focuses on legal and illegal drugs.

In acknowledging themselves to be digital citizens from the beginning of their use of technology, students learn to recognise the importance of protecting their private information online, the value of taking responsibility for themselves and their actions and the necessity of treating others with an appropriate standard of behaviour online.

Students continue to develop their wellbeing habits through the ongoing application of Positive Education exercises and skills.

Health and Wellbeing - Year 9

Throughout Year 9 Health and Wellbeing students complete units on Positive Education, Relationships, Body Image and Resilience.

Students complete Positive Education Interventions specifically designed for the year level.

The Relationships Unit explores emotional and social intelligence, developing friendship skills, group dynamics and a range of skills to assist students in everyday life.

During the Resilience Unit, students develop an understanding of what makes people resilient and participate in activities to develop their understanding of resilience from a values-based perspective. Body Image is an important issue for teenagers and students learn about positive body image and the strategies to develop positive body image.

Chinese - Year 8

At Year 8 students build on the foundation established in prior years of study of the Chinese language and associated cultures. Spoken language is developed as students are immersed in the sights and sounds of Chinese.

Students learn to communicate on topics such as Talking About Meals, Nationalities, Leisure Activities and Shopping. Written texts are prepared using characters and they may include Pinyin.

Each unit utilises theory, practical activities and case studies to assist students in expanding their Health and Wellbeing knowledge, skills and understanding.

The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in secondary schools to develop students’ social, emotional and positive relationship skills.

Students improve their physical, social, emotional and psychological health through the development of skills and understanding of what makes them and their community thrive.

Specifically, students explore the concepts of consent, being an upstander, positive affirmation and inclusivity with schools and communities.

Likely contexts for interaction are familiar classroom routines and structured and scaffolded settings.

Students listen to, read, view and interact with a variety of short modified informative, imaginative and narrative Chinese texts including information and knowledge that are valued within Chinese culture and community.

Core Curriculum

Chinese - Year 9 (Elective)

At Year 9, students bring prior knowledge of Chinese language and culture and a range of language learning strategies to their learning.

The likely contexts for interaction are extended to encompass the exchange of information and opinions on topics that will assist students to develop a deeper appreciation of cultural practices and traditions in diverse Chinese-speaking communities.

Such topics include describing people, talking about the weather, ordering and buying food and travelling.

Text types include short informative texts from various websites, opinion pieces from personal blogs and online chat forums conducted in Chinese with users in diverse locations.

French - Year 8

In their second year of studying French, students are encouraged to continue to practise listening, reading, viewing, writing and speaking skills in French in a range of interactions with the teacher and their peers.

Students build on topical vocabulary and grammatical content studied previously, adding new linguistic features to express themselves using the present and the close future.

Students learn to communicate on topics such as school life, daily routine, personality and physical descriptions, places in town, shopping, holidays and leisure activities comparing life in France and Australia.

Oral communication is emphasised in the classroom with students exploring culturally relevant activities to gain a greater insight in French society and the francophone community today.

French - Year 9 (Elective)

In Year 9, French learners develop their abilities in listening, speaking, reading, viewing, and writing in French through various interactions with both their teacher and classmates.

They expand upon the vocabulary and grammatical structures previously acquired, incorporating new linguistic elements to articulate themselves in the present, past, and future tenses.

The curriculum covers topics such as home life, daily routine, work, outings and leisure activities, fostering comparisons between life in France and Australia.

A strong focus is placed on oral communication within the classroom, enriched by culturally significant activities designed to deepen students’ understanding of French society and the contemporary francophone world.

Systems Engineering & STEM Projects

Get creative with technology in this hands-on design course. Students bring their ideas to life using tools like 3D printers, laser cutters, and digital design software.

Build their own smart devices using technologies such as the Raspberry Pi Pico and Micro:bit — devices that can sense and respond to the world around them.

Students focus on designing, building, and testing solutions, using code and data to help control devices and connect them to realworld systems.

This practical course emphasises creative problem-solving and learning through making.

STEM (2026)

In 2026 students explore the exciting world of aircrafts such as drones and fixed-wing airplanes!

Learn to design, customise, and safely operate drone systems while discovering their real-world applications in agriculture, business, and environmental monitoring. Students focus on hands-on flying skills, practical applications and easy automation. Plan flight paths or explore airborne features only available in these technologies.

Students will also explore the ethical considerations and regulations around drone usage in different settings. If students are interested in aviation, photography, or seeing technology from new heights, this project is for them!

STEM (2027)

In 2027, students will design and build their own robots! Build a dragster by hand and work with Lego robotics systems to create machines that can move, sense, and interact with their environment.

Students focus on the mechanical design and construction while using simple design and/ or programming to bring their creations to life.

Through this process, they will learn to break down complex challenges into manageable steps, creating algorithms for their robots to follow.

Create custom parts with 3D printing to enhance their robots and make them unique. This project is perfect for hands-on builders and creative thinkers who enjoy seeing their designs in action.

Web & Game Design and AI & Data Projects

Enter the exciting world of digital creation through this engaging design course! Students develop skills in both web design and game development, learning how to create interactive digital experiences that captivate users.

Students design and build their own websites using industry tools, focusing on user experience and visual appeal as well as creating interactive games using Python or platforms like Minecraft Education Edition and MakeCode Arcade applying game design principles and basic programming concepts.

Students learn to break down complex problems, design creative solutions, and test their creations with real users to seek feedback and make improvements.

Whether students dream of becoming the next Steve Jobs or just want to build something amazing, this course is their launchpad into the future of the future of digital innovation.

AI & Data (2026)

2026 AI Data explores how artificial intelligence and web technologies are transforming media and entrepreneurship. Students learn to design, build, and launch their own websites, integrating audio, photo, and video content to create compelling digital stories. They use AI tools to enhance visuals, generate unique content, and improve creative workflows.

Students can bring their business or personal project to life online, crafting a digital

presence with branding, marketing, and interactive features. They learn to analyse user data to improve content and evaluate the ethics of AI-generated media.

This stream is perfect for creative thinkers, aspiring entrepreneurs, and anyone keen to build impactful online experiences.

AI & Data (2027)

2027 takes students beyond traditional gaming into the world of data-driven design and gamification.

Students discover how AI and analytics are transforming how we design, play, and learn. They explore game elements such as points, rewards, levels, and challenges to make apps, quizzes, or experiences more engaging— even outside of games.

Students will learn how data can improve design, drive user engagement, and personalise experiences.

They will build intelligent characters, adapt difficulty levels, and create systems that respond to user behaviour. Students explore the world of esports—planning events, learning about streaming, and building digital communities.

This stream is perfect for strategic thinkers and creators who want to apply gaming ideas to education, wellbeing, business, or entertainment.

Electives

Food Technology - Food for Life

In this unit, students will delve into the world of nutrition, healthy eating and sustainability. They will investigate how a recipe can be modified to enhance nutritional benefits while fitting to a budget, and work towards producing a practical example of their findings.

Students will explore the Australian Guide to Healthy Eating and how it can be adapted to everyday life to further nutritional choices and healthy eating.

Sustainability, food miles, seasonal eating and the benefits of eating as locally as possible will weave through the unit, ensuring students develop a rounded view of Food for Life.

Food Technology - Flavour 101

In this flavour packed unit students will explore the diverse world of global foods and international cuisines.

Covering different food regions, including our own indigenous and multicultural backyards, students will develop an understanding of the factors that define a country’s cuisine.

Through hands-on cooking experiences, research, and practical projects, students will explore culinary traditions, flavours, cooking methods and ingredients from around the world.

Agricultural Studies - Semester 1

The Agricultural Studies elective explores the business and scientific elements of agriculture.

The students complete a foundational unit that explores the role and importance of agriculture in society, and introduces a decision-making model that considers economic, social and ecological factors.

The course covers both animal and plant production topics. Pasture production

explores different pasture to suit different types of agricultural needs.

Students will also be introduced to the sheep industry, learning correct terminology as well studying wool and lamb production.

Students will meet and interact with local producers and industry experts.

Agricultural Studies - Semester 2

The Agricultural Studies elective explores the business and scientific elements of agriculture.

In each semester-long subject, students complete a foundational unit that explores the role and importance of agriculture in society, and introduces a decision-making model that considers economic, social and ecological factors.

The course covers both animal and plant production topics.

Students will look at beef cattle production including correct terminology, breeds and management practices.

Later in the semester, students will study cropping, focusing on the winter crops grown in the local area.

Students will meet and interact with local producers and industry experts.

Equine Animal Systems and The Equine Industry

This course aims to broaden the student’s knowledge of equine management and increase their skill level of the student as a horse person.

Many facets of equine management will be covered within this subject, in a predominately theory-based curriculum.

Introductory investigations into topics such as the history and origins of the horse, horse husbandry, daily care of horses, as well as equine accident and emergency issues will be covered.

If time allows, students will explore career options within the equine industry, as well as study typical Olympic disciplines; Dressage, Showjumping and Horse Trials.

Students will explore the cultural diversity associated with horse and human relationships, both historically and within contemporary settings.

Equine Foundations: Riding, Management and Care

This course is designed to introduce students to the scientific principles of equine animal systems, the effective handling and riding of equine partners, as well as an introduction to the equine industry.

To prepare for further studies in VCE and for a career in the field of animal science, students acquire knowledge and skills related to animal systems, animal handling and develop an understanding of career opportunities and industry expectations.

Electives

Outdoor Education - Land

Students participate in land-based practical activities such as bushwalking, adventure caving, rock climbing and mountain biking. During theory lessons they will learn about topics such as, ‘Planning and Preparing for Outdoor Expeditions’, ‘Safe Participation in the Outdoors’, ‘Minimal Impact Travel and Living’.

Knowledge learnt will be linked into practical fieldwork and assessment.

This subject involves offsite excursions and learning opportunities, including to our Mirranatwa campus.

Practical trips will be conducted in local environments in Western Victoria and will include one overnight camp for two days, as well as other half or full day excursions.

Outdoor Education - Water

This subject focuses on students planning and organising practical trips within waterbased natural environments.

This may include stand up paddle boarding, surfing, canoeing, scuba diving, sailing and snorkelling.

Theory topics will include, ‘Motivations for Outdoor Experiences’, ‘Access to Outdoor Experiences’ and ‘Technology and the Individual’s Outdoor Experience’.

Knowledge learnt will be linked to practical fieldwork and assessment.

This subject involves offsite excursions and learning opportunities.

Sports Coaching

The Sports Coaching elective presents an opportunity for students to explore a sport of their choice in depth.

Students will build upon and apply their skills of communication, collaboration, critical thinking, and creativity within a practical environment.

Differing sporting environments, sports injury and prevention, historical perspectives, contemporary issues, media, and administration of sport are all studied throughout the course.

Students learn to understand their coaching style, critically analyse and improve this, and then apply their coaching method in practical lessons.

In the second half of the elective, students take a historical perspective of sport, the role of technology and media, discuss contemporary issues, and create a coaching website aimed at coaching the fundamentals of their sport.

Sports Development and Leadership

This course is an excellent introduction for all students who want a holistic approach to leading within their sporting context. This course extends students in theoretical and practical knowledge and learning in Australian Rules Football, Basketball and Hockey.

Students will have the opportunity to develop sports-specific skills and knowledge through specific drills and games-based analysis. Students are challenged to learn about rules, tactics, strategies, and team play.

Each student will be given an opportunity to investigate and compare a range of competition approaches and styles. Leadership development is an essential component of the course from a coach, player and administrator perspective.

Business Management

Business Management at Years 8 and 9 is offered as a semester long elective. In the ‘Marketing and Entrepreneurship’ unit, students learn the significance of advertising and explore both physical and digital marketing campaigns.

Entrepreneurship activities allow students to develop business plans and pitch their ideas whilst developing an understanding of the concepts of competitive advantage and innovation.

The ‘Personal Finance and Accounting’ unit focuses on managing personal finances. This includes budgeting and understanding interest rates. Students also gain insight into accounting basics such as the accounting equation and balance sheet.

Practical real-world scenarios are used throughout the elective to ensure students develop a real-world understanding.

English Language and Learning - Literature

In this elective, students are introduced to a range of important texts from plays to films, graphic novels to fairy tales.

Texts will be selected from great literature of decades and centuries past, contemporary writers and film makers and include texts about future or fantasy worlds.

Texts are designed to be accessible and appeal to a wide range of interests but also to challenge and extend students.

Literature’s focus is on encouraging an appreciation of different forms and genres of texts and on developing and refining analytical skills, including close reading and creative response.

This increases students’ awareness of the ways writers and producers construct texts to create and convey meaning which in turn bolsters their capacity in their own writing and translates positively into their English classes.

Electives

Ethics and Philosophy

Ethics and Philosophy is an introductory philosophy course that enables students to understand various ethical systems and how they affect decision-making.

The course also introduces the major strands of philosophy outside of ethics: metaphysics, logic and philosophy of mind.

The study of ethics and philosophy can assist students in reaching a deeper, more balanced understanding of societies and cultures in which multiple world views coexist.

This study is designed to develop skills in research, analysis and academic writing, helping students to become informed and engaged citizens.

Throughout the course, students reflect on ethics as a system of moral principles and explore how morals, ethics and philosophical views affect the way people make decisions and lead their lives.

Students grapple with ethical dilemmas such as: how to live an ethical life, how to make good decisions, how to argue well and how to avoid logical slip-ups.

Drama Performance

This dynamic elective invites students to unleash their creativity and develop their expressive capabilities through diverse theatrical experiences.

Students will explore creating original characters and scenes inspired by various stimuli such as images, music, poetry, and current events. They will master vocal techniques including projection, tone, pace, and emphasis. Physical theatre exercises will transform everyday movements into powerful storytelling tools. Additionally, students will analyse and draw inspiration from different theatrical traditions, ranging from Shakespeare to contemporary Australian works. They will also study the techniques of influential theatre practitioners such as Stanislavski and Brecht.

Students will dive into eclectic theatre styles, learning key themes and techniques from renowned playwrights and practitioners. Through practical workshops and performances, they will develop the ability to build complex characters and use voice, movement, space, and tension to create compelling dramatic moments.

Each unit includes reflective writing components where students analyse their own performances using drama terminology, helping them develop both creative and analytical skills. By the end of the year, students will emerge with improved communication skills and a deeper appreciation for the art of theatrical performance.

Theatre Production

Theatre Production offers students a fascinating behind-the-scenes exploration of how theatrical magic is created. Rather than focusing primarily on performance, this hands-on elective reveals the artistry and technical craftsmanship that brings productions to life.

Students will create original set designs using scale models and digital design tools. They will develop costume concepts inspired by different historical periods and theatrical styles. Sound design elements, including atmospheric effects and musical underscoring, will be explored. Lighting plans that enhance mood and direct audience

focus will be crafted. Additionally, students will learn special effects makeup techniques for character transformation.

Students will engage in practical activities such as sketching, researching theatre history, operating equipment, and collaborating on design concepts. They will experience the technical side of theatre through workshops in sound mixing, lighting operation, and stage management. This elective fosters creativity, technical skills, and essential teamwork skills as students learn how all production elements combine to create meaningful theatrical experiences.

Music Performance and Musicianship

Throughout this course, students focus on extending their musicianship and instrumental performance skills, in solo and group contexts, through the development of stylistic understanding and performance conventions.

They consolidate aural musicianship and theoretical knowledge whilst developing the ability to hear, perform and notate rhythmic patterns and melodic phrases of increasing complexity.

Key centres, scale forms, chords and interval types are explored for theoretical understanding.

Ongoing aural comprehension exercises foster musicianship skills.

Students explore and implement the process involved in composing, preparing for a performance and performing.

Music Performance and Soundhouse

Throughout this course, students develop a theoretical and practical understanding of the features of music technology and how they can be used to enhance and broaden musical understanding and appreciation. Through interacting with music technology hardware and software, they create, perform, and record an original piece of music with lyrics.

Students study current and historical influences and trends in music and use technology to explore composition.

They consider social, cultural, and historical contexts, along with the roles of artists and audiences.

They build aural musicianship and theoretical knowledge whilst developing the ability to hear, perform and notate rhythmic patterns and melodic phrases of increasing complexity.

Through the manipulation of musical patterns and an understanding of musical form, students further develop their awareness of compositional techniques and applications.

Music Production

Music Production aims to foster both theoretical insight and practical skills in music technology, focusing on its applications in both live and recorded music production.

Students engage with music technology hardware and software during class sessions. Through hands-on activities, they compose, perform and record original pieces of music, including lyrics.

Furthermore, students delve into the technical intricacies of sound production, exploring topics such as microphone usage and digital audio manipulation.

They also explore the diverse applications of production technologies across various domains, from live music sound reinforcement and recording to gaming and media scoring.

This comprehensive exploration equips students with a holistic understanding of music and the role of technology in contemporary audio production.

2D Painting and Printmaking

In this elective, students are introduced to a range of drawing, painting and printmaking techniques.

The emphasis will be on the development of skills and the understanding of aesthetics when applied to a range of different media.

Acrylic and watercolour painting will be explored in depth and each aspect will include practical application, demonstrations, experimentation and presentation.

Printmaking will include relief and stencil processes and students will explore practical applications of each by experimentation, planning and execution.

Relevant artists and artworks will be used to provide ideas and inspiration and students will gain an understanding of different art periods.

3D Drawing and Sculpture

In this elective, students are introduced to a range of drawing and sculptural techniques.

The emphasis will be on the development of skills and the understanding of aesthetics when applied to a range of different media.

Tonal drawing and drawing from observation will be the emphasis of the drawing aspect of the course.

Wire, papier mâché, plaster, wax and found object sculptures will be introduced and students will gain an understanding of their inherent characteristics and properties.

Students will explore practical applications of each by experimentation, planning and execution.

Relevant artists and artworks will be used to provide ideas and inspiration and students will gain an understanding of different art periods.

Photography

In this elective, students will explore a range of different genres and ideas behind both traditional and contemporary photography. Learning how to take a photograph with an SLR camera and their own digital device will be the starting point for experimentation and developing an understanding of digital images.

Files, resolution and practical aspects of storing and filing images will enable students to fully understand the artistic process.

Using a variety of photo editing programs will allow students to enhance and manipulate their images.

Students will present a portfolio of their ideas, inspiration and images with supporting documentation outlining their creative practice for assessment.

Textiles

In this elective, students look at contemporary clothing and current trends in wearable art and traditional apparel. Students are introduced to fashion illustration and conventional garment construction techniques. They will learn to sew, both by hand and with a sewing machine and overlocker.

Students will gain an understanding of pattern making, enabling them to make decisions around adapting a commercial pattern.

Sustainability and recycling will be an emphasis, and students will be encouraged to explore a range of responses to the issues surrounding the fashion industry.

During costume making activities in the textile studio, collaboration and working as a team will be the focus. Process, along with ideas and inspiration will be documented in their Visual Arts journal.

Product Design and Advertising: Designing for Impact and Audience

In Product Design and Advertising, students are introduced to the exciting world of Visual Communication Design through hands-on projects that explore how products are designed, packaged, and promoted to engage audiences. This course combines creativity with strategy, giving students the tools to design with meaning and purpose.

Students learn how to develop product ideas from concept to creation, using layout, colour, typography, and imagery to bring their designs to life. They explore how advertising shapes public perception and how packaging can influence consumer choices. Through a combination of sketching, digital tools, and design thinking, students create promotional materials, packaging solutions, and branding concepts for specific target audiences.

The course also explores ethical and sustainable design, encouraging students to consider the social, environmental, and cultural impact of their design choices. Collaboration, reflection, and feedback are key components as students present and evaluate their own work and the work of others.

This subject is ideal for students interested in design, media, or marketing and builds a strong foundation for further study in Visual Communication Design. It encourages critical thinking, creative problem-solving, and confidence in communicating ideas visually and effectively.

Architecture and Environments:

Sustainable Design for the Future

Architecture and Environments introduces students to the creative and technical world of architectural design and environmental planning. This course explores how the spaces around us are thoughtfully designed, constructed, and adapted to meet the needs of people and the planet.

Students develop foundational skills in drawing, drafting, and model-making using both traditional and digital tools. They learn how to communicate architectural ideas clearly, exploring concepts such as scale, proportion, spatial planning, and functionality. With a strong focus on sustainability, students investigate how architects respond to environmental challenges through eco-friendly materials, passive design, and green technologies.

Design challenges invite students to imagine innovative spaces—such as energy-efficient homes, urban green zones, or community hubs—that balance form, function, and environmental responsibility. Students consider user needs, accessibility, and the social and cultural role of design in shaping better futures.

This course encourages creative problemsolving, critical thinking, and collaboration. It is ideal for students interested in architecture, interior design, landscape design, or urban planning, and provides a strong foundation for future studies in Visual Communication Design and related fields. Through hands-on learning, students begin to see themselves as designers of spaces that matter.

Emerge - Years 10-12

The Emerge program marks the final three years of secondary schooling, recognising our students are ready to take on responsibility for their own learning and that they require choice and agency over their study.

• In Year 10 the core curriculum of English, Maths, Science, Physical Education/Health and Wellbeing is complemented with additional periods chosen from a diverse range of subject offerings from the Year 10 curriculum, early access to our VCE program or VET courses.

• In Year 11 students continue their study of English and take an additional five subjects. Some students may choose to access a Unit 3 and 4 subject.

• In Year 12 students study English and an additional four subjects.

Our team of senior staff work closely with students, their Mentor and parents/guardians to help them select the best course of study. Consultation with the career practitioners, conversations with subject teachers and close reading of student reports all helps our staff to help each student determine their Emerge learning program.

The College has a team of excellent staff who are committed to helping our young people to develop a love of learning and foster an interest in a specialised subject area.

The Hamilton and Alexandra College’s curriculum offers each student the opportunity to engage, explore and emerge as the best they can be. We welcome the opportunity to partner with you to help each student emerge confidently into their future.

Anna Robertson Director of Learning and Teaching

We work together as a team to provide support for College families, including assistance from subject teachers, Mentors, Head of Senior Years, a Careers practitioner and the Head of VCE as they consider a learning program that will prepare students for a future world of work or further study.

We encourage parents to attend the Emerge Subject Information Night, review the online information and videos about subjects on offer and attend a subject selection interview with students.

As a parent, your involvement in the subject selection process is important.

Students will have the opportunity to meet face to face with Heads of Faculty, teachers and hear from current students about their learning.

We work hard to accommodate the needs of each student. Finding the right course for your student is important, so we invite you to be a part of the process.

Year 10 students study a core curriculum of English, Maths, Science, PE and Health

and Wellbeing, a total of 35 periods per cycle. Students are able to select subjects from Year 10 courses, VCE and VETDDS subjects for an additional 25 periods. There is an application process for external and accelerated subjects for Year 10 and Year 11 students.

On occasion some classes may run as composite classes due to low student selections. This allows us to offer the maximum number of subject offerings while still ensuring a positive learning environment for our students.

Subjects offered in Emerge

English / English as an Additional Language (EAL)

Chinese First Language

Chinese Language, Culture and Society

Chinese Second Language

Mathematics (Foundation, Mainstream and Advanced)

Visual Comm: Designing with Purpose, Innovation and Impact

Visual Arts: Creating, Curating, and Connecting Through Art

Art

and Exhibiting

The Victorian Certificate of Education

WHAT IS VCE

The VCE program is a set of semester units studied over a minimum of two years, designed to meet a student’s needs within the rules laid down by VCAA and school policy.

The “Victorian Certificate of Education” Includes general curriculum units (VCE units) + Vocational Education and Training (VET)

To meet the graduation requirements of the VCE each student must satisfactorily complete no fewer than 16 units. Satisfactorily completed units must include:

• Three units of the common study of English (Units 1, 2, 3 and 4);

• Three additional sequences of Unit 3 and 4 studies other than English; and

• A VCE may also include units of Vocational Education and Training (VET).

There are two kinds of assessment in the VCE - external examinations and school-assessed tasks and every study in the VCE has a mixture of external and school assessment. Assessment for VCE studies will consist of

A

A

T R AUSTRALIAN ADMISSIONS RANK TERTIARY

school-assessed coursework, where each of the learning outcomes is tested by a variety of means within the normal context of classroom instruction and at least one of the assessments in a study is formal examination externally set and marked by the Victorian Curriculum and Assessment Authority. The school-assessed coursework marks will be statistically moderated against examination performance in both the formal study examination and, where appropriate, performance in the General Achievement Test (GAT).

For those studies which produce a product as part of the school-assessed course work (e.g. Studio Arts, Product Design, Media etc.)

What is the ATAR?

The ATAR places students in rank order based on their performance in school assessed coursework and external examinations (in Units 3 and 4)

Once awarded, the ATAR is used to determine entry into University courses and some TAFE courses. How is the ATAR calculated for VCE?

Completed over a minimum of two years

the school assessment of the product will be moderated against performance in the General Achievement Test.

Rebekah

Bonnett Head of VCE Studies and Head of Science

The Australian Tertiary Admission Rank (ATAR), is calculated by the Victorian Tertiary Admissions Centre (VTAC) from the student’s Study Scores for Units 3 and 4 VCE studies. It is the primary means of deciding which tertiary courses the student will be offered. Unlike the Study Score, the ATAR is a means of comparing students across studies, rather than within them. By doing this, it can give an overall account of student ability.

The cross-study comparison of students involves a statistical treatment of each student’s Study Scores; after which these are added in a simple way to derive each student’s ATAR.

VCE Year 11 and 12

Compulsory Study

Students must enrol in English, Literature or EAL (English as an Additional Language).

Recommendations

Six subjects in Year 11 and five subjects in Year 12. Students can choose to specialise or enrol in a broad course selection.

Minimum Requirement

Students must satisfactorily complete 16 units, including at least three units from the English group and three sequences of Units 3 and 4 in studies other than English. The school expectation is that students will aim for satisfactory completion of all the units they undertake.

Studying Unit 3 and 4 in Year 11

Students may study one Unit 3 and 4 subject while in Year 11 if:

- They have attained a B+ average in the equivalent Year 10 subject throughout Year 10 Semester 1;

OR

- They have met additional prerequisite requirements that may be specific to the subject;

OR

- The Units 1 and 2 sequence is not offered at Year 11 and the student has demonstrated a suitable standard for entry into that subject at Units 3 and 4 level.

Approval must be granted by the Head of Faculty and Director of Learning and Teaching.

INTERNAL ASSESSMENTS

Assessment in the VCE

Studying a Unit 1 and 2 Subject in Year 10

Students who have achieved a B+ average or equivalent in Year 9 subject may apply to study Unit 1 and 2 in Year 10. Students will be required to attend an interview and approval must be granted by the Head of Faculty and Director of Learning and Teaching.

School-Assessed Coursework, also known as ‘SACs’ are completed in class and are assessed by the class teacher.

School-Assessed Tasks, known as ‘SATs’ are completed in practical based subjects during class and assessed by the class teacher.

EXTERNAL ASSESSMENTS

The General Assessment Test ‘the GAT’, is completed in June by all students studying at least one 3/4 sequence.

Each 3/4 sequence will have an externally assessed examination at the end of the year (October/November)

The General Achievement Test (GAT) scores and the VCE study score.

The GAT scores are derived from student performance in the GAT, which all students will sit mid-year. The purpose of the GAT is to give the VCAA a means of monitoring the consistency of school assessments across the State.

The VCE study score is derived from the sum of the student’s performance in all the assessments in a particular VCE study and adds a further important dimension to reporting on individual student achievement.

In addition, separate from their VCE results, students will receive an Australian Tertiary Admission Rank (ATAR) from the Victorian Tertiary Admissions Centre which will be used for tertiary selection. The Tertiary Entrance Rank (TER) is designed specifically for use by universities for selection into their courses.

The General Achievement Test (GAT) is a test of general ability and skills in writing, mathematics, science and technology; humanities, the arts and social sciences. Although it doesn’t form part of the

graduation requirements for the VCE and doesn’t count towards the VCE results or ATAR, the GAT is an essential part of VCE assessment procedures. It is used by the Victorian Curriculum and Assessment Authority to check that all schools are marking to the same standard in their school assessments.

The GAT is also used by the Victorian Curriculum and Assessment Authority to check its own marking of examinations. These checks are an important part of ensuring that the VCE is fair to everyone. Therefore, if you are enrolled to do Units 3 and 4 of any study – whether in Year 11 or Year 12 – you must sit the GAT unless the Principal exempts you. There must be a good reason for this.

VTAC may use the GAT score as part of the middle band selection procedures for some courses at some institutions.

In addition to the detailed reporting of grades achieved in individual assessments in each VCE study, there will be an overall

study score out of 50 which represents the student’s total achievement in all the assessments in each study.

The advantage of the VCE study score is that it combines information about all the assessments and about the performance of the student relative to all other students. For the study scores, the State average has been set at 30 out of 50 so employers and universities can see at a glance where the student stands in relation to others in the state in that study.

The VCE study score will be reported alongside the individual letter grades on the Summary Statement of Grades. The individual Examinations and School Assessed Coursework grades will continue to give users of the Certificate an indication of the strengths and weakness of students in particular kinds of tasks. It will also help in the transferability of results among institutions and among the different states and territories.

Curriculum

English - Year 10

The focus for English at Year 10 is on developing, refining and testing the application of students knowledge, understanding and skills in listening, reading, viewing, speaking, writing, and creating in preparation for VCE studies.

Students study and respond to a range of texts both visual and written.

The texts are specifically selected to expand students understanding of local and international issues and ideas that will give further context in VCE.

Oral and written responses to texts reflect an analytical approach, detailed reflection, and research.

A range of different styles of writing are produced, each with different purposes and for different audiences, that help students consider their deliberate choices in their written and vocal communication for greatest effect and to place them in the best possible position to tackle their chosen pathways towards the final years of their schooling.

English - Unit 1 and 2

In Unit 1 and 2, English students engage in reading and viewing texts with a focus on personal connections with the story.

They discuss and clarify the ideas and values presented by authors and how they relate to their own lives and the world around them.

Students develop and strengthen inferential reading and viewing skills, and consider the ways a text’s vocabulary, text structures and language features construct meaning.

Students read and engage imaginatively and critically with mentor texts under a thematic framework to inspire and generate ideas for their writing, and as models for effective writing.

They experiment with language to demonstrate insight into ideas and effective writing strategies and then reflect on the deliberate choices they have made in a commentary.

English - Unit 3 and 4

In Unit 3 and 4 English, students apply analysis strategies to critically engage with a text, considering its dynamics and complexities. They analyse ways authors construct meaning and consider how it is received.

Students then go on to practise and produce sustained written pieces. All students are provided with opportunities to practise and extend.

Secondly, students read and engage imaginatively and critically with mentor texts under a thematic framework to inspire and generate ideas for their writing and as models for effective writing.

They experiment with language to demonstrate insight into ideas and effective writing strategies and then, reflect on the deliberate choices they have made in a commentary. Next, students further consolidate their capacity to critically analyse texts.

In Unit 2 students develop their reading and viewing skills, including deepening their capacity for inferential reading and viewing, to further open possible meanings in a text, and to extend their analytical writing in response to text.

Students then consider the way arguments are developed and delivered in many forms of media.

Through the prism of a contemporary and substantial local and/or national issue, students read, view and listen to a range of texts that attempt to position an intended audience in a particular context.

They explore the structure of these texts, including contention, sequence of arguments, use of supporting evidence and persuasive strategies.

They engage with the dynamics and explore the explicit and implicit ideas and values presented. Sustained analytical writing about a text provides students with opportunities to engage with and challenge ideas and to enhance their use of organisational structures such as formal essays.

In the final area of study, students analyse persuasive texts that debate a contemporary and significant issue.

Students read, view and / or listen to a variety of texts from the media and develop their understanding of the ways in which arguments and language complement one another to position an intended audience in relation to a selected issue.

Students consider the purpose and context of each text, the arguments and the ways written and spoken language and visuals are employed to influence and / or convince an intended audience.

English as an Additional Language (EAL)

The English as an Additional Language (EAL) curriculum is central to the learning and development of all young Australians for whom English is not their home language.

Through learning EAL, students build their capacity to communicate confidently and effectively.

*This subject is delivered based on individual student need.

Literature - Year 10

In the first half of the year, students explore the way writers use language, structure, and imagery to position readers to contemplate issues such as ‘good’ and ‘evil’.

Students discuss and explore the age-old concept of villains and heroes in literature. Through poetry, film, graphic novels and plays, students will gain an appreciation of the way in which, despite change, some concepts are constant.

The focus of Literature is to encourage an appreciation of different forms and genres of texts and on the development of analytical skills and an awareness of the ways writers and producers construct their texts to create and convey meaning.

Students develop their knowledge and understanding of different ways of reading and creating literary texts drawn from a range of historical, social, cultural, and personal contexts. Students analyse the relationships between language, text, contexts, individual points of view and response.

In the second half of the year, students deepen their understanding of literary perspectives, conventions, and storytelling traditions.

A range of literary forms are considered; fiction, non-fiction, adaptations, oral, written, multimodal, verse, prose, and film.

The significance of ideas and the distinctive qualities of texts are analysed through detailed textual study.

Literature - Unit 1 and 2

Students consider how language, structure and stylistic choices are used in different literary forms and types of text. They consider both print and non-print texts, reflecting on the contribution of form and style to meaning.

Students reflect on the degree to which points of view, experiences and contexts shape their own and others’ interpretations of text. Students explore the concerns, ideas, style and conventions common to a distinctive type of literature seen in literary movements or genres.

They engage with the ideas and concerns shared by the texts through language, settings, narrative structures, and characterisation, and they experiment with the assumptions and representations embedded in the texts.

Students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait

Islander authors and creators.

Students acknowledge and reflect on a range of Australian views and values (including their own) through a text(s). Within that exploration, students consider stories about the Australian landscape and culture. They focus on the text and its historical, social and cultural context.

Students reflect on representations of a specific time period and/or culture within a text, exploring the text to understand its point of view and what it reflects or comments on.

They identify the language and the representations in the text that reflect the specific time period and/or culture, its ideas and concept.

Students develop the ability to analyse language closely, recognising that words have historical and cultural importance.

Curriculum

Literature - Unit 3 and 4

Students focus on how the form of a text contributes to its meaning by constructing close analysis of that text.

They reflect on the extent to which adapting the text to a different form, and often in a new or reimagined context, affects its meaning, comparing the original with the adaptation. By exploring an adaptation, students also consider how creators of adaptations may emphasise or minimise viewpoints, assumptions and ideas present in the original text.

Students focus on the imaginative techniques used for creating and recreating a literary work.

Students use their knowledge of how the meaning of texts can change as context and form change to construct their own creative transformations of texts.

Students draw inferences from the original

text in order to create their own writing. In their adaptation of the tone and the style of the original text, students develop an understanding of the views and values explored.

They reflect critically on the literary form, features and language of a text, and discuss their own responses as they relate to the text, including the purpose and context of their creations.

Students also focus on a detailed scrutiny of the language, style, concerns and construction of texts.

They attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text.

They write expressively to develop a close analysis, using detailed references to the text.

Mathematic Pathways

Foundation Mathematics - Year 10

(incorporating VCE Foundation Mathematics - Unit 1 and 2)

Year 10 Foundation Mathematics is a yearlong course designed to build confidence and consolidate essential mathematical skills in preparation for VCE Unit 1 and 2 General Mathematics. Aligned with the Victorian Curriculum Version 2.0 and incorporating content from VCE Foundation Mathematics, this course focuses on solving problems encountered in everyday contexts—at home, in the workplace, in the community, and in further study.

Students engage with practical topics including consumer arithmetic, statistics,

linear relations, Pythagoras’ Theorem, geometry, trigonometry, probability, and measurement. The emphasis is on developing numeracy skills through realworld applications, supported by the structured use of the TI-Nspire CAS calculator to enhance understanding and build confidence with technology.

Through explicit instruction, targeted tasks, and a structured homework program, students are supported to develop mathematical reasoning and apply their learning in meaningful, relevant ways.

Mainstream

Mathematics

Year 10 Mainstream Mathematics is a yearlong course designed to consolidate and extend students mathematical understanding in preparation for VCE Unit 1 and 2 General Mathematics.

Aligned with Level 10 of the Victorian Curriculum Version 2.0, this course provides a balanced and challenging program aimed at developing confident, self-motivated learners through active engagement and purposeful practice.

Students study a broad range of topics, including Linear Relations, Indices, Surds, Trigonometry, Quadratic Algebra, Measurement, Statistics, Probability, and Quadratic Graphs.

- Year 10

Emphasis is placed on applying these skills in problem-solving contexts and making connections between different mathematical ideas.

The TI-Nspire CAS calculator is integrated throughout the course to support learning; however, students are also expected to develop fluency and reasoning without relying on technology.

Students who demonstrate a high level of achievement may be considered for Unit 1 and 2 Mathematical Methods the following year.

Advanced Mathematics - Year 10

Year 10 Advanced Mathematics is a year-long course designed for students with a strong interest and aptitude in mathematics.

It prepares students for VCE Unit 1 and 2 Mathematical Methods and Unit 1 and 2 Specialist Mathematics, and is aligned with Level 10 of the Victorian Curriculum Version 2.0, incorporating extension topics from Level 10A.

The course cultivates advanced mathematical thinking and problem-solving skills through the study of linear and quadratic relations, trigonometry, indices, statistics, and probability.

Students engage with more abstract and complex problems, developing their ability to reason logically and apply concepts in both familiar and unfamiliar contexts.

While the TI-Nspire CAS calculator is integrated throughout to support exploration and analysis, students are also expected to develop strong fluency and understanding without technology.

This course is ideal for students who enjoy a challenge and are aiming to pursue higherlevel mathematics in VCE and beyond.

General Mathematics - Unit 1 and 2

Prerequisite: Year 10 Mathematics (Foundation or Mainstream)

General Mathematics Unit 1 and 2 focuses on the practical application of mathematics and is designed to be widely accessible. It provides a strong foundation for further study in mathematics and supports pathways into areas such as business, trade, health sciences and the social sciences. The integrated use of the TI-Nspire CAS calculator is embedded throughout the course, as per VCE requirements. This subject builds students’ skills in mathematical modelling, data analysis and logical reasoning, with an emphasis on real-world applications. Students work across several mathematical areas including algebra, number, measurement, and statistics.

In Unit 1, students study three key topics: Data Analysis, Sequences, and Linear Relations. The course begins with a review of key arithmetic and computational thinking skills, before introducing sequences to

model practical contexts. In Data Analysis, students learn to summarise, display and interpret data sets. The Linear Relations topic focuses on using equations to model and solve problems involving everyday financial and social contexts, such as income tax and budgeting.

In Unit 2, students focus on Networks, Matrices, and Measurement. They build on their understanding of sequences and apply them to financial contexts such as simple interest and savings plans. Students explore matrix arithmetic and use matrices to organise and analyse information. In Networks, students are introduced to graphs as tools for solving problems related to travel, paths, and scheduling. The Measurement component reinforces concepts including units of measurement, perimeter, area, volume, and the application of Pythagoras’ Theorem. This course provides excellent preparation for General Mathematics Unit 3 and 4.

Curriculum

General

Mathematics

- Unit 3 and 4

Recommended Preparation: General Mathematics Unit 1 and 2

Note: This subject may be studied as an accelerated option in Year 11 with no prerequisite.

General Mathematics Unit 3 and 4 focuses on the practical application of mathematics in everyday and work-related contexts. The course builds on core skills and introduces students to a broad range of topics, including data analysis, financial modelling, matrices, graphs and networks, and probability and statistics. The use of TI-Nspire CAS calculator is embedded throughout to support computation, modelling and problem solving.

In Unit 3, students study two key topics: Data Analysis and Recursion and Financial Modelling. In Data Analysis, students explore ways to interpret and analyse data sets, including completing a guided investigation

with increasing complexity. The Recursion and Financial Modelling topic focuses on using first-order linear recurrence relations and technology to model financial situations such as interest, loans, depreciation, annuities and perpetuities.

In Unit 4, students cover Matrices and Graphs and Networks. The Matrices topic includes working with different types of matrices, performing operations, and using matrices to model and solve realworld problems. In Graphs and Networks, students apply concepts from undirected and directed graphs to solve problems involving connections, travel, and scheduling.

This subject is ideal for students interested in practical mathematics with real-world applications, and it provides a strong foundation for further study or careers in fields such as business, health, IT, social sciences, or the trades.

Mathematical Methods - Unit 1 and 2

Prerequisite: Year 10 Mathematics (Mainstream or Advanced)

Mathematical Methods Unit 1 and 2 introduces students to the foundational skills and concepts that underpin calculus and probability. Students develop algebraic and graphical techniques, explore a range of function types, and use TI-Nspire CAS calculator throughout the course to support modelling, analysis and problem-solving. This subject provides strong preparation for Mathematical Methods Units 3 and 4 and is a prerequisite for Specialist Mathematics Unit 1 to 4.

In Unit 1, students focus on simple algebraic functions. They study the behaviour and representation of polynomial and power functions, explore transformations and features of their graphs, and are introduced to calculus through the concept of rates of change. In probability, students develop skills in representing sample spaces using

lists, tables and Venn diagrams, and apply counting principles to determine probabilities of events.

In Unit 2, the focus shifts to transcendental functions such as exponential and circular (trigonometric) functions. Students extend their understanding of calculus through the differentiation and anti-differentiation of polynomial functions, and apply this knowledge to analyse and solve problems involving rates of change and area. Probability is developed further to include complementary, conditional and independent events, as well as compound probability.

Mathematical Methods is recommended for students considering further study or careers in science, technology, engineering, mathematics, commerce, health sciences, or data-driven fields.

Mathematical Methods - Unit 3 and 4

Prerequisite: Mathematical Methods Unit 1 and 2

Mathematical Methods Unit 3 and 4 builds on the skills and knowledge developed in Units 1 and 2, extending students’ understanding of functions, algebra, calculus, probability, and statistics. Students explore these topics through both practical applications and theoretical investigations, developing their problem-solving and reasoning skills.

In Unit 3, students focus on the behaviour of a range of functions and their graphs, including transformations and combinations of functions. They examine key features such as intercepts, turning points, asymptotic behaviour, domain and range, and symmetry. Students also study the concept of a derivative and learn rules for differentiating functions. These ideas are applied in both modelling and analytical contexts. The

algebra of functions is further extended to include operations such as composition and inversion, and students learn a range of methods for solving equations— including graphical, numerical and algebraic techniques.

In Unit 4, the focus shifts to the application of calculus and the study of probability and statistics. Students explore differentiation, anti-differentiation and integration, and apply these techniques to solve practical problems involving rates of change, area and motion. They also study discrete and continuous random variables, probability distributions, and measures of central tendency and spread. The unit concludes with an introduction to statistical inference, focusing on interpreting sample proportions and applying this understanding to real-world contexts.

Specialist Mathematics - Unit 1 and 2

Prerequisite: Year 10 Advanced Mathematics

Concurrent study of Mathematical Methods Unit 1 and 2 and Specialist Mathematics Unit 1 and 2 is designed for students with a strong interest in mathematics and provides preparation for Specialist Mathematics Unit 3 and 4. Taken alongside Mathematical Methods Unit 1 and 2, this subject offers a comprehensive foundation in advanced mathematical concepts and reasoning. Use of the TI-Nspire CAS calculator is integrated throughout the course and is a VCE requirement.

This subject supports students in developing formal mathematical reasoning, proof skills, and the ability to apply mathematics to complex and abstract problems. It is particularly relevant for students considering further study in mathematics, engineering, physical sciences, or other mathematically rich disciplines.

In Unit 1, students are introduced to

mathematical structure and reasoning through the study of number systems, logic, algorithms, and graph theory. They also explore discrete mathematics topics, including sequences and series, combinatorics, and matrices.

In Unit 2, students study data analysis through simulation, sampling techniques, and sampling distributions, with an emphasis on the variability of sample means. They build on their understanding of trigonometry and transformations, and are introduced to vectors as tools for representing position, direction and motion in two dimensions. Students also begin working with complex numbers and extend their knowledge of reciprocal and inverse functions and their graphs.

Specialist Mathematics Units 1 and 2 are ideal for students who enjoy exploring mathematical ideas in depth and want to challenge themselves with abstract and applied problems.

Specialist Mathematics - Unit 3 and 4

Prerequisite:

Specialist Mathematics Units 1 and 2

Concurrent study with Mathematical Methods Units 3 and 4

Specialist Mathematics Units 3 and 4 extends and deepens the mathematical concepts introduced in earlier studies, with a strong emphasis on mathematical structure, proof, and application. It is designed for students with a strong interest in mathematics, especially those considering university studies in mathematics, engineering, physical sciences, or related fields.

Students build on their knowledge of algebra, functions, calculus, probability, and statistics, and are introduced to new areas such as complex numbers, vectors, kinematics, and differential equations. The course encourages both abstract reasoning and practical application, and students are expected to solve problems analytically, numerically, graphically, and with appropriate

Commerce - Year 10

In Year 10 Commerce students gain exposure to a number of different Business topics. These include; Accounting and Finance, Business Management, Economics and Legal Studies.

The Accounting and Finance topic develops an understanding of investment, with students learning to read and analyse the Annual Reports of public companies.

This culminates in participating in the ASX Sharemarket game.

In Business Management, students are given an introduction to the VCE Business Management course, with topics such as Business Structures, HR Management and Operations Management covered.

use of technology.

In Unit 3, students explore content from several key areas, including circular functions, complex numbers, vectors, and differential equations. They develop techniques in differentiation and integration and learn how to apply these techniques to a range of mathematical and physical contexts. Logical reasoning and proof are emphasised, as is the use of algorithms to solve problems.

In Unit 4, students extend their understanding of vector calculus and kinematics, and study applications of probability and statistics. This includes confidence intervals, hypothesis testing, and linear combinations of random variables. The use of formal mathematical reasoning and the construction of rigorous arguments are central throughout the unit.

This subject provides an excellent foundation for students who wish to pursue further studies in mathematics-rich disciplines.

The Economics unit provides students with an understanding of concepts such as supply and demand, opportunity cost and GDP.

Throughout the Civics and Citizenship unit, students learn about Australia’s parliamentary system and democratic framework.

They also learn about topics such as social cohesion and how this is protected within Australia.

Year 10 Commerce aims to give students an introduction to many subjects that they may then choose to pursue at VCE, at a tertiary level, or in the workplace.

Curriculum

Business Management - Unit 1 and 2

In Unit 1, ‘Planning a Business’, students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business.

They also consider the importance of the business sector to the national economy and social wellbeing.

Unit 2, ‘Establishing a Business’, focuses on the establishment phase of a business.

Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base.

In this unit, students examine the legal requirements that must be met to establish a business.

They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping.

Students analyse management practices by applying key knowledge to contemporary business case studies from the past four years.

Business Management - Unit 3 and 4

In Unit 3, ‘Managing a Business’, students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders.

They investigate strategies to manage both staff and business operations to meet objectives, and develop an understanding of the complexity and challenge of managing businesses.

Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.

In Unit 4, ‘Transforming a Business’, students

consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future.

Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance.

They investigate the importance of effective management and leadership in change management.

Using one or more contemporary business case studies from the past four years, students evaluate business practice against theory.

Accounting - Unit 1 and 2

Unit 1, ‘The Role of Accounting in Business’, explores the establishment of a business and the role of accounting in the determination of business success or failure.

It considers the importance of accounting information to stakeholders.

Students analyse, interpret and evaluate the performance of the business using financial and non-financial information.

They use these evaluations to make recommendations regarding the suitability of a business as an investment.

Students record financial data and prepare reports for service businesses owned by sole proprietors.

In Unit 2, ‘Accounting and Decision-Making for a Trading Business’, students develop their knowledge of the accounting process

for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets.

Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets.

They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business.

Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Accounting - Unit 3 and 4 (2027)

Unit 3, ‘Financial Accounting for a Trading Business’, focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system.

Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting and consider the effects of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.

In Unit 4, ‘Recording, Reporting, Budgeting and Decision-Making’, students further

develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system.

Both manual methods and ICT are used to record and report. Students extend their understanding of the recording and reporting processes, with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and the importance of budgeting in decisionmaking for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business.

Using this evaluation, students suggest strategies to business owners to improve business performance.

Physical Education - Year 10

In Semester 1, students participate in a wide range of physical activities including swimming, athletics, fitness, handball, football, volleyball, baseball, a recreation unit, and a fitness assessment.

Students learn to apply more specialised movement skills and complex movement concepts and strategies in a range of movement contexts and environments.

Students analyse how physical activity and sport participation can influence an individual’s identities and explore the role participation plays in shaping cultures.

Students are involved in practical units of They are also provided with opportunities to use a range of concepts to evaluate and refine their own and others’ movement performances.

Physical Education - Unit 1 and 2

During the Human Body in Motion Unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement, and how these systems interact and respond at various intensities.

Students investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions. They consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems, evaluating perceived physiological benefits and describing potential harms. The physical Activity, Sport, Exercise and Society Unit

explores a series of practical activities, students experience, and different types of physical activity promoted within and beyond their community.

They gain an appreciation of the movement required for health benefits and the consequences of physical inactivity and sedentary behaviour. Using various methods to assess physical activity and sedentary behaviour, students analyse data to investigate perceived barriers and enablers and explore opportunities to enhance participation in physical activity.

Students explore and apply the socialecological model to critique a range of individual- and settings-based strategies that are effective in promoting participation in regular physical activity. They create and participate in a personal plan with movement strategies that optimise adherence to physical activity and sedentary behaviour guidelines.

Curriculum

Physical Education - Unit 3 and 4

The Movement Skills and Energy for Physical Activity, Sport and Exercise Unit introduces students to principles used to analyse human movement from a biophysical perspective.

Students use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skill-acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correctly applying these principles can lead to improved performance outcomes.

Students consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles. They investigate the characteristics and interplay of the three energy systems for performance during physical activity, sport and exercise.

Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.

Sports Science - Year 10

In this subject students explore the human anatomy relevant to physical activity and sports, and delve into the complexities of muscles, body systems, and their synergistic roles in motion.

This study equips learners with insights into major muscles and their function in movement, alongside the fitness components and energy systems crucial for enhancing athletic performance.

Through both theoretical knowledge and practical application, students assess human body dynamics during rest and in the throes of exercise, learning to critically analyse sports through subjective and objective lenses.

This includes the adept selection of fitness tests and the crafting of specialised training regimens tailored to specific sports.

The Training to Improve Performance Unit focuses on students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective.

Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club and elite).

Students assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components. Students then consider physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.

Key to this curriculum is an understanding of biomechanics—principles governing balance, stability, and motion— and how they underpin effective training strategies.

This foundational knowledge paves the way for advanced studies in Physical Education, fostering competencies in analysing sports activities, designing purposeful training programs, and applying biomechanical principles to improve physical activity outcomes.

Students emerge with a comprehensive understanding of the human body’s capabilities, informed by the principles of training and biomechanics, ready to apply this knowledge in promoting a healthier lifestyle through both aerobic and anaerobic exercises.

Outdoor Education - Year 10

The Year 10 Outdoor Education course is designed to deepen students’ understanding of outdoor activity codes of conduct and the reasons behind them. As students engage in more adventurous activities, they explore self and nature, learning valuable lessons for everyday living. They develop skills to assess and manage risks in both recreational and daily contexts, laying the foundation for ongoing healthy and safe outdoor recreation participation.

Students will acquire essential hard skills relevant to activities being undertaken. These skills are crucial for safe and efficient outdoor living and travelling. Additionally, they will enhance their personal and interpersonal abilities, including leadership, personal growth, and group dynamics. Through adventurous activities, students gain skills for personal and group well-being, preparing for independent lightweight journeys with

adult guidance and supervision. They learn to manage risks effectively and assume self-reliant leadership after demonstrating appropriate planning and preparation. They will have the opportunity to plan for and mentor others in foundational outdoor activities.

Students gain an understanding of different environments, including our Mirranatwa campus, and alpine, coastal, river, and rock ecosystems. They learn about the hazards and risks associated with these environments, as well as the plants, animals, and ecosystems that inhabit them. This knowledge fosters a sense of place and environmental stewardship. Students also investigate the impact of decision-making by administrative bodies and governments on natural environments, developing their own ideas and strategies to support conservation efforts.

Health and Wellbeing - Year 10

Students will identify the Dimensions of Health and examine how their community relates to these dimensions.

Students gain a deeper understanding and critique strategies to enhance the health, safety and wellbeing of communities at a local, national, and global level.

Students critique the behavioural and contextual factors influencing the health and wellbeing outcomes of these communities.

Students also study the Positive Education Unit of Resilience. Students apply the skills of resilience, mindfulness, and a growth mindset to exam preparation and real-life situations.

Students’ study sexual health, legal and illegal drugs. The rights, resilience, and respectful relationships (RRRR) unit focuses on the topics of gender, power, media, sexual imagery, and homophobia.

Students identify and analyse factors that contribute to respectful relationships. They explain the importance of cooperation, leadership and fair play across a range of health contexts.

They compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing, including understanding basic life support and emergency procedures.

Students need to know the steps to take when something goes wrong and knowing when to call a trusted adult or an ambulance in a medical emergency.

Each unit utilises theory, practical activities, and case studies to assist students in expanding their health and wellbeing knowledge, skills and understanding.

Health and Human Development - Unit 1 and 2

Health and Human Development takes a broad and multidimensional approach to defining and understanding health and wellbeing.

Students examine health and wellbeing, and human development as dynamic concepts, subject to a complex interplay of biological, sociocultural and environmental factors, with a particular focus on the social factors that influence health.

Students consider Australian and global contexts as they investigate variations in health status between populations and

nations. They examine the work of global organisations such as the United Nations and the World Health Organisation, as well as non-government organisations and the Australian governments overseas aid program.

Students develop health literacy as they connect their learning to their lives, communities and world. They develop a capacity to respond to health information enabling them to put strategies into action to promote health and wellbeing in both personal and community contexts.

Health and Human Development - Unit 3 and 4

Health and wellbeing, disease and illness are areas that are multidimensional, dynamic and subject to different interpretations and contexts.

Students explore health and wellbeing as a global concept and take a broader approach to inquiry. They will consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians.

Students focus on health promotion and improvements in population health over time. Through researching health improvements and evaluating successful programs, they explore various public health approaches and the interdependence of different models. While the emphasis is on the Australian health system, the progression

of change in public health approaches should be seen within a global context. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict and the mass movement of people.

Students consider global action to improve health and human development, focusing on the United Nations’ Sustainable Development Goals and the goal and objectives of the World Health Organisation. They also investigate the role of non-government organisations and Australia’s overseas aid program.

Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their own capacity to act.

Curriculum

Science - Year 10

Students undertake two units of study from each of the three main fields of Science –Biology, Chemistry and Physics.

Biological concepts are studied within a Genetics unit, where the structure and function of DNA, inheritance patterns, pedigrees and genetic techniques are investigated.

A further Biology unit explores the process of evolution and examines the evidence accumulated by scientists regarding our evolutionary history. In the first Chemistry unit, students develop an understanding of The Periodic Table, atomic structure and chemical bonding.

They then build on this foundational knowledge, learning about various reaction types and practicing the skill of balancing chemical equations through practical experimentation.

Biology - Unit 1 and 2

In Unit 1 Biology, students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes.

Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.

In Unit 2 Biology, students focus on cell reproduction and the transmission of biological information from generation to generation through the cell cycle. They compare cell division in both prokaryotic and eukaryotic organisms. Students explore the mechanisms of asexual and sexual reproductive strategies and consider the advantages and disadvantages of these two

Biology - Unit 3 and 4

In Unit 3 Biology, students investigate the role of nucleic acids and proteins in maintaining life. They learn about the relationship between nucleic acids and proteins and in particular the importance of gene regulation.

Students learn about the ways in which DNA can be manipulated and the potential uses of technologies such as CRISPR-Cas9 in bacteria and the role of transgenic organisms to create insulin for human use.

They gain an understanding into the regulation of biochemical pathways in photosynthesis and cellular respiration.

In Unit 4 Biology, students study the human immune system and the interactions between its components to provide immunity to a specific pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues

In Physics, students explore the study of motion and forces in the first unit.

They then investigate the transfer of energy, exploring concepts such as kinetic energy, gravitational potential energy, and elastic potential energy through hands-on activities and calculations.

Students use their knowledge of scientific concepts to draw conclusions that are consistent with evidence collected during practical work.

Students also undertake a Forensic Investigations Unit, where they draw upon their knowledge from all areas of science to engage in various scenarios, experiencing the tools and techniques used by forensic scientists.

types of reproduction. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered.

Students use chromosome theory and terminology from classical genetics to explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. They explore the relationship between genes, the environment and the regulation of genes in giving rise to phenotypes. They consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions.

In this context the uses of genetic screening and its social and ethical issues are examined.

and challenges related to disease. Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Examining the evidence for relatedness between species and change in life forms over time using evidence from palaeontology, structural morphology, molecular homology and comparative genomics.

Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence. The application of ethical understanding in VCE Biology involves the consideration of approaches to bioethics and ethical concepts.

Chemistry - Unit 1 and 2

In Unit 1 Chemistry, students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy.

Students conduct practical investigations involving the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds, determination of empirical formulas, and synthesis of polymers.

Throughout this unit students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others.

In Unit 2 Chemistry, students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society.

Students conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve.

Chemistry - Unit 3 and 4

Unit 3 explores how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production.

Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems.

The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled

Physics - Unit 1 and 2

Unit 1 students study light using the wave model and thermal energy using a particle model forming an understanding of the fundamental physics ideas of reflection, refraction and dispersion. They use these to understand observations made of the world such as mirages and rainbows. They investigate energy transfers and explore how light and thermal energy relate to one another. They apply light ideas to explain how light is used through optical fibres in communication and how physics is used to inform global warming and climate change.

Unit 2 students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments. They investigate how forces are involved in moving objects and keeping objects stationary and

so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.

Unit 4 investigates the structures and reactions of carbon-based organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds to identify them and to ensure product purity.

Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations

apply these concepts to a chosen case study of motion.

Students choose one of eighteen options related to climate science, nuclear energy, flight, structural engineering, biomechanics, medical physics, bioelectricity, optics, photography, music, sports science, electronics, astrophysics, astrobiology, Australian traditional artefacts and techniques, particle physics, cosmology and local physics research. The selection of an option enables students to pursue an area of interest through an investigation and using physics to justify a stance, response or solution to a contemporary societal issue or application related to the option.

Finally, a student-adapted or studentdesigned scientific investigation is undertaken. The investigation involves generating primary data and drawing on the key science skills and key knowledge.

Curriculum

Physics - Unit 3 and 4

Unit 3 students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact.

Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field.

Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.

Unit 4 Students explore some monumental changes in thinking in Physics that have changed the course of how physicists

Psychology - Unit 1 and 2

In Unit 1 students examine the complex nature of psychological development, including the contribution that classical and contemporary knowledge from Western and non-Western societies, such as Aboriginal and Torres Strait Islander peoples have made.

Students investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

A student-directed research investigation into contemporary psychological research is undertaken in this unit which involves the exploration of research, methodology and methods, as well as the application of critical and creative thinking.

In Unit 2 students evaluate the role social cognition plays in a person’s attitudes,

Psychology - Unit 3 and 4

Unit 3 investigates how the human nervous system enables a person to interact with the world around them. Students explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning. Students investigate how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. They consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is explored, including Aboriginal and Torres Strait Islander peoples’ use of place.

In Unit 4 students explore the demand for

understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is reimagined using a wave model.

Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.

perception of themselves and relationships with others.

Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values.

Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning.

Students examine the contribution that classical and contemporary research has made to the understandings of human perception and why individuals and groups behave in specific ways.

Students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.

sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep. Students consider ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) including the application of the biopsychosocial approach, to understand specific phobia. They explore how mental wellbeing can be supported by protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples.

Applied Computing - Unit 1 and 2

Applied Computing introduces students to the fundamentals of data, programming, digital systems, and cybersecurity.

In Unit 1, students explore how data can be used to solve problems and make decisions. They learn to use databases and spreadsheets to create meaningful data visualisations and develop simple working software using an object-oriented programming (OOP) language.

In Unit 2, students collaborate on a project that responds to a real-world problem or opportunity.

Using emerging and innovative technologies, they design and develop an innovative solution—such as a prototype app, game, wearable tech concept, or AI-driven tool.

Students also investigate cyber security and how networks operate, evaluate potential threats, and propose strategies to protect sensitive data.

The subject fosters creative and critical thinking, teamwork, and digital literacy skills, and provides an engaging foundation for students considering pathways in programming, game development, software engineering, and cybersecurity.

Software Development - Unit 3 and 4

Students take on the challenge of creating original software solutions using Python and modern tools, guided by the full problemsolving methodology.

They design, develop and evaluate interactive programs that respond to real problems or opportunities—everything from personal productivity apps to games.

With a strong focus on object-oriented programming (OOP), students explore key programming concepts such as classes, functions, file handling, and graphical user interfaces (GUIs).

Students apply industry-relevant practices as they work independently on a major software project, documenting their analysis, design ideas, and testing procedures.

Project management skills are developed using Gantt charts and other tools to plan, monitor, and reflect on progress.

They also explore current software development trends, including the ethical use of artificial intelligence and secure development practices.

Alongside hands-on coding, students critically evaluate cybersecurity risks in software development, learning how to recommend practical improvements to protect software, data, and users.

This subject provides an excellent pathway to further study in software engineering, game development, data science, cyber security, and other tech-focused disciplines.

Agricultural and Horticultural Studies - Year 10

Building on the framework explored in the Year 8/9 elective program, this subject takes the foundational concepts and explores them in greater depth.

Students build skills and knowledge to make informed management decisions around grazing and animal production.

Topics include grazing systems, ruminant nutrition and genetic selection.

In addition, they will focus on developing the financial literacy and gathering the information required to manage a profitable farm business.

Students will meet and interact with local producers and industry experts.

Curriculum

Geography - Year 10

In the twenty-first century, the world faces many environmental challenges. These challenges can range from a local to a global scale. Understanding how people and their environments interconnect is vital for explaining environmental changes and helps in planning effective management for a sustainable future.

Students study the topic of ‘Environmental Change and Management’ with a focus on ecological footprint, anthropogenic climate change and inland water. The geographies of human wellbeing are also investigated. Human wellbeing varies from place to place across the world.

Students investigate how to measure and compare wellbeing, using qualitative and quantitative indicators and learn to explain why there are spatial variations in this across the globe.

Students also learn how organisations and governments devise programs that attempt to improve wellbeing for their own, as well as other countries.

Case studies focus on the topics of the ‘Millenium Development and Sustainable Development Goals’, as well as conflict and indicators of wellbeing such as ‘The Happy Planet Index’.

Geography - Unit 1 and 2

In Unit 1 students undertake an overview of hazards and disasters in a variety of classifications, namely geological, hydrometeorological, biological and technological. Hazards on a variety of scales are investigated, including coastal erosion, landslides, floods, invasive species and infectious diseases.

Students examine the processes involved with hazards and hazard events, including their causes and impacts and the interconnection between human activities and natural phenomena. They also investigate how people respond to specific types of hazards, including attempts to reduce vulnerability.

Unit 2 investigates the characteristics of tourism, with emphasis on where it has developed, its various forms, how it has changed and continues to change, and its impacts on people, places and the environment.

Students select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations.

A major focus is Ecotourism in Borneo and on the Kamchatka Peninsula in Russia. With both units, students undertake fieldwork and report on it as part of the process of geographic inquiry.

Geography - Unit 3 and 4

Unit 3 Geography focuses on two investigations of geographical change: change to land cover and change to land use. Natural land cover has been altered by many processes such as geomorphological events, plant succession and climate change.

People have modified land cover to produce a range of land uses to satisfy needs such as housing, resource provision, communication and recreation.

Students investigate two major processes (deforestation and melting glaciers / ice sheets) that are changing land cover in many regions of the world. In addition, a local case study is investigated at Walker Swamp Restoration Reserve near Dunkeld.

The fieldwork conducted here forms the basis of a major fieldwork report.

Unit 4 investigates the geography of human populations. The growth of the world’s population from 2.5 billion in 1950 to over 8 billion has been on a scale without parallel in human history.

Students explore the patterns of population change, movement, and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world.

Features of population dynamics are studied and applied to two significant population trends (growing and ageing populations) arising in different parts of the world. Major case studies investigated include the countries of Niger and Japan.

History - Year 10

The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context, especially in war and social transformations.

The twentieth century became a critical period in Australia’s social, cultural, economic and political development.

The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

These concepts are investigated to facilitate an understanding of the past and to provide a focus for historical inquiries, including ideas and political powers, movements of the people and issues for the millennium.

Modern History - Unit 1 and 2

Unit 1, ‘Change and Conflict’, focuses on the period between the wars, which was characterised by significant social and cultural change.

While the 1920s was largely marked by optimism and material prosperity, by contrast, the 1930s was a period of severe economic hardship for many, dominated by the impact of the Great Depression. At the end of World War One, new governments led to societies driven by new ideologies and, in some countries, the oppression and persecution of certain groups.

In this area of study, students may focus on one or more of the following contexts: Australia, China, France, Germany, Italy, Japan, Russia/USSR, the Ottoman Empire/ Turkey, the British Empire/United Kingdom and/or the USA.

Unit 2, ‘The Changing World Order’, focuses on the causes and consequences of the Cold War; the competing ideologies that underpinned events, the consequences on people, groups and nations, and the causes of the end of the Cold War and the collapse of the USSR. While the USA and the USSR never engaged in direct armed conflict, they opposed each other in a range of ways on an international scale.

Students consider the reasons for the end of this long-running period of ideological conflict and the collapse of the USSR in 1991, as well as explore the legacy of communism and/or socialism in the post-Soviet era and the emergence of democracy in new nations.

Australian History - Unit 3 and 4

In Unit 3, students investigate the debates and perspectives about Australia’s participation in World War One and World War Two.

Students analyse the ways in which social, political and economic cohesion of the nation was influenced by the impacts of these conflicts, including different perspectives about participation in war and conflict, enlistment and conscription and the ways that different groups experienced the war. They investigate Australia’s involvement and reasons for participation in post-World War Two conflicts and the subsequent debates arising from these conflicts. They consider the impacts of these conflicts on groups in Australian society and the differing ways in which Australians responded.

In Unit 4, students investigate the changing patterns of migration to and within the colonies and federated Australia, and the social, political and economic factors

influencing the colonies. They examine the attitudes towards Indigenous peoples and the influence of European and Chinese migration on the diverse perspectives about who was included and who belonged.

Students examine debates that influenced immigration and forced migration to the colonies and federated Australia, and the treatment of Aboriginal and Torres Strait Islander peoples. They investigate the ways in which the push to ‘populate or perish’ and attitudes toward Aboriginal and Torres Strait Islander peoples after World War Two changed Australian society.

They examine perspectives about who could migrate and belong in the Australian nation, including an expanding concept of citizenship and migration, and how that would challenge the White Australia Policy and contribute to a multicultural society.

Curriculum

History: Revolutions - Unit 3 and 4

In Unit 3, students focus on the long-term causes and short-term triggers of revolution.

They evaluate how revolutionary outbreaks were caused by the interplay of significant events, ideologies, individuals and popular movements, and how these were influenced by the political, social, economic, cultural and environmental conditions of the time.

Students analyse significant events and evaluate how particular conditions profoundly influenced and contributed to the outbreak of revolution. Revolutionary ideologies emerged in opposition to the existing and dominant order.

These ideologies were utilised by individuals and popular movements to justify revolutionary action and change.

In Unit 4, students focus on the consequences of the revolution and evaluate the extent to which the consequences of the revolution maintained continuity and/or brought about change to society.

The success of the revolution was not inevitable.

Students analyse the significant challenges that confronted the new regime after the initial outbreak of revolution.

They evaluate the outcomes of the new regime’s responses to these challenges, and the extent to which the revolution resulted in dramatic and wide-reaching political, social, cultural and economic change, progress or decline.

The two revolutions studied are the French Revolution and the Russian Revolution.

Chinese First Language - Year 10

Year 10 Chinese First Language is designed as a preparation course for the VCE Chinese First Language and Chinese Second Language Advanced program.

Students continue to develop their bilingual and bicultural identities.

Chinese is the language of classroom instruction and interaction.

Students use language in a range of contexts across family, school, community and social situations to further develop their skills in communicating with a range of audiences and contexts.

Students present, debate and discuss issues as they become more aware of their role as citizens of the world and the actions they can

take to improve the social situation in China and the challenges faced by different Chinese communities.

Students read in both simplified and traditional characters, view and listen to a range of print, digital and online text types and resources, including newspaper reports, news websites, magazines, teen fiction, films and documentaries.

Students learn how to write objectively in simplified and traditional characters and substantiate their ideas and perspectives in appropriate ways.

They learn to transcribe complex spoken texts and develop skills in listening to diverse speakers of Chinese who vary in rhythm and pitch.

Chinese First Language - Unit 1 and 2

The study of VCE Chinese First Language plays a pivotal role in the holistic education of students, particularly enhancing communication skills, cross-cultural understanding, cognitive development, literacy, and general knowledge.

It offers insights into the cultures of communities that use the language and fosters an appreciation for diverse attitudes and values both within the wider Australian community and internationally.

Throughout the academic year, students explore the impact of modern society and changing lifestyles in various Chinese communities.

They reflect on individual contributions to global challenges and engage in meaningful spoken and written exchanges using topical vocabulary and grammatical structures

suited for persuading, explaining, and commenting on issues, both real and imaginary.

The curriculum emphasises the organisation of ideas and information, expression across different text types, and adherence to each type’s conventions.

It enhances listening and reading skills to extract and respond to information aptly according to the context, purpose, and audience.

Additionally, students produce personal responses to texts, employing structures that describe, compare, and substantiate their viewpoints with appropriate evidence. This approach not only augments linguistic abilities but also deepens understanding of cultural nuances and societal shifts within the Chinese-speaking world.

Chinese First Language - Unit 3 and 4

Unit 3 and 4 aims to enrich students’ overall education, emphasising communication, cross-cultural understanding, cognitive development, literacy, and general knowledge.

This course grants access to the cultures of Chinese-speaking communities and fosters appreciation for diverse attitudes and values, both within the wider Australian community and globally. Initially, students deepen their grasp of language and culture through prescribed themes and topics, enhancing their ability to access, share, and evaluate information in Chinese.

They expand their vocabulary, grammar, and other language skills while learning to construct and present evaluative arguments and exchange opinions.

Students practise acknowledging different viewpoints and negotiating discussions in culturally appropriate ways.

As the year progresses, students explore significant Chinese legends, myths, classical literature, and philosophy.

They analyse these texts for their relevance to contemporary Chinese society and engage in various communicative tasks, such as debates and interviews, where they justify their ideas and interact with those of others.

Chinese Language, Culture and Society - Unit 1 and 2

Over the academic year, students engage deeply with the major philosophical traditions of China, including Confucianism, Daoism, and Buddhism.

Initially, the focus is on Confucianism, exploring its foundational role in shaping Chinese moral judgements, societal structures, and contributions to social harmony.

Students develop crucial language skills, learning appropriate vocabulary and expressions to interact effectively in Chinese, share information on chosen subtopics, and enhance their listening and reading comprehension. They also produce original Chinese texts expressing personal ideas, opinions, and views. As the year progresses, the study extends to Daoism and Buddhism, examining their significance in Chinese myths and legends.

Students conduct research on Chinese cultural practices related to legend worshipping, gaining insights into how these philosophical teachings are integrated into the daily lives of Chinese-speaking communities. This comprehensive exploration not only deepens students’ understanding of philosophical influences but also enhances their ability to interact in spoken Chinese. They are exposed to various Chinese texts, further consolidating their comprehension, and writing skills to produce contextually appropriate texts.

This holistic approach enriches students’ linguistic proficiency and provides a profound appreciation of Chinese cultural and philosophical heritage, equipping them with a nuanced perspective on the interplay between language, culture, and philosophy.

Chinese Language, Culture and Society - Unit 3 and 4

Throughout the academic year, students delve into how traditional Chinese values and philosophies such as Confucianism, Daoism, and Buddhism influence various aspects of culture and society in the Chinese-speaking world.

Initially, they investigate these relationships within cultural and social contexts, analysing them in English.

Students enhance their language skills by engaging with texts related to selected subtopics, responding to questions in Chinese characters, and developing their ability to produce informative writing. They use their knowledge to interpret and analyse meanings from linguistic and contextual features of Chinese language materials and craft simple textual responses. As the year progresses, the focus shifts to contemporary China, exploring significant themes such as

economic, technological, social, and political changes.

Students consider the impact of traditional philosophies and current cultural values on these modern developments. They reflect on their own and others’ cultural values, enhancing their cross-cultural communication abilities. This involves participating in oral interactions in Chinese, engaging with a variety of texts, and emphasising the development of their capacity to convey meaning through imaginative and personal writing in Chinese.

This comprehensive approach not only deepens students’ understanding of Chinese culture and its evolution but also bolsters their linguistic proficiency and critical thinking skills, preparing them for a more nuanced global engagement.

Curriculum

Chinese Second Language - Year 10

Designed as a preparation course for the VCE Chinese Second Language program. In the classroom, Chinese is the language of instruction and interaction.

Students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They use Chinese for self-expression, to obtain information and present a point of view to others, identifying subtle differences in word use and manipulating language for different purposes and audiences.

The likely contexts for interaction are extended to encompass the exchange of information and opinions on topics that will assist students to develop a deeper appreciation of cultural practices and traditions in diverse Chinese-speaking communities.

Such topics include school life, aspects of social life, leisure activities and personal interests, travel, health and personality.

Text types include short informative texts from various readers, websites, opinion pieces from personal blogs, and online chat forums conducted in Chinese with users in diverse locations.

Chinese Second Language - Unit 1 and 2

Over the academic year, students delve into the Chinese language and culture through the themes of The Individual, The Chinese Speaking Communities, and The World Around Us.

Initially, they develop an understanding by studying a variety of topics that enhance their ability to access and share information in Chinese. They focus on expanding vocabulary and grammar while consolidating their language skills.

This study includes analysing cultural products and practices, which encompass texts, activities, and artistic creations such as stories, poems, plays, songs, films, photographs, and artworks.

Students apply their knowledge to new contexts, reflecting on the interplay between language and culture and its impact on meaning and personal language usage for specific audiences.

As the year progresses, students further deepen their knowledge by exploring additional subtopics within these themes. They enhance their abilities in reading, listening, and viewing Chinese texts, applying this information to new situations. The curriculum helps them develop vocabulary and grammar that aid in understanding, interpreting, and conveying information. They learn to recognise and interpret concepts without direct English equivalents and use conventions of various text types for effective communication.

Additionally, they research cultural products or practices and prepare oral presentations in Chinese on topics of interest related to the chosen subtopics. This comprehensive approach not only strengthens their linguistic capabilities but also deepens their cultural appreciation and critical thinking skills.

Chinese Second Language - Unit 3 and 4

In Units 3 and 4, students expand their communicative range by investigating how Chinese speakers express ideas, interpret meaning, and construct persuasive texts in diverse contexts.

Through the study of multiple subtopics drawn from prescribed themes, they engage with increasingly complex language and refine their ability to respond critically and appropriately to a range of spoken, written, and visual texts.

Students develop their capacity to construct arguments, justify opinions, and analyse cultural perspectives by exploring the ways language is used to reflect and shape experience.

They consider how language and culture interact to convey meaning and influence communication.

Through analysis of cultural practices and products, students gain insights into the beliefs, values, and behaviours of Chinesespeaking communities across different times and places. With a deepening understanding, students reflect on the significance of intercultural awareness in shaping relationships and perspectives.

They consider how their knowledge of Chinese can be applied in a range of realworld contexts, such as further study, travel, business, and community engagement. This unit sequence consolidates students’ linguistic proficiency while fostering their ability to engage meaningfully and critically with the Chinese-speaking world.

French - Year 10

Students have prior experience of learning French and bring a range of capabilities, strategies and knowledge that can be applied to new learning.

French is increasingly used for classroom interactions and routines, for elements of task participation and for structured discussions.

Learners use French to communicate and interact, to access and exchange information, to express feelings and opinions, to participate in imaginative and creative experiences, and to design, interpret and analyse a wider range of texts and experiences.

Students gain more control of grammatical and textual elements.

They develop understanding of the nature of both translation and interpretation, noticing the relationship between language, texts and culture.

The curriculum covers topics including healthy lifestyles, personal relationships, the future and the environment.

A balance is maintained between activities that focus on language forms and structures and those that involve communicative tasks, performances and experiences.

Learners analyse texts more critically, identifying how language choices reflect perspectives and shape meaning.

At this level, learners are developing understanding of the relationship between language, culture and identity.

French - Unit 1 and 2

Throughout the academic year, students immerse themselves in the language and culture of French-speaking communities, developing a comprehensive understanding through various topics including The Individual, The World Around Us, and French Speaking Communities.

They engage with a wide range of cultural products and practices, such as stories, poems, plays, novels, songs, films, photographs, artworks, architecture, food, sports, and festivals.

These materials serve as tools for analysing cultural perspectives and practices, demonstrating how culture varies between communities.

Students enhance their vocabulary, grammatical knowledge, and overall language skills by accessing, sharing, and synthesising information from visual, spoken, and written texts.

French - Unit 3 and 4

Throughout the academic year, students deeply explore French language and culture, focusing on how French speakers interpret, express, negotiate, and persuade across various topics.

They delve into cultural perspectives and the interplay between language and culture in shaping meaning.

This investigation encompasses a broad spectrum of cultural products and practices, ranging from texts to activities and creative expressions, providing rich insights into the values, attitudes, and behaviours influenced by culture, place, and time.

Students systematically enhance their vocabulary, grammatical knowledge, and language skills, applying these in practical contexts to interpret information, inform others, and develop persuasive arguments in French.

They also develop competencies in informal, personal spoken interactions and in crafting written responses both in French and English. This involves summarising content, combining information effectively, and presenting it in French tailored to specific contexts and audiences.

Additionally, they focus on language usage pertinent to writing with a specific purpose and audience, applying information in new contexts to deepen their cultural understanding.

The curriculum enables students to effectively read, listen to, and view French texts, fostering skills to develop thoughtful and contextually appropriate responses.

This educational journey not only enhances linguistic proficiency but also provides deep insights into the dynamic nature of Francophone cultures, preparing students to interact meaningfully within these communities.

They also reflect on personal observations and insights gained through their studies, considering how this knowledge can be applied in diverse endeavours such as further study, travel, business, and community involvement.

By examining the practices, products, and perspectives of French-speaking communities, students gain a multifaceted understanding of how cultural knowledge can enhance interpersonal relations and functionality in a global context.

The curriculum not only fosters linguistic proficiency but also prepares students to appreciate and navigate the complexities of multilingual and multicultural environments.

Curriculum

Drama - Year 10

Year 10

Drama elevates students’ theatrical abilities through sophisticated performance work and deeper theoretical understanding. This course prepares students for VCE Drama while developing valuable life skills applicable across many contexts.

What students will develop:

• Advanced character creation techniques using status, motivation, and emotional memory

• Script analysis skills to uncover layers of meaning in dramatic texts

• Ensemble devising processes that transform ideas into powerful performances

• Solo performance abilities showcasing individual creative voice

• Critical analysis skills using drama terminology and performance concepts

Drama - Unit 1 and 2

VCE Drama Units 1 and 2 provide students with a comprehensive foundation in theatrical creation and analysis, preparing them for further study or creative pursuits.

In Unit 1, students will explore how to create compelling theatrical performances. They will transform stimulus materials such as news stories, poetry, and historical events into original dramatic works. They will study diverse performance styles including storytelling, ritual, melodrama, and verbatim theatre. Students will create characters with psychological depth and physical precision, documenting their creative processes through annotated portfolios and reflective journals. They will also experiment with production elements like costume, sound, and props.

Both solo and ensemble devised performances will be created based on personal, cultural, and community experiences. Students will learn to portray

Drama - Unit 3 and 4

VCE Drama Units 3 and 4 represent the culmination of students’ theatrical education, challenging them to create sophisticated performances while developing advanced analytical skills. In Unit 3, students collaborate to create an original ensemble performance using non-naturalistic techniques. They will research significant theatre practitioners such as Jerzy Grotowski, Peter Brook, or Pina Bausch, and apply a practitioner’s methodology to develop movement sequences, vocal work, and ensemble interactions.

Students transform a contemporary issue or concept into abstract theatrical symbolism and document their creative processes through detailed folios capturing research, experimentation, and decision-making. They analyse professional non-naturalistic performances, identifying how dramatic elements and production areas combine to create powerful theatrical experiences. The ensemble performance task challenges students to synthesize their knowledge into a cohesive work that demonstrates mastery of their chosen theatrical style.

Students will explore and refine their use of role, character, relationships, and situation while extending their vocal and movement capabilities. The course investigates diverse theatrical styles examining how drama has evolved across different cultures and time periods.

Through research, improvisation, scripting, and rehearsal, students will create original ensemble pieces, interpret existing scripts, and develop solo performances. They’ll analyse professional theatre productions, examining how different elements combine to create meaning for audiences. This subject not only builds performance skills but also enhances confidence, public speaking abilities, problem-solving capabilities, and interpersonal skills essential for success in any field.

characters across both naturalistic and nonnaturalistic styles while investigating how performances create meaning for audiences.

Unit 2 focuses on Australian Identity Performance. Students will examine how Australian theatre reflects cultural identity and social challenges. They will study contemporary works by companies such as Back-to-Back Theatre or playwrights such as Wesley Enoch. Students will create a nonnaturalistic solo performance using symbolic movement and heightened language. They will analyse professional Australian performances, identifying theatrical conventions and dramatic elements.

Additionally, students will develop a critical vocabulary to discuss theatre with insight and precision. This unit emphasizes the construction of solo performances using non-naturalistic techniques, helping students develop their distinctive artistic voice while connecting to Australia’s theatrical traditions.

The final unit of VCE Drama focuses on creating a sophisticated solo performance based on a prescribed structure. Students transform character and story into highly stylised theatrical forms, manipulating space, time, symbol, and tension to engage audiences. They demonstrate versatility through the portrayal of multiple characters or perspectives and refine their performance through rigorous rehearsal and feedback processes.

Students will develop a 7-minute solo performance for external assessment, synthesising their understanding of nonnaturalistic performance styles. They also analyse how actors in professional productions use expressive skills and theatrical conventions to create and sustain different roles. The written examination requires students to demonstrate their theoretical understanding of performance creation and analysis. Throughout Units 3 and 4, students refine their abilities to transform creative concepts into polished performances while developing the analytical skills to discuss theatre with sophistication and insight.

Music - Year 10

Students focus on extending their musicianship and instrumental performance skills, in solo and group contexts, through the development of stylistic understanding and performance conventions.

Scale forms, chords and interval types are explored for theoretical understanding. Ongoing aural comprehension exercises foster musicianship skills.

Students study historical influences and styles in music to inform performance and explore and implement the process involved in preparing for a performance.

Music - Unit 1 and 2

Unit 1 ‘Organisation of Sound’ students explores and develops students understanding of how music is organised. By performing, creating, analysing and responding to music that exhibits different approaches, students explore and develop their understanding of the possibilities of musical organisation.

They prepare and perform musical works to develop technical control, expression and stylistic understanding of their chosen instrument/sound source.

They arrange, compose or improvise short music exercises that reflect their understanding of the organisation of music and the processes they have studied.

They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music

and concepts, and use compositional devices to create works that communicate their ideas.

Unit 2 ‘Effect in Music’ sees students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music that creates different effects, students explore and develop their understanding of the possibilities of how effect can be created.

Through creating their own music, they reflect this exploration and understanding. Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source. They create short music exercises that reflect their understanding of the organisation of music and the processes they have studied. They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.

Music Repertoire Performance - Unit 3 and 4

Unit 3 is designed for students whose musical interests are grounded in the recreation and interpretation of notated musical works, and who wish to gain and share knowledge of musical styles and performance practices.

Students may present on any instrument for which there is an established repertoire of notated works.

They work towards a recital program that demonstrates highly developed technical skills and stylistic refinement as both a soloist and as an ensemble member.

They develop the capacity for critical evaluations of their performances and those of others, and an ability to articulate their performance decisions with musical evidence and independence of thought.

In Unit 4 students identify technical, expressive and stylistic challenges relevant to works they are preparing for performance and endeavour to address these challenges. They listen and respond to a wide range of music by a variety of performers and study music language concepts such as scales, harmony and rhythmic materials.

The works selected for assessment must have sufficient range to convey understanding of the key knowledge and application of the key skills for Outcome 1. Music styles in this study may include (but are not limited to) early music, baroque, classical, romantic, 20th and 21st century art music styles, musical theatre, and classical music outside the Western tradition (for example, Indian, Chinese).

Curriculum

Food Technology - Year 10

This year-long course is designed to provide students with a comprehensive understanding of food technology, including food preparation, nutrition, safety, and the cultural and social aspects of food.

The course will focus on food design and developing practical skills in the kitchen, which will in turn, foster creativity, promote healthy eating and sustainable food choices.

Students will explore various food-related topics, engage in hands-on cooking experiences, and develop critical thinking skills through problem-solving and evaluation.

Food Studies - Unit 1 and 2

Unit 1 explores food from both historical and cultural perspectives. Students investigate how humans have sourced food over time, from hunter-gatherer societies to the development of agriculture, through to modern urban living and global food trade.

They examine the role of food across different cultures and historical contexts.

The second area of study focuses on Australian food culture, including Indigenous food practices prior to European settlement and how immigration, food processing, and manufacturing have influenced current food patterns.

Students explore the development of Australia’s culinary identity and reflect on what defines an Australian cuisine.

Unit 2 examines contemporary food systems in Australia, beginning with commercial food production and its role in the national economy.

Students evaluate food safety, quality, and how well commercial products meet consumer needs.

The second area of study focuses on domestic food production, including meal preparation, budgeting, and developing practical food skills to support healthy, affordable eating in everyday life.

Food Studies - Unit 3 and 4

In Unit 3, students investigate the science of food and the everyday influences on what we eat.

They explore the physiological need for food, the processes of digestion, and the impact of food on health and wellbeing, including gut health.

Students examine the nutritional evidence behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating, developing an understanding of diverse nutrient needs. They also explore how food choices are shaped by family, culture, identity, and social influences, and how food information can be manipulated.

In Unit 4, students explore Australia’s food system within a global context, examining the challenges of feeding a growing population while maintaining food security and sustainability.

They develop critical thinking skills to evaluate food trends, fads, and misinformation, and consider ethical and environmental issues in food production, including food waste, climate change, and resource management.

Practical activities support students in making informed, sustainable, and healthconscious food choices.

Visual Arts: Creating, Curating, and Connecting Through Art - Year 10

In Year 10 Visual Arts, students immerse themselves in an exciting, hands-on studio environment where creativity, exploration, and critical thinking come together. Designed as a dynamic, multi-disciplinary arts experience, the course encourages students to push boundaries and experiment with a wide range of materials, techniques, and art forms — from drawing, painting, and sculpture, mixed media and installations.

Throughout the year, students investigate the work of artists across cultures, time periods, and places — with a strong emphasis on Australian artists, including Aboriginal and Torres Strait Islander Peoples — to inspire and inform their own artistic voice. They explore how art can reflect, question, and reshape ideas, identities, and perspectives. Artmaking is at the heart of the course.

Students develop and refine their skills, creating resolved artworks that communicate meaning and personal expression. They document their creative process through visual journals and learn to reflect deeply on their choices and outcomes.

Equally important is exhibiting. Students are guided through the process of curating their own work and participating in collaborative exhibitions. They learn how to present art to an audience, consider different contexts, and critically evaluate artworks and displays.

Year 10 Visual Arts is ideal for students with a passion for creativity, storytelling, and selfexpression. It provides a strong foundation for further study in the arts while developing skills in critical thinking, collaboration, and communication — all within a vibrant and supportive studio setting.

Art Making and Exhibiting - Unit 1 and 2

Students undertake a comprehensive exploration into the world of art, encompassing both theory and practice. Students embark on a journey of exploration, expanding their understanding of materials, techniques, and historical developments within various art forms. Through inquirybased learning, they investigate how artists utilise materials and techniques to convey ideas, while ensuring safe practice.

Students document their experimentation and reflection in a Visual Arts journal, laying the foundation for further exploration. As their practice develops, students delve deeper into the artistic process, focusing on understanding aesthetic qualities, style development, and thematic exhibitions. Students learn to develop their own ideas, employing art elements and principles to create aesthetic qualities in their work. They investigate thematic exhibitions, analysing the selection and display of

artworks, and even curate their own proposed exhibition, demonstrating their comprehension of art’s contextual significance. Throughout both units, students engage in practical tasks, from experimental artworks to finished pieces, all documented in their Visual Arts journal. They refine their technical skills, explore diverse artistic influences, and develop a personal artistic style. Students research Australian artists, honing their ability to critically analyse artworks and understand their societal impact.

Art Making and Exhibiting provides a dynamic platform for students to immerse themselves in the multifaceted world of art, fostering creativity, critical thinking, and a deeper appreciation for artistic expression. Through hands-on exploration and academic inquiry, students cultivate valuable skills that extend beyond the realm of art, enriching their overall educational experience.

Art Making and Exhibiting - Unit 3 and 4

Embark on an immersive journey into the world of visual arts, providing them with the tools and techniques necessary to create and present their own artworks. Students actively engage in art making using different materials, techniques, and processes while exploring contexts and ideas. They research artists, artworks, and inspirations to develop their own style and subject matter, documenting their progress in a Visual Arts journal.

Through critiques and peer feedback, students refine their artworks and prepare for exhibition visits, where they gain insights into curatorial practices and exhibition design. Students continue to build upon the skills, focusing on consolidating, presenting, and conserving artworks. Students refine their ideas, resolve finished artworks, and plan their presentation in specific exhibition

spaces. They critically evaluate their work, considering the use of visual language, materials, and techniques. Additionally, students explore the conservation and care of artworks, applying this knowledge to their own creations.

Throughout the course, students visit exhibitions, gaining exposure to diverse artistic practices and learning about the presentation and preservation of artworks. They research and plan their own exhibitions, selecting artworks and designing exhibition spaces. By the end of the course, students develop a deeper understanding of the creative process, exhibition practices, and the importance of conservation in the art world.

Art Making and Exhibiting equips students with valuable skills in art creation, curation, and conservation, fostering creativity, critical thinking, and appreciation for the visual arts.

Curriculum

Visual Communication Design: Designing with Purpose, Innovation and Impact - Year 10

In Year 10 Visual Communication Design, students dive into a creative, idea-driven design studio where visual storytelling meets real-world problem-solving. With a strong focus on communication, sustainability, and innovation, students explore how design can shape the way we see, understand and interact with the world around us.

Students learn how to think like designers— using research, critical thinking and creativity to generate and refine ideas that address the needs of specific audiences. They engage with the design process from start to finish: identifying a communication need, developing concepts, experimenting with materials, methods and media, and resolving refined visual communication outcomes.

Drawing inspiration from designers across cultures, times and places—including the rich traditions and contemporary practices of Aboriginal and Torres Strait Islander

designers—students explore how visual language can reflect identity, values and diverse perspectives. They develop skills in drawing, digital media, layout, typography, and other visual communication tools, creating designs that speak clearly and effectively to their intended users.

Design thinking is at the core of this course. Students reflect on their work and the work of others, document their creative decisions, and collaborate to present solutions with purpose and visual impact. The course culminates in the presentation and evaluation of their own visual communication designs, preparing students for further study in design, architecture and more.

Year 10 Visual Communication Design empowers students to design with intent, create with confidence and communicate with clarity.

Visual Communication Design - Unit 1 and 2

Explore the multifaceted world of design. This course delves into the practices and processes employed by designers to identify, reframe, and resolve human-centred design problems. Through a comprehensive curriculum, students gain insight into how design can enhance life for individuals, communities, and societies, evolving their understanding of what constitutes good design across various disciplines and contexts.

Unit 1 focuses on foundational concepts, introducing students to the phases of the Visual Communication and Design process and modes of divergent and convergent thinking. They engage in practical projects centred on message and object design, honing their skills in problem-solving and collaboration. Students learn to conduct research, identify communication needs, and prepare design briefs, laying the groundwork for future design endeavours.

In Unit 2, students delve deeper into design contexts and connections, exploring the intersection of design with time, place, and culture. They investigate how design reflects and responds to its environment while considering ethical and legal responsibilities, particularly in relation to Indigenous knowledge and practices. Through interactive experiences and interface design projects, students apply the Visual Communication and Design process to create inclusive and impactful design solutions.

Throughout the course, assessment tasks are carefully crafted to allow students to demonstrate their understanding and skills across the key outcomes. By the end of the study, students emerge equipped with a rich understanding of design principles, practical skills, and ethical considerations, ready to navigate the complex landscape of visual communication in the modern world.

Visual Communication Design - Unit 3 and 4

Explore the dynamic world of contemporary design practice. Through a blend of theoretical study and practical application, students investigate the multifaceted nature of visual communication, analysing the methods, processes, and aesthetic decisions employed by designers across various fields.

In Unit 3, students examine professional design practice. They analyse the contextual landscape within which designers operate, examining the roles of visual language, ethical considerations, and evolving design practices in shaping the profession. Engaging in practical exercises, students develop their skills in visual communication, experimenting with diverse methods, media, and materials relevant to their chosen design fields.

Unit 4 investigates the delivery of design solutions, guiding students through the

refinement and resolution of design concepts. Through iterative cycles of ideation, students refine their ideas, employing both manual and digital tools to materialise their visions. They learn to articulate and justify their design decisions through persuasive pitches, demonstrating a nuanced understanding of design principles and the ability to meet client briefs effectively. Throughout the course, students are encouraged to think critically, analyse design examples, and apply their learning to realworld scenarios.

By the end of the study, students emerge equipped with not only practical design skills but also a sound understanding of the complex interplay between visual communication, technology, ethics, and societal influences in the contemporary design landscape.

Studying at College with External Providers (VETDSS)

Vocational Education and Training delivered in Secondary Schools (VETDSS) is recognsed nationally; in Universities and TAFEs, industries, other schools and as part of traineeships and apprenticeships.

Head of VETDSS, Sylvia McMullen, supports students to access courses primarily offered at Hamilton District Skills Centre (HDSC), as well as Rural Industry Skills Training (RIST) and South West TAFE. Students who complete part of or a full qualification receive recognition for their achievements. This may be a full certificate, credit toward VCE or a Statement of Attainment.

One of the major purposes of secondary education at The Hamilton and Alexandra College is to help students to develop independence as learners and as adults. Self- directed learning will be a crucial factor in VET performance.

Most VETDSS require an application and interview prior to confirmation of enrolment. Students will be required to provide a USI number, sit a literacy and numeracy test and submit additional information at the request of the organisation. Parents and guardians are encouraged to work with students to assist them with this process. The Head of VETDSS can provide details of the enrolment timelines for the year ahead.

Providers

The College liaises with a wide range of external providers, including:

• Hamilton District Skills Centre

• South West TAFE

• Go TAFE (Equine)

• Education Living (Cert II Engineering)

• RIST (Cert II & III in Agriculture)

• Virtual Schools Victoria (online only)

• Victorian School of Languages (online only)

Additional Costs

There may be additional costs associated with the enrolment of a VETDSS. Please review the following websites to read about the courses on offer.

Employability Skills

College is committed to helping students to develop employability skills. These skills include:

• Communication

• Planning and organising

• Teamwork

• Problem solving

• Technology

• Self-management

• Applying learning in a new context by making connections

• Initiative and enterprise

Courses with a VCE Study Score

Students can enrol in programs in Equine Studies and Engineering Studies that have a Study Score that contributes directly towards the ATAR calculation as one of the students primary four scaled studies or as the fifth or sixth study.

It is important to note that the Unit 3 and 4 sequences of VCE VET programs are not designed as stand-alone studies.

In order to receive the VET qualification, students must undertake the entire Unit 1 to 4 structure of a VCE VET program (which normally takes two years).

Certificates and transcripts

All students who successfully complete a nationally endorsed or accredited VET qualification or course will receive a Certificate as recognition of their achievement. Students who do not complete the full qualification will receive a Statement of Attainment that details the modules or competencies that have been successfully completed.

Sylvia McMullen VET Coordinator

Careers and Pathway Support

Choosing subjects is both exciting and challenging, as these decisions may influence your future path. With over 1,000 different occupations in Australia, it’s important to understand that for every job you acquire, you’ll develop skills transferable to approximately 13 other careers. There are many pathways to achieve your goals and passions.

Learning is a lifelong journey as we continuously upskill and reskill to navigate a career landscape that will take many turns. You’ll learn to embrace change as you develop self-awareness, view yourself in different contexts, and build transferable skills. Cultivating an optimistic mindset will help you succeed in an increasingly automated and globalized workplace.

Year 10 Program

In Year 10, class sessions enable students to:

• Participate in career assessments

• Explore work experience opportunities

• Investigate post-secondary transition pathways

• Make study choices that build indemand skills

Students access online tools that help them develop knowledge for the many transitions they’ll face in their evolving future.

Year 11 and 12 Support

In Years 11 and 12, students benefit from individual and small group careers sessions. Our Careers Faculty provides a space where students can:

• Investigate and analyse different career paths

• Learn about themselves and identify interests and passions

• Receive dedicated time with our Careers Practitioner

• Collaborate with families in the decision-making process

We offer focused assistance with applications to courses, training pathways, and employment opportunities. Students also explore the Jobs Clusters model and additional skill sets to help manage career transitions effectively.

Daily Routine

We run a 10-day cycle, with 6 x 50-minute periods (approximately). per day

Monday and Friday

Tuesday and Thursday Wednesday

House Afternoons

Altered Times

Students will be advised of special timetable arrangments ahead of time for special occassions, sports, exams and school photos.

Formal student uniform is required for special occasions and school photos.

Embracing Excellence from Years 7 to 11

At The Hamilton and Alexandra College, we believe in nurturing the pursuit of excellence from an early age. While we maintain high academic expectations in all our classes, we also invite selected students to be part of the Edge and Excel Academic Extension programs. The Edge program is tailored for students in Years 7 to 9, while the Excel program caters to students in Years 10 and 11. By offering these specialised programs, we aim to instil a love for learning and equip students with the skills they need to thrive in an ever-evolving world.

A Journey of Growth and Exploration

The Edge and Excel programs are not just about academics; they foster a holistic approach to education by encouraging students to develop critical thinking skills, creativity, and a thirst for knowledge. Students engage in literacy and numeracy activities to enhance their foundational skills, and as the program progresses, they have the opportunity to delve deeper into subjects that pique their interest.

EDGE (Year 7-9)

Students invited to participate in the Edge program are offered a variety of challenging opportunities during Semester One, including competition entries related to Mathematics and Writing, participation in incursions and excursions, and specialist study sessions. In Semester Two, Year 8 and 9 students are invited to join the Edge Elective, which includes participation in the Tournament of Minds competition, opportunities for research projects and a global connection project.

EXCEL (Year 10 & 11)

Students invited to participate in the Excel program are paired with a Mentor from the College community following a detailed discussion to explore and understand their interests and goals. Working closely with their mentor and specialist staff, students work towards improving their knowledge, motivation, and abilities. This personalised approach allows students to enrich their learning experience and cultivate a genuine passion for the world around them.

Learning Enhancement

The learning needs of most students are met through differentiation in the classroom.

The Learning Enhancement staff further support students with identified or imputed learning disorders, or other conditions which impact learning, by meeting with students, families and teachers and devising appropriate adjustments for their learning journey.

Academic Extension Assessment and Reporting

At the Senior School, we will operate our reporting system through the online learning management system, Toddle, being rolled out across the College from 2026.

We report on student learning and progress using a Continuous Reporting Model and this process provides parents with continuous online feedback regarding their child’s learning progress in a timely and relevant manner.

Parents can access their child’s assessment schedule, grades and feedback comments as the learning unfolds. By doing this, we are inviting parents to actively track and monitor their child’s learning progress. This, along with Parent/Teacher/Student interviews throughout the year offers transparency and opportunities for frequent teacher feedback. Parents are encouraged to regularly check the Toddle

A student with an identified or imputed learning difficulty may access extra support through a range of programs, including:

• Literacy intervention programs in Years 7 and 8

• Complementary intensive programs conducted be specialist teachers

• Access to Learning Support staff in the mainstream classrooms

Admission to the Edge and Excel Programs

Students are invited to join the Edge and Excel programs following identification by teaching staff supported by assessment. Families are then encouraged to review the information shared to determine if this is the right fit for students. The programs go beyond traditional academics to promote holistic growth and development, providing students with individualised attention and guidance from specialist staff to nurture their unique interests and talents. By prioritising “learning how to learn,” the programs equip students with essential skills for the future world of study and work. Additionally, they foster curiosity and promote a deeper understanding of the world, encouraging students to become lifelong learners.

• Regular or occasional withdrawal sessions focusing on strategies or specific tasks

• Support in study blocks

• Individual Learning Plans

Students may also be provided with adjustments during assessments including extra time, rest breaks, a reader, a clarifier, computer based assessment for accessibility or a separate room.

platform to view their child’s academic progress.

For Year 10 to 12, students receive letter grades and comments that are based on the skill level and outcomes achieved.

For VCE Unit 3 and 4 subjects, this includes specific School Assessed Coursework (SAC) and School Assessed Task (SAT) assessments.

The scores for School Assessed Coursework and School Assessed Tasks in the VCE reports are un-moderated and should be considered an indicator only.

The VCAA adjust these scores using Statistical Moderation which applies to all School Assessments conducted under the VCAA regulations.

The College produces two formal reports a year, which also includes learning behaviours and dispositions that have a

profound influence on student learning.

Each semester teachers provide parents with an indication of their students communication, work ethic, attitude toward learning and behaviour.

In addition, mentors provide wellbeing comments for students.

In practical terms, it means that academic reports are not merely summative accounts written at the end of each semester.

Instead, teachers are continually tracking and updating each student’s learning profile and parents can access this information online at any stage throughout the academic year.

At the end of each Semester the College publishes a full PDF summary of major summative assessment tasks.

Behavioural Expectations

Daily Expectations:

• The locker areas are to be kept clean and locks on lockers.

• Students are not permitted to use their mobile phone between the hours of 8:30am-3:30pm. Please refer to the mobile phone policy in this document.

• Pack your school bag with homework books during the day.

• Students are not permitted to wrestle or ‘be physical’ at any times. If students do not follow this rule, they may receive an OnTrak.

Changeover of classes:

• You need to wait quietly for your next teacher.

• If you are changing classroom, you need to wait quietly outside.

• If you are in the same classroom, you need to sit quietly and use this time to record homework in your Record Book.

In the Classroom:

• Get books ready for two lessons between main breaks.

• Be on time to class.

• Quietly enter the classroom and sit down promptly (unless instructed to remain standing).

• Have your books open and ready to start the lesson quickly.

• Reduce unnecessary talking, as this distracts you and others.

• Only one person is to talk at a time.

• Show respect for the ideas of students and wait your turn to speak.

• Before the end of the lesson, accurately record all homework tasks in your School Diary.

• Pay attention to instructions and stay on task.

• Students are not allowed to leave the classroom unless for urgent reasons and with teacher permission in which case the student must be accompanied.

What is expected?

• You need to be prepared and organised.

• You are responsible for your own learning.

• Show initiative.

• Set your goals and have expectations high.

• Work independently when needed and cooperate with others through teamwork.

• Develop good study habits.

• You are expected to complete adequate homework each night based on your year level.

• Make sure you take the books and resources you need home.

• Establish a regular homework routine at home. You require discipline and persistence.

• Learn with purpose. Keep in mind why you are at school and reflect on shortand medium-term goals about what you want to achieve.

• Ask relevant questions.

• Help your peers with their learning.

• Always wear your uniform well.

Student Wellbeing

Our College is proud of its pastoral care program and recognises its importance in promoting students’ emotional wellbeing, academic success, personal development and social competence. Our aim is to create a positive and supportive school environment where students can thrive and to establish a strong partnership between the school, students and parents.

Our wellbeing team plays a critical role in focusing on the emotional and social wellbeing of our students. We know our students face a range of challenges today, from academic pressure to social media and the pressures of social life. As a school community, we are committed to supporting our students through these challenges and ensuring that they have the resources they need to thrive.

One of the key components of our pastoral care program is our mentor program and House system. These programs pair each student with a dedicated mentor and Head of House who is there to offer support and guidance throughout their educational journey. Our mentors know their students well and closely track their wellbeing. Our mentors also work closely with our full-time counsellor. Students meet with their mentor four times a week for pastoral support and academic guidance. Mentors also monitor students’ co-curricular commitments to ensure they are balancing their academic program and external commitments.

In addition to our mentors, we also rely on our student leaders to help support their peers. Our Year 12s, Middle Years Captains and Student Representative Council leaders play a critical role in creating a positive and inclusive school culture. By modelling positive behaviours and engaging in activities that promote empathy and understanding, they help to create a welcoming and supportive environment for all students.

Kristen Waldron Deputy Principal

Uniform Standards

Our uniform identifies students as an important part of a community and ensures a positive image in line with our College values and our place as a academic school. The uniform must be worn at all times and all uniform items can be sourced through the College Uniform Shop, in the main Tower Building. A full list of uniform items can be found on the College website.

Uniform shop opening hours:

Tuesday: 8.30am – 4.30pm

Thursday: 12.00pm – 4:00pm

Additional hours in January leading into the start of the term.

1 Chaucer Street, Hamilton

Phone: (03) 5571 1300

Online: Order uniform items at https://tha.ac/uniform

Each student at The Hamilton and Alexandra College is individually responsible for ensuring that they are dressed in the College uniform and neatly presented at all times during every school day. Students will be advised when specific uniforms are required. The uniform shop is open during school hours for uniform items.

Students must wear the correct school uniform when travelling to and from school.

Please ensure that all clothing items are clearly named.

Academic Uniform Summer (Term 1 and 4)

Option A

• College summer dress. Dress length:

- The bottom of the hem must touch the knee

• Plain white socks

- mid calf

• Navy College jumper.

- Year 12 students may wear the approved Year 12 jumper

• Polished black leather school shoes

• College blazer

- Formal events in Term 1 and 4

- On stage at assembly (all year levels)

- Badges worn on the blazer are those awarded by the School

• College straw hat

- Regulation hats are to be worn at recess and lunchtimes

Option B

PREP TO YEAR 9

• Navy shorts

• Short sleeve shirt with crest

• Navy College jumper

• Grey fleck socks

• Polished black leather shoes

• College Tie and blazer

- Only required for formal events, such as Scholars Assembly, Speech Day, all services held at church, etc

- On stage at assembly (all year levels)

- Badges worn on the blazer are those awarded by the School

• Navy College broad brim hat

- Hats are to be worn at recess and lunchtimes.

YEARS 10 TO 12

• Navy shorts

• Short sleeve shirt

- Tucked in at all times

• Tie

• Blazer

- The blazer is worn as the outer garment to and from school, at assemblies and for formal occasions (weather dependant)

- On stage at assembly (all year levels)

- Badges worn on the blazer are those awarded by the School

• Grey fleck socks

• Polished black leather shoes

• Navy College Jumper (optional)

Academic Uniform Winter (Term 2 and 3)

Option A

• College winter skirt:

- Length: The bottom of the hem must be no higher than mid calf

• Plain navy socks or tights

• Mid blue long sleeved shirt

- Shirts are to be tucked in

• College tie

• Navy College jumper.

- Year 12 students may wear the approved Year 12 jumper

• Polished black leather school shoes

• College blazer:

- The blazer is worn as the outer garment to and from school, at assemblies and for formal occasions

- On stage at assembly (all year levels)

- Badges worn on the blazer are those awarded by the School

Option B

• College pants

- Boys: grey

- Girls: navy

• Socks

- Boys: grey fleck

- Girls: navy

• Belt (optional) – plain buckle

• Mid blue long sleeved shirt

- Shirts are to be tucked in

• College Tie

• Navy College jumper.

- Year 12 students may wear the approved Year 12 jumper

• Polished black leather school shoes

• College blazer

- The blazer is worn as the outer garment to and from school, at assemblies and for formal occasions

- On stage at assembly (all year levels)

- Badges worn on the blazer are those awarded by the School.

Sports Physical Education

• College polo shirt

• College sports shorts

• College tracksuit pants

• College sports hat

• College sports jacket

• Sports socks

• Lace up sport shoes are to be worn for PE lessons and sports activities

- They are not to be worn with either the Summer or Winter Uniform.

No skate or street shoes are to be worn.

Sports House Sport

• House polo shirt

- Colour assigned

• College sports jacket

• College sports shorts

• College tracksuit pants

• College sports hat

• Sports socks

• Lace up sport shoes are to be worn

- They are not to be worn with either the Summer or Winter Uniform.

No skate or street shoes are to be worn.

Awarded Items

Badges

Senior students who have been awarded badges are to wear these with pride on the lapel of their blazer.

Colours

Colours presented to students are to be sewn on their blazer pockets within an appropriate time frame in the correct order.

Tie

Prefect and Captain Ties are to be worn with the top button secured at all times.

Formal Uniform Special Occasions

Students attending formal events such as Speech Day, or representing the College at RSL ANZAC Day and Remembrance Day Services are required to wear the following uniform: College blazer, tie and College coloured hair ribbons - Navy, white or College crested.

Optional Items

College scarf

- Uniform item in Term 2 and 3 only

- Not to be worn to assemblies or formal occasions, including school photos

- Available from uniform shop

Hair Ribbon

- Navy, White or College crested

- Available from Senior School Reception

RB Sellars Shirt

- Embroided navy shirt

- Can be worn for Ag excursions, equine, camps and experiences

- Available from College website

Rowing Suit

- Can be worn for training and competition

- Available for order from Senior School Reception

Equestrian

- Embroided navy, light blue white shirt or embroidered navy vest

- Can be worn for competition and horsemanship lessons

- Available from College website

Co-curricular Opportunities

Individual and team sport

Our students can choose from a wide range of sports at various levels and all students participate in sporting activities at least once a week. Students with a talent or passion in a particular sport have the opportunity to receive specialist training and competition.

House system - all College students are allocated to a House, which provides an important connection for students in different year levels. Our House system includes four Houses: Berry (red), Laidlaw (blue), Learmonth (yellow) and Young (green). Students have the opportunity to participate in a range of House Activities at lunchtimes and these are open to students in all year levels. House activities are a great opportunity for students to make new friends both within their year level and across the College.

Annual Inter-House carnivals

An integral part of the College House program, sports days are held throughout the year in Swimming, Athletics, CrossCountry Running and Old Fashioned Sports. Students also have other opportunities to represent their House in five House sport afternoons held each year; including Golf, Volleyball, Rock Climbing, Football, Netball, Hockey, Soccer, Badminton, Tennis, Table Tennis, Cricket, Lawn Bowls, Touch Rugby, Softball, Basketball and Dodgeball. Students wear their House colours.

Summer sports (Term 4 and 1)

• Athletics

• Cricket - (through College Cricket Club)

• Rowing

• Swimming

• Tennis

• Netball

Winter sports (Term 2 and 3)

• Australian Rules Football (Inter-school)

• Netball

• Hockey

• Soccer

• Futsal

Music

Classroom music is a core subject at Year 7 and becomes an elective subject in Years 8 to 12.

In Year 7 all students learn a Concert Band instrument and work together to form the Year 7 Concert Band. This foundation in instrumental music practice establishes students within the music program and compliments prior learning to provide a pathway in music throughout their time at school.

Students may learn a musical instrument on a rotational, withdrawal basis during the school day from one of the school’s specialist instrumental music teachers. Private fees are charged for this service.

Students can play in a range of ensembles including bands, orchestras, chamber groups and choirs. Musical instruments can be stored safely in The Kantor Family Music and Performing Arts Centre Building. College ensembles rehearse during lunchtimes and before and after school.

House and Whole School Music

Music is a vital and all-inclusive part of weekly activities including assemblies and House Services, as well as major College events including Scholars, Speech Day and the Christmas and Easter Services. House Music is an annual highlight, held in Term Three where Houses compete in singing and instrumental sections. College events such as Wellness week, College Has Got Talent and The VIBE Day are enthusiastically embraced by College musicians.

Visiting clinicians, Concerts and Competitions

College ensembles and soloists are regular participants in workshops and concerts with visiting musicians including the Australian String Quartet, The Australian Brandenburg Orchestra and Orchestra Victoria. As well as attending competitions including the Hamilton Eisteddfod, College ensembles regularly attend festivals such as Generations in Jazz and the Port Fairy Spring Music Festival. Regular concerts and soirees are held for student musicians to perform as soloists and in groups.

Ensembles Individual lessons avaliable in:

• Male Voice Choir

• Female Voice Choir

• Festival Voices

• Chamber Orchestra

• Concert Band

• Jazz Collective

• Kantor Players

• Senior String Quartet

• Senior Piano Trio

• Piano

• Oboe

• Voice

• Theory

• Clarinet

• Bassoon

• Saxophone

• Trumpet

• Trombone

• French Horn

• Euphonium

• Tuba

• Violin

• Viola

Inter-School

College students represent the school in two sporting associations.

Locally, we compete as part of the Glenelg Division (GD) against other Southern Grampians and Glenelg Shire schools. Our GD competitions annually include: Swimming, Athletics, Cross Country, Golf, Australian Rules Football, Triathlon and Shooting.

We are also a long term member of the Independent Country Co-Educational Schools (ICCES) Association. The ICCES Association is made up of likeminded independent schools across regional Victoria to give our students opportunities to compete at the best sporting venues in Melbourne, including the Melbourne Sports and Aquatic Centre for Swimming and Lakeside Stadium for Athletics. Our ICCES competitions annually include: Swimming, Athletics, Cross-Country Running, Basketball, Netball, Soccer, and Cricket.

All year

• Badminton

• Basketball

• Clay Target Shooting

• Equestrian

• Hockey

• Table Tennis

• Cello

• Double Bass

• Classical Guitar

• Electric Guitar

• Bass Guitar

• Percussion

• Drum-kit

Public Speaking and Debating

College offers students opportunities to develop oratory skills through participation in public speaking competitions. Our program includes the Lions Youth of the Year Quest, which tests leadership qualities; Rotary competitions, which foster community values; the English Plain Speaking Award, which focuses on clarity of expression; and the Royal South Street competition in Ballarat, where students showcase their talents on a regional stage. These experiences form a foundation for students to cultivate communication skills that serve them in academic pursuits and beyond.

Students at the College engage with debating through structured competitions that build critical thinking and persuasive reasoning. The program encompasses the Inter-House Debating competition, the Inter-School Debating competition, the ICCES competition, which connects our students with peers from other independent country co-educational schools; the Royal South Street competition in Ballarat; and various Eisteddfods throughout the region. Through debating, students learn to research, construct arguments, and present ideas with conviction.

Further information can be found in the annual publication - Senior Sport Handbook

Equestrian

Co-Curricular Program

• Riding Classes

• Clinics

• Events

Riding classes

This unique offering encourages participation, effort, good sportsmanship and equestrian skills. Students can develop their skills in an encouraging and nurturing environment with individual attention and guidance by qualified coaches.

Clinics

We hold regular clinics run by guest coaches.

Events

We host Inter-House and Inter-School events throughout the year. Students are encouraged and supported to attend InterSchool equestrian events and the State Interschool Equestrian Championships each year.

Camps and Experiences Performing Arts

Our students learn invaluable life skills through participating in age-appropriate outdoor education experiences during their time at the College.

Our camps are a significant part of our school culture – a time for students to bond together, step outside their comfort zones, test resilience and learn new skills.

College performing arts provides drama students an engaging opportunity to explore theatre through the annual production and other dynamic performance.

Working with a variety of age groups, students gain valuable insights into performing arts pathways whilst fostering creativity, inclusivity, and collaboration. Students build self-confidence, social skills and the value of teamwork.

Further information can be found in the annual publication - Equestrian Handbook Further

Year 7 - Glenelg National Park

A four-day canoeing journey, staying in tent accommodation.

Year 10 - Central Australia

The Central Australia Experience is an optional eight-day adventure through the centre of Australia at the start of Term 3. This is a challenging and rewarding program of cultural immersion, service opportunities, and the chance to experience the spectacular Central Australian landscape.

Year 8 - Mittagundi

Expedition and base camp in the Victorian High Country, involving snow camping, skiing, pioneer skills and outdoor challenges.

Year 12 - Tertiary Program

This three day retreat in a tertiary environment is a great team building, goal setting and preparation time for the year ahead. The retreat gives Year 12s exposure to a university setting.

Year 9 Experience

Programs includes Grampians Retreat, Melbourne and Vietnam. This is a full year of experiences that encourages students to step outside of their comfort zones in many different situations and environments.

Global Experiences

Students have the opportunity to participate in diverse trips that encompass a wide range of experiences. These trips may include immersive ventures, engaging international platforms or sporting adventures. These experiences aim to provide students with valuable opportunities, broadening their horizons.

General Information

Absence and Lateness

Daily Absences: BEFORE 9.15am

From 2026, Parents can submit their child’s absences through Toddle by going to the ‘Attendance’ card on the homepage. Under the ‘Excusals’ tab, they can click ‘Request an excusal’ and choose the type of absence— single day, multiple days, or part of a day.

AFTER 9.15am

If you are notifying an absence after 9:15am please notify the College via the following ways:

Email: absence@hamiltoncollege.vic.edu.au

Phone Senior: 03 5572 1355

Phone Junior: 03 5571 1066

If you are notifying the College via email please use the generic absence email address only.

Other Absences: The procedure is listed in the student Record Book. Absence permission for special reasons is given by the Principal, we request that you write a letter to the Principal. Please email this letter to the Assistant to the Principal admin@hamiltoncollege.vic.edu.au

If students are late they must report to Reception and if they leave the grounds they must also first report to Reception.

Leaving School Premises During The School Day

Parents/guardians of students needing to leave the school premises during the day should contact Reception by telephone or email in advance, or provide a note for their child to hand in, outlining the reason and times of the absence. Students are then required to sign out and sign back in at Reception.

Academic Assistance

The Hamilton and Alexandra College offers all senior students the opportunity to study in the Winifred Berry Library from Monday – Thursday from 3.45 –5.30pm during term time. These study sessions are supervised and teachers are available for individual and group support. Many students who live out of town find Academic Assistance very helpful in prioritising study in between travel and co-curricular commitments. Students sign in and out of the library as a record of their attendance.

Academic Integrity

Academic integrity is ‘the expectation that teachers, students, researchers and all members of the academic community act with honesty, trust, fairness, respect and responsibility.’ Breaching academic integrity is also known as ‘academic misconduct’ or ‘academic dishonesty’.

Academic integrity is a commitment to uphold these concepts in all your academic work. At The Hamilton and Alexandra College academic integrity is an important part of our commitment to help each student achieve academic excellence and ensure that our learning culture remains rigorous. Every student from Years 7-12 is responsible for conducting themselves in an ethical manner.

Plagiarism is the use of and representation of other people’s words and ideas, in whole or in part, as the student’s own work. This definition applies to words or ideas taken without proper acknowledgement from any published source, such as a collection of literary essays, from any site on the internet, from any essays written by other students and any other electronic or print source not mentioned.

We recognise that artificial intelligence (AI) exists as a tool for research and discovery, yet it cannot replace the growth that stems from a student’s own analysis and thought. The development of an authentic academic voice—established through personal learning experience—stands as the foundation of education; therefore, work generated by AI systems instead of through a student’s own effort will not be accepted within our academic community.

A full copy of this policy can be found on the learning management system and student diary.

Assemblies

Full school assemblies are held each Wednesday morning at 8.50 am. Full uniform is required (see uniform under General Information page 72). The Assembly consists of a hymn, prayer or reading and a review of past events, reports and comments on current happenings and things to come. There are occasional guest speakers and musical items. The students stand when staff leave at the conclusion of the Assembly.

Awards

Academic awards are presented at the Scholars Assembly at the start of the year for Academic Achievement and Effort. Nonacademic awards are presented to students whose achievement or contribution to an cocurricular activity warrants acknowledgment throughout the year.

Boarding

College Boarding offers twin-share accommodation (Year 7 -11) and single room in Year 12. Casual boarding is available on request. Homework is supervised and students receive academic assistance from members of the teaching staff. Please contact The Registrar, for further information: admissions@hamiltoncollege.vic.edu.au

Booklists

The Hamilton and Alexandra College works with Campion Education in Warrnambool to provide school books for students. Parents are required to login to the Campion website, create an account, click on the school name and type in a code for the resource list section.

The year level, items and delivery method is then selected and payment finalised online. More information about booklists and details of how to order will be provided in Term 4. For further information families may contact the Business Office.

Bullying

A comprehensive policy is listed in the student diary and the learning Management System. All students at The Hamilton and Alexandra College have the right to feel comfortable and safe.

Buses

Bus services operate to Warrnambool, Woorndoo, Portland and Casterton. Permission is needed for students to use the bus service at any time. See Reception for a bus pass reception@hamiltoncollege.vic.edu.au

The Government buses are coordinated through Baimbridge College. For general bus enquiries please contact the Registrar. For any behaviour management issues please contact Head of Middle Years.

The Department of Education buses depart from Baimbridge College after school. Two buses leave from the Middle Years Centre to transport our students to Baimbridge at approximately 3:35 pm.

If students miss their bus they should report to Reception and ask to ring home to make alternative arrangements.

Casual Clothes Days:

At the Senior School, Casual Clothes Days are held once per term in support of the College’s World Vision sponsor children. Students who choose to wear casual clothes are asked to contribute a gold coin. On Casual Clothes Days, students are permitted to wear neat and clean casual clothes. Students should exercise good judgment in their decisions about apparel on these days. Thongs are not permitted. In addition, the usual rules regarding broad brimmed hats (in Terms 1 and 4) and jewellery remain.

Discipline

The school rules are listed in the student diary. A OnTrak and incident points system operates for misdemeanours.

Evacuation procedures

All evacuation procedures are listed on the classroom electronic displays. Fire and lock down drills are held each term.

The school Camps and Expeditions Committee requires organisers to consider evacuation procedures.

Examinations

Our students are prepared for the examinations that are held at the end of each semester. We encourage the students to focus not only on results, but also the examination process. We encourage students to thoroughly revise their notes and past tests. Teachers deliver revision lessons, which allow core topics and learning to be reviewed and reinforced.

During the sitting of examinations, we encourage students to develop the following techniques:

• Arrive at the examination room in good time, with the approved materials and equipment.

• Read and follow the instructions on the examination paper very carefully.

• Read the paper thoroughly during the allocated reading time.

• Read the questions carefully to ensure that your answers are thorough.

• Be aware of the timing of each section of the exam and use all the time available to you.

The examinations are not only an opportunity for students to demonstrate their learning but to also gain practise performing within a limited timeframe in preparation for the Senior Years and beyond. We see this as an essential learning opportunity for our students.

Home Learning and Study

All students must accurately record daily homework. The homework timetable is recorded in the front of the Record Book. Every effort is made to set regular but worthwhile homework tasks. The level of study required increases as students move through Senior school into VCE. Where a student has worked beyond the allotted time and is becoming overtired or frustrated, it is appropriate for parents to use their judgement regarding completion. A note in the Record Book will explain to the teacher why the homework was unable to be completed.

House Organisation

There are four Houses at College: Berry, Laidlaw, Learmonth and Young. All students in the school are allocated to one of these Houses. Year 7 to 12 students within each House are divided into Mentor Groups.

Illness / Injury at School

Minor accidents and illness are attended to by the School Nurse. Staff members have undertaken First Aid Certificate courses. It is important that the school is always in possession of current medical information. Parents are notified to complete Operoo annually and update Operoo if any changes to your child’s medical information. The School Nurses are available five days per week.

Library

Hours and borrowing procedures are listed in the student Record Book but students may borrow before school, after school and at lunchtime.

Students also use the library for research under the supervision of their subject teachers and they enjoy one guided reading period per cycle with their English teachers.

There is no limit to the number of resources that may be borrowed if no books are overdue.

The library committee host a number of lunch time activities each term, with notification posted to teams.

Lockers

Students have individual lockers in the locker rooms. Lockers should be kept locked during the day and a master key is available in emergencies.

If students have money or phones at school, these items must be stored in their lockers and phones on silent. A combination lock is provided per student. Lost Property

Please ensure all uniform garments and stationery are named clearly.

There is a pound in the Tower Building (outside the uniform shop), Sports Centre and Year 12 Common Room.

Make Up, Jewellery and Hair

Make up or nail polish must not be worn to school, apart from colourless moisturiser and colourless sunscreen.

Jewellery is not permitted. Students may wear a single pair of plain studs or sleepers in the lobes of the ears and hair below shoulder length must all be tied back with an elastic band.

A ribbon in school colours of navy, white or College crested may be used.

Students’ hair should avoid extreme variations of hair cuts and colours. Students’ hair must be cut or tied up if it touches the collar.

Manners

We stress the importance of good manners. Manners are important to learn and it means acting in a way that is respectful and socially acceptable. Manners refers to how you behave and what you say to others.

Students are expected to be polite and display behaviour that is respectful and considerate of other people. Our staff are conscious of modelling good manners.

Basic manners and etiquette:

• Saying please, thank you, excuse me, you’re welcome.

• Not interrupting when someone is speaking.

• Not swearing and being aware of your body language.

• Raising your hand in class.

• Holding the door for other people if possible.

• Not commenting negatively on someone’s physical appearance.

• Waiting your turn.

Finally, having good manners can improve relationships and manners convey respect for the other person. Respect is one of our key values at the College.

Newsletter

The newsletter is distributed weekly by email and can be found on the College webite under College News.

Newsletter items of queries in relation to the newsletter can be emailed to: reception@hamiltoncollege.vic.edu.au

Organisation

Being an organised student can save you time in the long run. Here are some helpful suggestions.

• Back up your work - Safeguard your own work by always making copies of important files to your own OneDrive.

• Make a term plan - A useful way to get a visual overview of your commitments and to plan your time is to write yourself a term plan.

• Write a weekly summary - Schedule your study times in advance by writing yourself a weekly timetable. This will help you to allocate specific time for studying, sport, free time.

• Get enough sleep and have good bedtime routines. It is important to be well rested and alert. Pack bags the night before to allow a smooth transition in the morning.

Parent / Student / Teacher Interviews These are scheduled throughout the year for online meetings.

Bookings with your child’s teachers are essential and can be made online.

Please refer to the newsletter information at the end of each term.

Parents and students are encouraged to attend.

General Information cont.

Parents’ and Friends’ Association

The Parents’ and Friends’ Association hold meetings at least once per term. In addition, Year Level Parents’ Nights, social days and special fundraising events are held.

The Parents’ and Friends’ contribute most significantly to the resources in the school that benefit our students. If you would like to contribute to the active P and F Association, please email paf@hamiltoncollege.vic.edu.au

Parent Visitors

Please sign in at Reception if attending meetings or events onsite during school hours.

Publications

The school magazine, ‘The Collandrian’ is produced at the end of each year. It provides a comprehensive record of the school year.

The ‘Ivy and the Tower’ a bi-annual publication is distributed to all school families and Old Collegians in June and December.

Reporting

Continuous reports in each subject are online and formal reports are issued at the end of each semester.

Services and Assemblies

Services are combined with Senior School Assemblies. Major Services for the year include: Easter (end of Term 1), ANZAC (Term 2) and Christmas (end of Term 4). Easter and Christmas services are held in St Andrew’s Presbyterian Church.

Speech Day

A formal occasion for the whole school community to mark the achievements of the school. Held in late October in The Kantor Family Music and Performing Arts Centre (MPAC). Formal uniform is required.

Sport

Students can play in sports teams at a variety of levels.

They may represent their House in interHouse round-robin events during House Sport Afternoons, which are outlined in the calendar.

They play in school teams in local competitions outside school hours or represent the school at Glenelg District or ICCES carnivals.

See more information on the cocurriucluar page 74

Sport Co-curricluar booklet with further information in detail is produced each year.

Student Committees

The Student Representative Committee (SRC) is an elected committee and an opportunity for students to serve the College community.

Student Leadership

Students are encouraged to show leadership in a range of ways. Prefect and other leadership positions for senior students are announced each year, usually in late October.

A leadership program occurs as part of the Middle Years program at Year 8. Whilst these formal situations exist, students can also show leadership in class or Mentor groups, in teams and in the way they approach other aspects of school life.

Student Diary

The official school diary is an important means of communication between staff and parents.

Students are expected to record all homework in their school diary.

Parents are encouraged to sign the school diary on the weekend and the Mentor will sign it during Mentor time.

Tuck Shop

The Tuck Shop is in the MPAC Courtyard. Lunches may be pre-ordered at the start of the day by filling out a special lunch bag and paying.

The lunches can be collected from the Tuck Shop at the start of lunchtime.

Food is also available at recess. Food is also available at recess. Students can pay using CASH or an EFTPOS CARD, students are asked not to pay using their mobile phones.

Policies and Procedures

CHILD SAFETY

Child safety and protection is of the utmost importance to us here at The Hamilton and Alexandra College.

It is important that we all play a role in ensuring the safety of every child.

If a student ever has concerns for themselves or any other student it is imperative that they let a staff member know immediately.

All concerns will be dealt with appropriately and confidentially.

Our full suit of child safety policies can be found at: https://tha.ac/childsafepolicies

Bullying

INTRODUCTION

Bullying is unacceptable in all its forms. Members of The Hamilton and Alexandra College Community have a right to a safe and caring environment.

This policy is also contained in the Record Book.

DEFINITION

Bullying is when people use their power to hurt or scare others. It can be done by an individual or by a group. It can be carried out physically, verbally or emotionally. People bully because they feel bad about themselves or to gain popularity. Sometimes even for pleasure.

FORMS OF BULLYING

• PHYSICAL: Physical bullying is unwelcome and may include: fighting; hitting; invasion of personal space; taking, hiding or damaging personal property; or any other form of unwelcome physical contact.

• VERBAL: Verbal bullying is unwelcome and may include: name calling; offensive language; putting people down; picking on people for any reason such as race, gender, religious creed, physical or intellectual attributes, ridiculing or sexual innuendo. This communication could occur verbally, visually or by any form of written or electronic media.

Mobile Phone Policy

INTRODUCTION

The school recognises the importance of mobile phones in modern life. However, mobile phones can also be a source of distraction and disruption during the school day. Therefore, to maintain a focused and productive learning environment, the use of mobile phones is restricted during school hours. The policy outlines rules and consequences related to mobile phone use for students. The policy acknowledges that with maturity comes responsibility and accountability; hence, the rules are split into two sections for year levels.

Mobile Phone Rules for Years 7 and 8

• No mobile phones permitted during school hours: Students in Years 7 and 8 are not allowed to use mobile phones during the school day. If a student must bring a phone to school, it must be handed in upon arrival.

• EMOTIONAL (PSYCHOLOGICAL):

This form of bullying is unwelcome and may include: repeated exclusion; threats, rumour-mongering; or the use of non-verbal gestures to hurt people. It also includes all the forms of physical and verbal bullying.

PROCEDURE

Members of The Hamilton and Alexandra College Community have a right and a responsibility to report incidents of bullying.

• Students should report any bullying or harassment to a person in authority with whom they feel comfortable. That person should then inform the students’ teachers/tutors.

• Parents should formally report incidents of bullying to a member of staff.

• Teachers who observe incidents of bullying should deal with them on the spot and report them to the students’ teacher/tutors.

ACTION

Action will include:

• all reported incidents of bullying being investigated by Mentors or Heads of Houses or the Director of Boarding or the Head of Years who may refer the matter to the Deputy Principal and/or the Principal;

• All bullying incidents will be documented and the documents retained;

• Phone collection and storage: Phones must be handed in at the designated collection point in the Middle Years building at 8:50 am and can be collected at 3:30 pm. During this time, phones will be securely stored in a phone safe.

Mobile Phone Rules for Years 9 to 12

• Students in Years 9 to 12 are not allowed to access their phones between 8:30 am and 3:30 pm unless they have explicit permission from a teacher. Phones must be stored in lockers.

• No phone use during incursions or excursions: Students are not permitted to use their phones during incursions or excursions unless specifically allowed by a teacher.

• Case-by-case basis on camps: The supervising teachers will determine phone usage on school camps on a case-by-case basis.

• Phone procedure when leaving class: If students have their phone in class for a specific reason and request to use the bathroom during class, they must leave their phone on the staff desk.

• these incidents will be mentioned at Pastoral Care meetings.

Action may include:

• interviews with victims, perpetrators and onlookers;

• parent or guardian being notified;

• meeting of all the above with the relevant staff;

• counselling and ongoing monitoring of all the people involved;

• referral to a trained counsellor

• appropriate punishment;

• suspension Repeated offences will not be tolerated. Any person guilty of bullying may be subject to legal processes.

It is the aim of The Hamilton and Alexandra College to raise awareness of the inappropriateness of bullying through educative and preventative programs which foster an atmosphere that values the worth of each individual and allows each the security to develop fully.

Consequences for Inappropriate Phone Usage

• 1st Offence: The phone will be confiscated and stored in the school safe until the end of the day.

• 2nd Offence: An OnTrak will be issued and parents informed via phone call or the phone will be confiscated and stored in the school safe until a parent / guardian collects it.

• 3rd Offence: A parent meeting will be requested, and the student will be required to hand in their phone at the front desk each day for the remainder of the school term.

By adhering to this policy, we aim to create a learning environment that minimises distractions and promotes the safety, wellbeing, peer connections, and academic success of all students.

SOCIAL MEDIA / CYBER SAFETY

INTRODUCTION

The Hamilton and Alexandra College believes the teaching of cybersafe and responsible online behaviour is essential in the lives of students and is best taught in partnership between home and school. 21st century students spend increasing amounts of time online, learning and collaborating. To be safe online and to gain the greatest benefit from the opportunities provided through an online environment, students need to do the right thing by themselves and others online, particularly when no one is watching. Safe and responsible behaviour is taught at school and parents/carers are requested to reinforce this behaviour at home.

DEFINITION

Social Media refers to all social networking sites including but not limited to mobile phone texting, Facebook, X, Pintrest, Threads, Linked-in, You Tube, Instagram, instant messaging services and Myspace.

Some online activities are illegal and as such will be reported to police.

POLICY

The Hamilton and Alexandra College develop and maintain rigorous and effective Cybersafety practices which aim to maximise the benefits of the Internet and ICT devices/ equipment to student learning and to the effective operation of the school, whilst minimising and managing any risks.

These Cybersafety practices will aim to not only maintain a cyber safe school environment but also to address the need for students and other members of the school community to receive education about the safe and responsible use of present and developing information and communication technologies.

Associated issues the School will continue to address include the need for relevant education about Cybersafety for the school community, implications for the design and delivery of the curriculum, the deployment of staff, professional development and training, disciplinary responses appropriate to breaches of Cybersafety, the availability of appropriate pastoral support and potential employment issues.

Cybersafety is a key component of the Health and Wellbeing curriculum at The Hamilton and Alexandra College and lessons are delivered to Years 7-10. Educational sessions are arranged for students in Years 11 and 12. The Hamilton and Alexandra College takes seriously its responsibility in providing robust policy, guidelines and education for students in relation to what is deemed acceptable and appropriate online behaviours.

• The school name, motto, crest, logo and/ or uniform must not be used in any way which would result in a negative impact for the school and its community.

• Students must not post photos of themselves and/or other students which clearly identity them as a member of The Hamilton and Alexandra College community, nor post photos taken during any school sanctioned activity. This includes off campus events such as sports days and camps.

• Members of the school community also have a responsibility to ensure that all online communications are in keeping with the schools expectations in relation to appropriate and respectful interactions with teaching and nonteaching staff.

• Students will not post inappropriate comments about members of the College community which, if said in person, would result in disciplinary action being taken.

“Cyberbullying is a way of delivering covert psychological bullying. It uses information and communication technologies to support deliberate, repeated and hostile behaviour, by an individual or group that is intended to harm others.” (Belsey 2007)

Cyberbullying includes, but is not limited to, the following misuses of technology: harassing, teasing, intimidating, threatening, another person by sending or posting inappropriate and hurtful email messages, instant messages, text messages, phone messages, digital pictures or images, or Web site postings (including snapchat, tiktok, facebook, instagram or blogs).

The forwarding of private emails, messages, pictures or videos or otherwise inappropriately communicating personal or private information belonging to another person or logging on and pretending to be someone else as well as sending sexually explicit images (‘sexting’) and intentionally excluding others from an online group all constitute cyberbullying and if this occurs either during school time or after school hours, will constitute a breach of school policy and as such a student will be subject to disciplinary action.

Students must be aware that in certain circumstances where a crime has been committed, they may also be subjected to a criminal investigation by Police over which the school will have no control.

In the event of inappropriate material being forwarded to either staff or students electronic devices (computers / phone), which places the recipient of being at risk of being ‘in possession of child pornography’, this must be reported to the Principal to be communicated to the appropriate authorities.

Members of the College community who feel that they have been the victims of such misuses of technology should save and store the offending material on their computer, mobile phone or other device. They should then print a copy of the material and immediately report the incident to a teacher. Staff who may have been cyberbullied or threatened online should immediately report such incidences to a member of the School Leadership Team.

All reports of cyberbullying and other technology misuses will be investigated fully and may result in a notification to Police where the school is legally obliged to do so. School sanctions may include, but are not limited to, the loss of computer privileges, detention, suspension, or expulsion and these sanctions will be determined at the Schools’ discretion. This policy and related procedures are to be read in conjunction with the School’s Bullying Policy and Procedure and The Hamilton and Alexandra College Student Computer Network, Internet Services and Mobile Phones Acceptable Use Policy.

Student wellbeing is our highest priority.

Your first point of contact for any queries or concerns is your child’s mentor who is announced at the beginning of each year.

Following this, please contact your Head of House, then the Head of Year 12 / Middle Years.

If the matter needs to be escalated, please contact the Deputy Principal before contacting the Principal.

We are here to work with you at all times.

Senior School

Wellbeing

Wellbeing matters should first and foremost be referred to the Mentor, followed by the Head of House.

Academic

Academic matters should be referred to the subject teacher.

Following this, if the matter needs to be escalated please contact the Director of Learning and Teaching.

Sporting

Sporting matters should be referred to the coach or team manager.

If you require further information, please contact the Director of Sport.

Co-curricular

Should be referred to the staff member in charge of that activity, which can be located on your yearly welcome letter from your mentor. If unsure email reception@ hamiltoncollege.vic.edu.au

School

Counsellor

All students and their families have access to School Counsellor. Available via email or TEAMS.

Boarding

Queries should be directed to the Director of Boarding.

For casual boarding bookings, please contact the registrar on 5572 1355.

Financial

All queries should be directed to the Business Office.