2025 SUBJECT OFFERINGS ST CATHERINE’S SCHOOL
or English
& Physical
select one each Semester from list below:
• Personal Fitness (including elite sports programs)
• GSV (including Rowing)
• HPE Semester 1 & / or 2
• VCE HHD 1 & 2 or VCE PE 1 & 2
• VCE/VET Sport, Aquatics and Recreation Units 1 & 2
Humanities (History & Geography) Humanities (History & Geography) Humanities (History & Geography) Science Science Science Visual Arts
Arts The Arts (Visual & Performing Arts) The Arts (Visual & Performing Arts)
ELECTIVE SUBJECTS YEAR 7
SELECT TWO (ONE PER SEMESTER)
Languages
• Chinese (Non-Heritage)
• Chinese (Heritage)
• French
• Japanese
Academic Honours Program (by invitation)
• English • Maths
SELECT ONE (ONE FOR WHOLE YEAR)
• Chinese (Non-Heritage)
• Chinese (Heritage)
• French • Japanese
Honours Program (by invitation)
SELECT SIX (THREE PER SEMESTER)
MUST SELECT FOR WHOLE YEAR (COUNTS AS TWO)
• Chinese (Non-Heritage)
• Chinese (Heritage)
• French
• Japanese
SELECT EIGHT (FOUR PER SEMESTER) (MAY SELECT ONE OR TWO VCE UNITS 1/2 ON APPROVAL)
MUST SELECT FOR WHOLE YEAR (COUNTS AS TWO) • Chinese SL
Chinese SLA
French
Japanese
SELECT SIX (MAY
3/4 ON APPROVAL)
Maths
Science
• Science • Humanities • English
Humanities
• Advanced Biology
Advanced Psychology
Physics
Psychology
VCE Biology 1 & 2
VCE Psychology 1 & 2
Media
Performing Arts • Music
Theatre Studies
Humanities
• Financial Literacy & Entrepreneurship
• Australian Politics & Economics
• Philosophical & Critical Thinking
Performing Arts
• Music
Humanities
Pure Humanities
• Geography
• History
• Philosophy
• Globalisation
• VCE
Commerce
• Globalisation
• Commerce (Business Management/Accounting)
• VCE Accounting 1 & 2
• VCE Business Management 1 & 2
• VCE Economics 1 & 2
Arts • VCE Theatre Studies 3 & 4
• VCE Music Reportoire Performance 3 & 4
Humanities Humanities
Commerce
• VCE Accounting 1 & 2
• VCE Accounting 3 & 4
• VCE Business Management 1 & 2
• VCE Business Management 3 & 4
•
Assessment and Reporting
St Catherine’s provides continuous reporting and end of semester Academic and Wellbeing Reports. The Reports contain the Academic Transcript, the Student Reflection, the House Tutor Comment, the Participation and Awards Report and details regarding our Academic Advisory and Wellbeing Modules.
Our learning management system, accessible through mystcatherines, has the capacity for teachers to provide information about girls’ learning in regular instalments in place of semester reports. Teachers will publish feedback on assessments completed at regular intervals during a school term rather than just at the end of a semester.
Parent Teacher Student Conferences provide parents and guardians with the opportunity to discuss their daughter’s progress with their teachers. They are held each semester in the Senior School. An email with procedures for online bookings is sent to parents a few weeks prior to each interview period and parents are encouraged to make interview times.
Learning Plus Department
Years 7 and 8 Academic Honours Program
TheHonoursProgramisasubjectspecificextensionand enrichmentprogramoffered to select, high-achieving students in Years 7 and 8. The subjects offered in the HonoursProgramareEnglish,Humanities,Mathematics andScience.
The philosophy underlying the Academic Honours Program is the implementation of developmentally appropriate curriculum for identified talented girls to maximise their learning outcomes. The Program aims to deepen students’ knowledge and skills through fostering a culture of curiosity and the explicit teaching of 21st Century thinking skills.
The Academic Honours Program encourages academic rigour in learning through the application of creative strategies. Where possible, curriculum will be interdisciplinary to enhance the transfer of learning and allow students the opportunity to make authentic connections.
The Academic Honours Program encourages students to reflect on their learning journey. With teacher guidance students set their own knowledge and skills objectives. The Honours Program is adaptive and responsive to the students involved in the Program.
Identification Procedures
Avariety of criteria is utilised to select students to participate in the Academic Honours Program. The selection is consistent and transparent across the English, Humanities, Science and Mathematics Faculties.
Students are selected to participate in the Academic Honours Program based on the steps outlined below:
StepOne:Allstudent data is reviewed. At least two normed standardised assessments are used for identification and selection, St Catherine’s uses a combination of tests including NAPLAN results and AAS testing
StepTwo:Classroom teachers are consulted for input on the suitability of students and their academic performance in class. Classroom teacher feedback and comments are taken into consideration
Step Three: Heads of Year and Heads of Faculty are consulted to discuss the suitably of each selected student. The pastoral needs of each student are reviewed.
Step Four: Academic Honours teachers and students are assigned an Honoursgroup.Onlyhighly organised capable students will be offered an opportunity to work across different FacultyAreas
StepFive:AcademicHonoursstudentsareinvitedto participateintheirnominated group.Studentparticipation intheAcademicHonoursProgramisvoluntary
StepSix:Bywayoftrackingboththeacademicand pastoraldevelopmentofthe Academic Honours students, a case management system is utilised. The case managementprocessensurespersonalisedattention, ensuringboththeacademic and pastoral needs of students are met, reviewed, and adjusted where necessary. Student cases are reviewed by individual Academic Honours teachers and are discussed as a team
The Academic Honours Program is offered in the following subject areas:
• English
• Humanities
• Mathematics
• Science
Educational Support ES
Students are identified for Educational Support (ES) through set criteria, including testing and academic reports.
Participation in this program is made by the Head of Learning Plus.
The Years 7 and 8 courses are developed according to the assessed needs of the students. This course is conducted by the Learning Plus Department. Generally, the support in ES consists of working with students to develop students' literacy and language skills utilising evidence-based programs.
At this level, the skills being taught are there to assist and support students to access the Years 7 and 8 Curriculum effectively.
An important component of ES is the consultation between the ES teacher and subject specific teachers, providing assistance where possible.
Year 7 Art
Students use a range of starting points to generate and develop real, imaginary, and abstract ideas. They explore and communicate ideas using a range of media and technologies to develop skills and techniques in the creation and making of art works.
Students are guided in forming and expressing opinions about their own artworks, as well as art within the wider local and global community. The meaning of artworks from a range of styles, times and cultures is explored, developing appropriate art vocabulary. Learning takes place both individually and collaboratively to develop creative, critical, and reflective skills.
Year 7 Drama
Students develop skills in shaping their Drama and media products. They do this by exploring the many facets of Drama such as mime, movement, performance, and voice. Students also investigate the different performance and expressive skills to help increase their understanding of performance. Students experiment with ways in which stagecraft elements such as sound, set and costuming can be used and manipulated to create different effects
Students work individually and in groups, to develop class presentations by collaborating with each other to develop a given topic. Through discussion students learn to assess the effectiveness of Drama in conveying intended meaning.
Year 7 English
In Year 7 English students study a range of texts, genres, read widely and explore themes and issues through their text study.
Students develop their skills in writing through planning, editing, and producing a range of texts and using appropriate language to express their ideas and arguments.
Students develop their grammatical and language skills in the context of their writing and through specific grammar and comprehension units.
Students learn to speak to a range of audiences, sharing and discussing their ideas both formally and informally with a focus on debating.
Year 7 Geography
Geography is the study of physical and human environments from a spatial perspective. It provides students with the knowledge and skills to observe and describe places onthesurfaceofthe earth and to analyse and provide explanations ofhumanandphysical phenomenaandtheircomplexinteractions.Students’ evolving understanding of their world provides a basis for evaluating strategies for the sustainable useand managementoftheworld’sresources.
This course focuses on water as an example of a renewable environmental resource. This Unit examines the many uses of water, the ways it is perceived and valued and its different forms as a resource. Water use and management is investigated at a local, national, and global scale.
The second Unit of Study focuses on the concept of place through an investigation of liveability. This Unit examines factors that influence liveability and how it is perceived and how spaces are planned and managed by people. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning. The liveability of places is investigated using studies drawn from Australia, including a local fieldwork.
Year 7 History – The Ancient World
Year 7 History provides a study from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c.650 AD (CE). It was a period defined by the development of cultural practices and organised societies. The study of the ancient world includes the discoveries and the mysteries about this period of history.
Students develop a knowledge and understanding of ancient societies and their role in providing the foundations of modern society. This enhances students' knowledge and use of historical concepts and develops a broad historical map. Students begin to use a variety of sources that record the features of these past societies. They investigate daily life, the role and work of various groups, education, rituals, and family. They explore the values and beliefs of societies through their religions, myths and legends and their social and political structures.
Students examine the ways the culture was expressed through art, music, literature, drama, festivals, and education. They learn about key events, significant individuals and the influence of trade and contact with other cultures.
Through their investigations, students develop their understanding of change and continuity over time, and the open-ended nature of historical inquiry.
Year 7 Languages
In Year 7 students select two languages. Each language is studied for one semester. Students learn about the structure and conventions of the language, its cultural context, and practices, making comparisons between Australia and the second language of acquisition.
Chinese (Non-Heritage and Heritage)
Non-Heritage: In this introductory Chinese course, students will embark on a journey to learn the basics of the language. Through engaging everyday topics, they will develop a solid understanding of the Chinese writing script and the system of tones essential for pronunciation. Students will also practise simple conversations with their classmates, allowing them to apply what they learn in real-life scenarios.
Heritage: Building on their prior knowledge of Chinese, this course will further enhance students’ language skills. It is designed to deepen their existing proficiency and expand their ability to communicate effectively in Chinese.
In both classes, alongside language acquisition, students will explore key aspects of China’s rich culture and history, broadening their understanding of this fascinating country. Additionally, they will make comparisons with Australia, gaining insights into the differences and similarities between the two languages and the cultural factors that contribute to these variations.
Students with Chinese heritage or those who have attended weekend school for more than two years should enrol in the Chinese Heritage class. First Language Chinese students may consider studying Chinese First Language externally, as it is not offered at St Catherine’s.
French (Foundation and Continuing)
Inthis introduction to the French language, students become acquainted with aspects of France’s rich culture and history and become more aware of the links between French and English language and cultural practices. Students will communicate orally and in writing about themselves and their personal world. They quickly learn to exchange information with each other, begin writing short paragraphs and perform role plays.
Students who have completed two or more years of French should select French Continuing
Japanese
In this introduction to the Japanese language students learn about aspects of Japan’s rich culture and history. Through everyday topics students develop their knowledge of the writing script and engage in simple conversations with each other.
They learn to read short passages effectively and write characters and sentences using appropriate conventions.
The students also learn about the geography, festivals, and special events in Japan, make comparisons with Australia and learn why there are differences and similarities between languages.
Year 7 Mathematics
Year 7 students work with increasingly general representations of material in each of the content strands of Number and Algebra, Statistics and Probability and Measurement and Geometry.
The proficiency strands of Understanding, Fluency, Problem Solving and Reasoning are an integral part of the Mathematics content across all areas.
Mathematics and Learning Plus staff may recommend students to undertake additional support classes in Mathematics.
Year 7 Music (Combined with Year 8 Music)
This course develops the students’ individual understanding of the expressive qualities of music with exploration of playing, listening, responding, composition and improvisation, aural analysis, singing and performance. Contrasting musical styles are investigated, along with the relevant cultural, historical, and social contexts.
The focus for Music in Years 7 and 8 is learning by doing, with a large proportion of practical classwork allowing students to perform collaboratively and in solo settings. Students share their skills with the wider St Catherine’s community through significant assessed performance opportunities. Students explore percussion instruments from Africa, with the preparation of a student led composition in the style of an African Percussion group. Years 7 and 8 join for curriculum delivery in this subject. It is a two-year course – Year ‘A’ and Year ‘B.’
Year 7 Health & Physical Education
Health and Physical Education is uniquely positioned to provide opportunities for students to adopt lifelong healthy and physically active living.
Health Education is a key part of the overall development and education of a child and adolescent. Health Education focuses on developing students' awareness of themselves as an individual, who take increasing responsibility for their own wellbeing and their relationships with others.
Students learn about their own personal health and that of others, focusing on adolescent changes and challenges, making healthy food choices, skin care and fostering SunSmart behaviours, exploring rights and responsibilities, and Consent and Values education. Students develop knowledge, skills and behaviours that enable them to maintain good health and wellbeing, live a healthy lifestyle, develop protective behaviours and resilience, collaborate with others in teams, build positive relationships and resolve conflict situations, in everchanging contexts.
Physical Education is a key part of the overall development and education of a child. It encourages the learning and discovery of the human body and the benefits of lifelong physical activity for individuals and others in the wider community. Students experience a range of physical activities, sports, and recreational activities, which provide opportunities for skill development, fitness, competition, social and cultural interaction, relaxation, enjoyment, and recreation in a diversity of environments. Units of work completed in Year 7 Physical Education include Aquatics, Dance, Soccer, Hockey, Basketball and Hitting and Striking.
Year 7 Science
A Year 7 curriculum focus is on explaining phenomena involving Science and its applications. Students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information about living and non-living things. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. Sustainability of plants is a major focus, with students looking at their ecological footprint, and ways to improve their use of the planet’s resources.
Students will consider the interaction between multiple forces when explaining changes in an object’s motion. They will explore the notion of renewable and nonrenewable resources and consider how this classification depends on the time scale considered. They will also investigate relationships in the Earth, sun, moon system and use models to predict and explain astronomical phenomena.
Students make accurate measurements and control variables to analyse relationships between system components and explain these relationships through appropriate representations. They make predictions and propose explanations, drawing on evidence to support their views.
Year 8 Art
In Year 8, students use a range of starting points to generate and expressively develop real, imaginary, and abstract ideas. Students are encouraged to extend their abilities to undertake deeper technical, aesthetic, and conceptual investigations in visual media. They will use their observations of the world around them and the use of Art elements and Art principles to manipulate visual representations to express ideas. Students are given the opportunity to explore and communicate ideas using a range of media and technologies to develop skills and techniques in the creation of artworks.
Students are guided in forming and expressing opinions about their own artworks, as well as Art within wider local and global communities. The meaning of artworks from a range of styles, times and cultures are explored. Throughout Year 8 Art, students develop appropriate art vocabulary, individual systems of inquiry and an understanding of their own capacity for self-expression of creative ideas.
Year 8 Drama
Students develop and enhance their acting, design, and performance skills. Students engage with a range of theatrical styles to develop rich and engaging performances. Students experiment with ways in which different production roles, such as sound, set and direction, can be used and manipulated to create different effects.
Students also investigate different theatre styles and elements of theatre composition to help increase their understanding of its history and learn to assess the effectiveness of Drama in conveyingintendedmeaningfor differentaudiences.
Year 8 English
InYear 8, English students develop further the skills and writing genres they learnt in Year 7 English. The students study a range of texts, read widely, and explore complex themes and issues through this study through literary and visual texts.
In Year 8 English there is more of an emphasis on essay writing, extended writing, and independent learning tasks.
Students develop their skills in writing through planning, editing, and producing a range of texts and using appropriate language to express and extend their ideas and arguments.
Students develop their grammatical and language skills in the context of their writing and through specific grammar and comprehension units. They learn to speak to a range of audiences, sharing and discussing their ideas both formally and informally with a focus on public speaking.
Year 8 Geography
Geography is the study of physical and human environments from a spatial perspective. It provides students with the knowledge and skills to observe and describe places on the surface of the earth and to analyse and provide explanations of human and physical phenomena and their complex interactions. Students’ evolving understanding of their world provides a basis for evaluating strategies for the sustainable use and management of the world’s resources.
Students focus on investigating geomorphology through a study of landscapes and their landforms and examine the processes that shape individual landforms and management of landscapes. Students explore the concept of environment and the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples.
The Unit investigates the changing human geography of countries, as revealed by shifts in population distribution and explores the process of urbanisation, drawing on a study of a country of the Asia region to show how urbanisation changes the economies and societies of low and middle-income countries. The unit then examines issues related to the management and future of Australia’s urban areas.
Year 8 History – The Ancient to the Modern World
Year 8 History provides a study from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.
Year 8 Languages
Students study one language for the whole year, selecting one of the languages studied in Year 7. In Year 8 students develop their capacity to use language to communicate with their peers and to reflect on aspects of culture which enhance their intercultural understanding.
Chinese (Non-Heritage and Heritage)
Non-Heritage: In Year 8, students continue to use Chinese within the context of their personal experiences. They exchange simple personal information, talk about themselves in response to questions, and learn to ask questions They begin writing paragraphs and performing role plays, using language in a variety of contexts Students explore a range of topics related to themselves, including daily routines, hobbies, school life, and food culture They make comparisons between two cultures and develop intercultural awareness.
Heritage: In Year 8, students continue to build on their prior knowledge of Chinese and enhance their language proficiency They develop grammatical and language skills, focusing on translation, accumulating idiomatic phrases, and expanding sentences Students improve their writing skills through personal writing, including planning, editing, and producing texts. They learn to communicate effectively, with a particular focus on public speaking, by sharing and discussing their ideas in both formal and informal settings.
French (Foundation and Continuing)
In Year 8 students continue to use French within the world of their experience.
They exchange simple personal information, talk about themselves in response to questions and learn to ask questions. They begin to write longer paragraphs and perform role plays, using language in a range of contexts.
The students learn more about the life of young people in France and in the Francophone world, making comparisons with their own experience.
Students who studied French Continuing in Year 7 should select French Continuing in Year 8.
Japanese
In Year 8 students continue to use Japanese within the world of their experience.
They exchange simple personal information, talk about themselves in response to questions and learn to ask questions using tone and gesture. They begin to write longer paragraphs using Japanese script and perform role plays, using language in a range of contexts
The students learn more about the life of young people in Japan, including cultural practices and traditions, making comparisons with their own experience.
Year 8 Mathematics
Year 8 students continue to develop their ability to manage the more abstract concepts in the Mathematics course. The proficiency strands of Understanding, Fluency, Problem Solving and Reasoning are an integral part of the Mathematics content across the three strands of Number and Algebra, Measurement and Geometry and Statistics and Probability.
Mathematics and Learning Plus staff may recommend students to undertake additional support classes in Mathematics.
Year 8 Music (Combined with Year 7 Music)
This course develops the students’ individual understanding of the expressive qualities of music with exploration of playing, listening, responding, composition and improvisation, aural analysis, singing and performance. Contrasting musical styles are investigated, along with the relevant cultural, historical, and social contexts.
The focus for Music in Years 7 and 8 is learning by doing, with a large proportion of practical classwork allowing students to perform collaboratively and in solo settings. Students share their skills with the wider St Catherine’s community through significant assessed performance opportunities. Students explore percussion instruments from Japan, with the preparation of a student led ensemble performances in the Japanese Taiko drumming tradition.
Years 7 and 8 join for curriculum delivery in this subject. It is a two-year course – Year ‘A’ and Year ‘B.’
Year 8 Health and Physical Education
Health and Physical Education is uniquely positioned to provide opportunities for students to adopt lifelong healthy and physically active living. Health Education is a key part of the overall development and education of a child. This subject focuses on developing students’ awareness of themselves as individuals who take increasing responsibility for their own wellbeing and their relationships with others. Students learn about their own personal health, focusing on areas such as developing resilience, cyber bullying, online safety, building and maintaining healthy relationships, consent education and problem solving in relation to risk taking behaviours. Students develop knowledge, skills and behaviours that enable them to maintain good health and wellbeing, live a healthy lifestyle, develop risk-assessment techniques and protective behaviours, collaborate with others in teams, build positive relationships, manage, and resolve conflict situations. Physical Education is a key part of the overall development and education of a child. It encourages the learning and discovery of the human body and the benefits of physical activity for self and others in the wider community.
Students experience a range of physical activities, sports and recreational activities which provide opportunities for fitness, competition, social and cultural interaction, relaxation, enjoyment, and recreation in a diversity of environments. Involvement in physical activities, sports, and recreation aids in the development of movement competence and fitness, provides challenges to groups and individuals, promotes growth, provides teamwork and leadership opportunities, and allows discovery through play. Units of work completed in Year 8 Physical Education include Badminton, Aquatics, Soccer, Aerobics, Hitting & Striking and Hockey.
