2018 Middle School Handbook

Contents 

Introduction 

Our Vision 3 

Sacred Heart College - Learning Philosophy 4 

International Baccalaureate Middle Years Program 4 

How to Select the Most Appropriate Units 9 

Assessment and Reporting 9 

Work Submission Policy 12 

Attendance 12 

Submission of Work Policy - Years 7-10 13 

Home Learning Policy 16 

Student Well-being 17 

Extra-Curricular Program 17 

List of Contacts 18 

Guidelines to all Units 

Religious Education 

Religious Education - Year 9 19 

Religious Education - Year 10 19 

Social Justice Elective - Year 10 19 

English 

English - Year 9 20 

English - Year 10 20 

Journalism - Year 10 only 20 

Literature - Year 10 only 21 

Mathematics 

Mathematics Subjects Available - Years 9 to 12 22 

Mathematics Pathways 22 

Sciences 

Middle School Science 25 

Core Science - Year 9 25 

Year 10 Biology 25 

Year 10 Chemistry 26 

Year 10 Physics 26 

Year 10 Environmental Science 27 

Year 10 General Science 27 

Year 10 Psychology 27 

Humanities 

Year 9 Humanities 28 

Year 10 Humanities 29 

Legal and Political Systems - Year 10 29 

Commerce - Year 10 29 

Geography - Year 10 32 

History - Year 10 30 

General Humanities - Year 10 30 

Design, Creativity and Technology 

Design, Creativity and Technology - Digital Design - Year 9 31 

Design, Creativity and Technology - Digital Technology - Year 9 31 

Design, Creativity and Technology - Digital Design - Year 10 31 

Design, Creativity and Technology - Foods for Me - Year 9 32 

Design, Creativity and Technology - Food - Year 10 32 

Design, Creativity and Technology - Food Science - Year 10 32 

Design, Creativity and Technology - Product Design - Year 9 32 

Design, Creativity and Technology - Product Design - Year 10 33 

Design, Creativity and Technology - Innovations in Product Design - Year 10 33 

IB-MYP Years 9 and 10 Handbook 2016 ~ Educating Girls to Make a Difference ~ Page No: 1

Contents 

Design, Creativity and Technology – Wood (Year 10) 34 

Languages 

French/French Alive - Year 9 36 

Italian/VET Italian - Year 9 36 

Japanese/Japanese Alive - Year 9 37 

French - Year 10 38 

Global Cultures/French - Year 10 39 

Italian - Year 10 39 

Global Cultures/Italian - Year 10 40 

Japanese - Year 10 40 

Global Cultures/Japanese - Year 10 40 

The Arts 

Studio Arts - Year 9 41 

Visual Art - Year 10 41 

Visual Art - Visual Communication and Design - Year 10 41 

Media Studies - Year 10 42 

Digital Art - Year 10 42 

Dance - Stage And Screen - Year 9 42 

Dance Then - Dance Now - Year 10 43 

Music - Year 9 43 

Music - Year 10 43 

Drama - The World of Comedy - Year 9 44 

Drama - Theatre to the Extreme - Year 10 44 

Health and Physical Education 

Health - Year 9 45 

Physical Education - Years 9 and 10 45 

Health - Year 10 45 

Outdoor Education - Year 10 45 

Sports Injury Management - Year 10 46 

Inside Sport - Year 10 46 

Child Development - Year 10 46 

General Electives 

Bradbury Club 47 

Personal Project 47 

Self - Directed Learning 47 

Foundation Work Related Skills - WRS011 47 

Foundation Work Related Skills - WR012 - Elective - Year 10 47 

VCE Learning Areas - Year 10 

The Victorian Certificate of Education (VCE) 49 

Curriculum Area - Unit Name 52 

Appendix - Social Justice Application Form - Example 54 

IB-MYP Years 9 and 10 Handbook 2016 ~ Educating Girls to Make a Difference ~ Page No: 2

Introduction 

This Handbook has been produced to provide information and assistance to students, parents and 

teachers for the SHC International Baccalaureate Middle Years Program in Year 9 and Year 10. 

The International Baccalaureate Middle Years Program is specifically designed to meet the needs of 

students aged between 11 and 16. It provides a balanced, broad and international curriculum, which 

is adapted to meet the needs of the students and the circumstances of the specific school. What 

follows in this MYP Handbook is the Sacred Heart College curriculum for the Middle Years. We have 

devised a program that allows students choice within the Key Learning Areas, encourages students 

to maximise their learning potential and provides opportunities for accelerated learning into the VCE 

and VET programs. 

Students are able to make selections from a variety of units (a semester length course) subject to: 

• the requirements of our Victorian Curriculum and Assessment Authority (VCAA), IB Middle 

Years Program and Key Learning Areas. 

• teacher direction and advice. 

• timetable, resources and staffing constraints. 

Our Vision 

Sacred Heart College is a Catholic, learning faith community in the Mercy tradition that has at its 

centre the dignity of each person. 

Our vision is to grow our Catholic, Mercy Community. 

The cornerstones of our vision are: 

Spirituality 

To develop in our community, a meaningful, contemporary connection with faith in Jesus and 

spirituality, and strengthen an understanding of God’s presence and love in daily life and the wider 

world. 

Learning and Teaching 

To enable students to be creative, self-directed, critical thinkers, who cherish curiosity, are inspired 

to learn, whose natural inquisitiveness is protected and who strive for academic excellence. 

Community 

To nurture the relationship between school, family and faith, and to foster in each student, the 

values and ethics essential for the challenges and responsibilities of adult citizenship in a global 

neighborhood. 

Social Justice 

To deepen the values of compassion, empathy and the intrinsic worth of each individual, so that all 

are empowered in partnership, to care for creation and to make a difference in Australian society 

and global contexts. 

IB-MYP Years 9 and 10 Handbook 2018 ~ Educating Girls to Make a Difference ~ Page No: 3

Sacred Heart College - Learning Philosophy 

In Catholic Education today we are called to be global citizens to commit and act in the interest of 

those who do not share our prosperity or security. 

Our Mercy heritage means we provide an education that equips students to be a voice for social 

justice, and to be agents of change. Our school aphorism is educating girls to make a difference. 

We aim to empower, build capacity, develop resilience and foster a growth mindset in an 

environment that is safe and where our students are valued and have a sense of belonging and 

connectedness within and beyond the classroom. We understand the importance of balancing 

intellectual, physical, spiritual and emotional well-being. We recognise that in partnership adults and 

young people create a powerful learning community. 

Sacred Heart College promotes a culture of learning for students, staff and parents as a lifelong 

endeavor. Teachers work collaboratively to design and facilitate learning. We work in vibrant teams 

to build professional knowledge and capacity. Learning is developed through using real-world 

contexts and contemporary issues and utilising rich resources. Teaching is inclusive, personalised 

and student centered. Technology is used to connect learners in new and powerful ways with one 

another, with sources of knowledge, and with innovative applications. 

Students need to constantly adapt to find their place in the world. At Sacred Heart College we 

prepare young people to reach their potential. Underpinned by the principles of positive psychology 

our students are encouraged to be optimistic, creative, self directed, critical thinkers, who cherish 

curiosity, are inspired to learn, whose natural inquisitiveness is protected and who strive for 

academic excellence. We build on students’ passions, capabilities and strengths. 

Learning at Sacred Heart College is engaging, challenging and enjoyable. 

International Baccalaureate Middle Years Program 

In 2003 the College implemented the International Baccalaureate Middle Years Program, and in 2004 

Sacred Heart was authorised as an IB World School. 

The Middle Years Program is based on, and reflects, current research conducted on Middle Years 

schooling. 

This program is designed to assist students to become independent learners who can recognise 

relationships between school subjects and the world outside, who can adapt to new situations and 

combine relevant knowledge, practical and social intelligence to solve authentic problems 

individually or in groups. 

The Program aims to enable students to: 

• build upon their spirit of discovery to develop an understanding and enjoyment of learning, 

independently and in cooperation with others. 

• acquire knowledge and understanding and prepare for further learning. 

• recognise the extent to which knowledge is interrelated. 

• learn to communicate effectively in a variety of ways. 

• develop a sense of personal and cultural identity and a respect for themselves and for 

others. 


• acquire insights into local and global concerns affecting health, the community and the 

environment, and develop a sense of individual and collective responsibility and citizenship. 

The central concepts of the Program are:- 

• Holistic Learning 

• Intercultural Awareness 

• Communication. 

The aim of all IB programs is to develop internationally minded people who, recognizing their 

common humanity and shared guardianship of the planet, help to create a better and more peaceful 

world. 

IB learners strive to be: 

Inquirers 

Knowledgeable 

Thinkers 

Communicators 

Principled 

Open-minded 

Caring 

Courageous 

They develop their natural curiosity. They acquire the skills 

necessary to conduct inquiry and research and show 

independence in learning. They actively enjoy learning and this 

love of learning will be sustained throughout their lives. 

They explore concepts, ideas and issues that have local and 

global significance. In so doing, they acquire in-depth 

knowledge and develop understanding across a broad and 

balanced range of disciplines. 

They exercise initiative in applying thinking skills critically and 

creatively to recognize and approach complex problems, and 

make reasoned, ethical decisions. 

They understand and express ideas and information 

confidently and creatively in more than one language and in a 

variety of modes of communication. They work effectively and 

willingly in collaboration with others. 

They act with integrity and honesty, with a strong sense of 

fairness, justice and respect for the dignity of the individual, 

groups and communities. They take responsibility for their own 

actions and the consequences that accompany them. 

They understand and appreciate their own cultures and 

personal histories, and are open to the perspectives, values 

and traditions of other individuals and communities. They are 

accustomed to seeking and evaluating a range of points of 

view, and are willing to grow from the experience. 

They show empathy, compassion and respect towards the 

needs and feelings of others. They have a personal 

commitment to service, and act to make a positive difference 

to the lives of others and to the environment. 

They approach unfamiliar situations and uncertainty with 

courage and forethought, and have the independence of spirit 

to explore new roles, ideas and strategies. They are brave and 

articulate in defending their beliefs. 


Balanced 

Reflective 

They understand the importance of intellectual, physical and 

emotional balance to achieve personal well-being for 

themselves and others. 

They give thoughtful consideration to their own learning and 

experience. They are able to assess and understand their 

strengths and limitations in order to support their learning and 

personal development. 

These aspects of the program make it consistent with the College’s aims. At Sacred Heart College 

students complete studies in nine subject groups. 

• Religious Education 

• Language A (English) 

• Languages (a Language Other Than English) 

• Humanities (History, Geography, Commerce) 

• Sciences 

• Mathematics 

• The Arts (Visual and Performing Arts) 

• Design, Creativity and Technology (Design Technology and Information, Communication 

Technology) 

• Health and Physical Education. 

In the Program, the subject groups are connected to each other and the real world through Global 

Contexts. Teaching subject content through these contexts allows teaching and learning to focus on 

attitudes, values and skills. 

There are six Global Contexts in the Middle Years Program. 

1. Identities and Relationships 

2. Orientation in Space and Time 

3. Personal and Cultural Expression 

4. Scientific and Technical Innovation 

5. Globalization and Sustainability 

6. Fairness and Development 

Personal Project 

One essential aspect of the IB Middle Years Program is the Personal Project. Current Year 9 

students will begin their personal project this year and complete it in Year 10. The 2018 Year 9 

students can opt to complete the personal project as an elective in Year 9 (see page 60). 

This Personal Project is a reflection of a student’s ability to manage and direct their own inquiry, and 

a reflection of the skills learned through the MYP experience. It is a significant body of work 

produced over an extended period, a product of the students’ own initiative, and should reflect their 

experience of the MYP. The personal project holds a very important place in the program in that it 


provides an excellent opportunity for students to produce a truly personal piece of work of their 

choice and to demonstrate the skills they have developed. The process of completing the personal 

project is led by the student, with supervision by a teacher. The student is required to demonstrate 

the appropriate commitment, as well as the ability and initiative to work independently. The Personal 

Project focuses on the skills learnt though Approaches to Learning: 

• organisational skills 

• positive attitude towards school, study and tasks 

• communication skills 

• information literacy 

• reflection 

• thinking skills 

• transfer skills. 

International Baccalaureate Middle Years Program Curriculum Structure: 

Year 9 

In line with our move towards redesigning learning at SHC, increasing student voice and autonomy, 

we are piloting a new Year 9 program. The 2018 Year 9 course will consist of semester units of four 

periods per week except for Religious Education (three periods per week), Physical Education (two 

periods per week) and Living Mercy (one period per week). English, Mathematics, Religious Education 

and Physical Education and Science are compulsory and must be chosen each semester, but can be 

chosen from Year 9-11 subject units. (Please note, that Year 9 Science and Languages are year long 

courses*). Year 9 students will have six free choice blocks and may choose electives from both the 

Middle or Senior school handbook. Only Units 1 and/or 2 can be chosen from the Senior Handbook. 

Year 9 

Subject 

Semester 

Units 

English 2 

Mathematics 2 

Physical Education 2 

Religious Education 2 

Sciences 2 

Free Choice Electives 6 

We encourage students choosing their subjects for Year 9 to read carefully the information provided 

about Pathways to VCE. Each KLA offers appropriate pathways and students may also consider 

choosing a VCE Unit 1/2s in Year 9 if this is appropriate. VET Units (except for VET Italian) are not 

possible for selection until Year 10. 

Students wishing to study a VCE unit will need to apply, by filling out the VCE Acceleration Application 

form. 


Year 10 

The Year 10 course consists of semester units of four periods per week except for Religious 

Education (three periods per week), Physical Education and Health (two periods per week and Living 

Mercy one period per week). Languages are compulsory, however, students have an A and B option 

to choose from. Year 10 students have four free choice blocks and may choose electives from The 

Arts and Design, Creativity and Technology, senior studies acceleration subjects or elective units 

from other key learning areas. 

Year 10 

Subject 

Semester 

Units 

English 2 

Mathematics 2 

Physical Education 2 

Religious Education 2 

Languages 2 

Sciences 1 

Humanities 1 

Living MERCY (1 period per week) 1 

Free Choice Block 1 1 




There will be the opportunity for students to choose a VCE or VET (not both) Unit in Year 10 if they 

meet our SHC requirements. The list of the VCE and VET units appears in the back of this Handbook. 

We encourage students choosing Year 9 subjects to read carefully the information provided about 

Pathways to VCE. Each KLA offers appropriate pathways and students may also consider choosing a 

VCE or VET Unit in Year 10 if this is appropriate. 

Students wishing to study a VCE or VET unit will need to apply, by filling out the VCE/VET Acceleration 

Application Form and meet the criteria as specified in the VCE/VET Acceleration Guidelines. 


How to Select the Most Appropriate Units 

Subjects within Key Learning Areas should be selected largely on the following basis: 

• Personal interests. 

• Known ability and past success in a particular subject area. (Talk to your subject teacher 

about your performances so far). 

• The demands made by the choice of a particular career or tertiary course. 

• Consideration of your program over the two years, to ensure that you have satisfied the 

SHC IB MYP conditions given on these pages. 

Assessment and Reporting 

Middle Years students are assessed continuously in each subject they study. The following 

procedures have been developed to provide parents with ongoing information about their 

daughter’s progress: 

• Student Planner notes from teachers 

• Comments on completed pieces of work 

• Criteria sheets 

• CANVAS mark book – providing live feedback on both formative and summative tasks 

• Student Progress communication sent home each term and outlining learning behaviours 

• Statement of Attainment, sent home each semester 

• Parent communication afternoons – scheduled twice each term 

• Parent/Student/Teacher Communication. 

In the Middle Years Program, assessment is based on criteria. Each subject has four objectives for 

the program and these are expressed as criteria for assessment at Year 9 and Year 10. The same 

criteria for assessment are used in each subject in each MYP school across the world. 

The work submitted by students is judged against criteria set by the International Baccalaureate 

Organisation which must be applied at least twice during the reporting period. At Sacred Heart 

College this will be over the year for some subjects and the semester for others. 

The following are the criteria for each of the Key Learning Areas: 


A Knowing and Understanding 8 

B Investigating 8 

C Communicating 8 

D Thinking Critically 8 


English (Language A) 

A Analysing 8 

B Organising 8 

C Product Text 8 

D Using Language 8 

Mathematics 


B Investigating Patterns 8 


D 

Applying Mathematics in real World 

contexts 

8 

Humanities 


B Investigating 8 


D Thinking Critically 8 

Sciences 


B Inquiring and Designing 8 

C Processing and Evaluating 8 

D Reflecting on the impacts of Science 8 


Languages 

A Comprehending Spoken and Visual text 8 

B Comprehending Written and Visual text 8 


D Using Language 8 

Physical Education and Health 


B Planning for performance 8 

C Applying and performing 8 

D Reflecting and improving performance 8 

Arts 


B Developing ideas 8 

C Thinking creatively 8 

D Responding 8 


A Inquiring and analysing 8 

B Developing ideas 8 

C Creating the solution 8 

D Evaluating 8 


The Personal Project is assessed against the following criteria: 

A Investigating 8 

B Planning 8 

C Taking Action 8 

D Reflecting 8 

For each task a student completes for summative assessment, she will be given: 

• a task sheet which describes the task to be completed, the conditions under which it will be 

conducted, the mode to be used for the task, and the criteria which will be used for 

assessment. 

• a criteria sheet which describes the application of the criteria to the particular task. There 

is no summative single “Grade” or “Level” awarded for assessment tasks in any subject. The 

criteria for assessment will be drawn from the IBO Course Objectives for the subject. 

Assessment for the Middle Years Program consists of folios of work which are uploaded to CANVAS. 

We encourage parents to discuss assessed work with their daughters. Tasks uploaded to CANVAS my 

form the basis of the Parent/Student/Teacher Communications. Further details about assessment 

and reporting can be found in the Assessment and Reporting Handbook for Parents, available on the 

college website. 

Work Submission Policy 

At Sacred Heart College it is expected that - 

• Student work will be submitted on time, to the appropriate teacher. 

• The teacher will keep a record of work submitted. 

• Failure to submit work on time may have an effect on the work’s assessment. 

Attendance 

It is a requirement that students attend all lessons for each subject according to their timetable. 

Consistent attendance is an important component of academic achievement and unless a child is 

sick absences are to be avoided. Absence from class for any reason other than those caused by the 

school program, such as an excursion, must be explained in writing in the student’s diary by a 

student’s parent or guardian. Parents are requested to inform the school prior to family holidays (or 

other extended absences) so that class rolls may be adjusted and teachers informed of the absence. 

The class teacher is the first point of contact for parents/carers who wish to discuss any matter 

relating to attendance. 


Submissions of Work Policy - Years 7-10 

RATIONALE 

At Sacred Heart College we strive to develop in our students the skills to be able to participate fully in 

academic or vocational endeavours beyond their secondary education. In terms of developing the 

approaches to learning skills necessary for life in a demanding global world, this policy focusses 

specifically on fostering skills in organisation, time-management and personal accountability. This 

policy reflects the Mercy values of RESPECT - self-respect and respect for the expectations of the 

college and respect for the time and dedication of their teachers and peers. Students are expected 

to take responsibility to communicate with the relevant teacher(s) when an issue arises. 

DEFINITIONS 

Formative Assessment: (not covered by this policy, but by homework policy). This type of 

assessment is work done throughout the course of the unit leading up to the summative assessment 

task. It may include all types of classwork and homework. Feedback can be given in any number of 

ways, however, these tasks are not assessed against the MYP criteria. Formative tasks are used by 

teachers to arrive at a final reporting judgment. 

Summative Assessment: This type of assessment is completed at the conclusion of a unit of work. It 

is assessed against MYP objectives and contributes towards the final MYP Grade. Summative 

assessment tasks and the levels awarded for each criteria are listed on the student report. 

A valid reason: This is a reason that is considered acceptable by the college for failing to submit 

summative tasks by the due date and will include: Illness, family emergency, sporting or cultural 

event (school representation), significant family event (funeral, wedding). 

An invalid reason: This is a reason that is considered unacceptable by the college for failing to 

submit summative tasks by the due date and will include: family holiday, days off for reasons other 

than listed above or computer or printer issues. 

POLICY STATEMENT 

1. When a student is absent due to a valid reason the following will apply: 

- If the student knows they will be absent in advance (sporting, cultural or family event) they 

should submit the work the previous day. 

- The work may be submitted via CANVAS. 

- The work may be submitted on student’s return. 

- The work may be submitted by proxy on the same day. 

- The work may be modified if the illness / issue is extended. 

- If it is an exam/ test, it may rescheduled (flexible arrangement - lunchtime, contingency or 

home supervision). 

- If it is the last day of term the work MUST be submitted the same day - the next day rule does 

not apply here. 

- Last day of term - exam not required to be completed if parents have made 

contact. 

If there is a malfunction of a computer or printer the work must be handwritten and submitted or 

the student must access assistance from the ICT staff and they will have until the end of the school 


day to submit any electronic tasks. 

2. When a student does not submit the work by the due date and has no valid reason, the following 

will apply: 

- Late work will not be accepted or graded. 

- 24 hour turnaround will apply for staff to contact parents 

- The subject teacher will notify the Head of Faculty. 

Where the subject teacher is absent the replacement teacher will collect work due. It is the 

responsibility of the subject teacher to follow-up student absences. 

Where the student is going on holidays the following will apply: 

- The parents to notify the Principal who will inform the Director of Students. The Director of 

Students will issue a letter to parents outlining school policy. 

- The Planned Absence from class form will be given to the student and she must complete it 2 

weeks prior to departure. 

- Students can be marked on the extent of work submitted prior to departure. 

- Parents to be informed of work issued with an NS on the Planned Absence form. 

- Tests / Exams and summative tasks done under exam like conditions cannot be rescheduled. 

OTHER CONSIDERATIONS 

- Staff should avoid having summative tasks due on the last day of term. 

- 7 to 10 students cannot use the VCE contingency class. 

- Heads of Faculty may run a 7 to 10 contingency if they choose. 

- Reception will not collect student work. Teacher or Head of faculty must be paged. 

- Extensions must be negotiated prior to, rather than on the due date. 

ASSOCIATED PROCEDURES 

Should work not be submitted by the due date and there is no valid reason, subject teachers must 

undertake the following: 

- Fill out Progress Update Form. 

- Within 24 hours, email or telephone the student’s parents or guardians to 

inform them of the breach in deadline. 

- The form is sent to the office of the Director of Teaching and Learning Years 

7 to 10 for recording. 

Year Level Coordinators, Heads of Faculties and the Director of Teaching and Learning will monitor 

and track any repeat incidences. This may result in parent teacher interviews and the 

implementation of support strategies as necessary depending upon the individual challenges and 

circumstances of the student. 

RELATED DOCUMENTS 

Progress Update Form 



Home Learning Policy 

Rationale 

To establish guidelines to assist students and carers to develop effective and realistic home-study 

programs. This policy reflects the Mercy values of Justice, Respect and Compassion and reflects our 

understanding that children learn everywhere. 

Definitions 

Home learning can be defined as: 

• reinforcement and extension of what is done in class 

• preparation for future learning 

• making connections with others for collaborative learning and for acquiring resources 

• rehearsal of skills and habits 

• acquiring and developing new knowledge and skills 

Policy Statement 

Home learning should be engaging and purposeful. It should be personalised, allowing students to 

pursue their natural inquisitiveness. Home learning should be based on reasonable expectations 

and should be balanced with other demands. 

The purpose of home learning is to establish and improve self-management skills and to encourage 

students to become self-directed learners. Home learning should foster a link between the home 

and learning at school. Educating children is best done in partnership between parents/carers and 

teachers. Home learning can be supported by: 

• providing encouragement and support 

• providing an area and environment conductive to completion of home-learning tasks 

• communicating regularly with subject teachers, particularly if home-learning demands are 

causing a problem 

• assisting in planning a home-study timetable 

Expectations (Student, Staff and Parents) 

• that tasks set for home learning will fall within the definitions/purposes stated above 

• that home learning can be used to complete unfinished class tasks 

• that home learning should not be the cause of undue distress 

• that home learning may include completion of assessment tasks 

• that clear directions will be given for home-learning tasks 

• that the work will be monitored by the teacher 

• that home learning will be completed to a satisfactory level 

• that communication from home will accompany incomplete home learning, where genuine 

circumstances exist 

Associated Procedures 

• Communication with parents / carers 

• Task and criteria sheet for summative assessment 

Related Policies 

• Academic Honesty Policy 

• Work Submission Policy 


Student Well-being 

The well-being of all individuals has a high priority at Sacred Heart College. Good physical, mental, 

social and spiritual health contribute to learning success. 

The student Well-being Support Team, located in Mercy House, consists of the College counsellors, 

chaplain, nurses and the Learning Enhancement staff. Support is available from these staff to help 

students maximise their well-being and access short term, single session counselling whilst at school 

and support them with learning if it is required. 

In addition, a range of preventative programs operate within the College on a needs basis. Referrals 

to external professional practitioners are usually arranged in order to provide students with on going 

or long term support. 

Pastoral Care 

“Pastoral care of students refers to the action taken within a school by its leaders and community 

members to promote and enhance student well-being of a personal, social, physical, emotional, mental 

and spiritual nature. Key elements of student well-being are positive self regard, respect for others, positive 

relationships, responsible behaviours and personal resilience.” (CECV PC of students in Catholic Schools.) 

At Sacred Heart College, the central focus of all pastoral care at all year levels is the development of 

strong, positive relationships and a sense of connection between students and their teachers. The 

development of connection and the promotion of healthy teacher student relationships supports the 

introduction and application of the school's policies, promotes independent thinking and decision 

making and encourages resilient responses to adolescent issues. 

The formal Pastoral Care program, Living MERCY allows time for personal development, recreation, 

celebration, personal sharing, liturgy, assemblies, community service, fund raising and social 

development. Year Level Coordinators have responsibility for the Pastoral Care program at their 

level and typically address broad themes or specific issues relevant to their year level. Living MERCY 

provides opportunities to work at a class level, at a year level and at a whole school level to develop 

positive relationships and build a sense of community, identity and belonging. 

Homeroom Teachers are responsible for the day to day needs of the students within their care. 

Homeroom Teachers have daily contact with students during homeroom assemblies, individual 

subjects and pastoral care lessons. Homeroom Teachers also perform an important role in 

supporting students in the process of unit selections for the coming semester and year. They are 

able to provide initial information regarding administrative requirements of the Year Level and 

College. 

If there is a concern about your daughter’s physical or mental health or general well-being please 

contact her Homeroom Teacher as first point of contact. 

Extra-Curricular Program 

This Handbook outlines the academic and pastoral care programs of the Middle Years. In addition to 

this, Sacred Heart College offers a wide range of extra-curricula activities. These range from informal 

clubs/activities, debating, Tournament of the Minds, participation in school plays and in school 

sporting teams, choir, concert band, string ensemble and learning a musical instrument. Details of 

these are announced in the Student Bulletin, Weekly Newsletter or are available from the relevant 

Coordinator. 


List of Contacts 

Ms Sharon Gillett 

Deputy Principal - Mission and Staff 

email: sgillett@shcgeelong.catholic.edu.au 

Ms Patricia Hatzis 

Deputy Principal - Well-being 

email: phatzis@shcgeelong.catholic.edu.au 

Mr Gerard Raven 

Deputy Principal - Learning and Teaching 

email: graven@shcgeelong.catholic.edu.au 

Mrs Natalie Stephenson 

Director of Teaching and Learning Years 7 to 10 

email: nstephenson@shcgeelong.catholic.edu.au 

Ms Catherine Gulli 

Director of Students 

email: cgulli@shcgeelong.catholic.edu.au 

Ms Simone Cymbalak 

Director of Senior School 

email: sicymbal@shcgeelong.catholic.edu.au 

Ms Mandy McMahon 

VCE Co-ordinator 

email: mamcmahon@shcgeelong.catholic.edu.au 

Ms Claire Hugo 

Work and Further Education - VET Co-ordinator 

email: clhugo@shcgeelong.catholic.edu.au 

Mr Richie McCann 

Work and Further Education - VCAL Co-ordinator 

email: rimccann@shcgeelong.catholic.edu.au 

Mr Bill Riddiford 

Work and Further Education - Careers Co-ordinator 

email: biriddif@shcgeelong.catholic.edu.au 

Sacred Heart Reception 

email: reception@shcgeelong.catholic.edu.au 


Guidelines to all Units 


Religious Education - Year 9 

Course Content: 

• God Revealed 

• Relationships and Reconciliation 

• Changes in the Catholic Church – Vatican II 

• World Religions 

Religious Education - Year 10 


• Jesus - Life and Times (College based unit) 

• VCE Religion and Society Unit 2 – Religion and ethics 

• Outcome 1: On completion of this unit the student should be able to explain the variety 

of influences on ethical decision making and moral judgment in societies where multiple 

worldviews coexist. 

• Outcome 2: On completion of this unit the student should be able to explain how ethical 

perspectives and moral judgments are formed within at least two religious traditions, in 

societies in which multiple worldviews coexist. 

• Outcome 3: On completion of this unit the student should be able to explain two or 

more debates on ethical issues in societies in which multiple worldviews coexist. 

Social Justice Elective - Year 10 


• Principles of Catholic Social Justice 

• Investigations of individuals and organizations working in the area of Social Justice 

• Models of Social Justice 

• Students will take part in placement in a local Social Justice project or agency. 

VCE Pathways 

The study of Religious Education is compulsory for all Year 10 and 11 students. All Year 12 students 

are involved in a school-based program that consists of four seminar days, a three-day retreat and 

an outreach component. As all Year 10 students have studied Unit 2 Religion and Ethics, the 

opportunity to study VCE Religion and Society Units 3 and 4 is available in Years 11 or 12. 

Year 10 Jesus/Unit 2 Ethics / Social Justice Elective 

Year 11 Unit 1 The role of religion in society/Unit 2 Texts in society OR Units 3 and 4 Religion 

and Society 

Year 12 Units 3 and 4 Texts and Traditions OR Units 3 and 4 Religion and Society 

Refer to VCE SHC Handbook for subject information. 


English 

English - Year 9 (Year long course – one unit each semester) 


• Novel study 

• Film study 

• Media text study 

• Context Study – ‘Heritage & Identity’ 

• ‘Wordflyers’ – Online grammar programme 

• Oral presentations - A point of view on a current, topical issue 

• Writing folio - persuasive, personal and reflective writing. 

English - Year 10 (Year long course – one unit each semester) 


• Film study 

• Novel study 

• Shakespearean play 

• Writing Folio - personal, persuasive and expository writing 

• Oral presentation - A point of view on a current, topical issue 

• Context Study - ‘Rite of Passage: Understanding the world in which we live’. 

Pathways: 

• VCE English Units 1 - 4 

• VCE Literature Units 1 -4 

• VCE English Language Units 1 - 4 

• VCAL Literacy Years 11 and 12 

Journalism - Year 10 (one semester unit) 


• What is Journalism? 

• Different kinds of Journalism 

• Magazine and newspaper stories 

• News, stories, editorials, features and profiles 

• Publication of a magazine utilizing the following skills: 

- Researching 

- Interviewing 

- Digital photography 

- Writing and editing 

- Page design and layout 

- Publishing. 


Literature - Year 10 (One semester course) 

Course Contents: 

• Poetry: ranging from early ballads, sonnets, narrative poetry to modern poetry and song 

lyrics. 

• The world of Shakespearean drama. 

• A nineteenth century novel and an appropriate film depicting this era. 

• A twentieth century novel or short stories. 

• The film will consider particular genres such as, Westerns, Romance and Horror, as well as 

Australian films which represent Australian culture and identity. 


Mathematics 


Students at the Year 9 and 10 level will be able to study from two courses; IB Standard Mathematics 

or IB Extended Mathematics. Each course is designed to cater for a range of abilities in accordance 

with Victorian Curriculum and IB framework. Staff will make recommendations regarding the most 

appropriate level for each student but students will make the final decision as to which level of 

mathematics they want to study. Students need to be understanding of both their capabilities in 

mathematics and future career path implications associated with their selection. 

Topics include: 

• Number 

• Algebra 

• Measurement 

• Geometry 

• Statistics 

• Probability 

Mathematics Subjects Available - Years 9 to 12 

Year 9: 

General Mathematics, Standard Mathematics, Extended Mathematics 

Year 10: 

General Mathematics, Standard Mathematics, Extended Mathematics 

Extended Mathematics students may also study VCE Mathematics units to accelerate 

their learning (Refer to Pathways) 

Year 11: 

Unit 1and 2 General Mathematics, Unit 1 General Methods, 

Unit 1 and 2 Mathematical Methods, Unit 1 and 2 Specialist Mathematics, 

Unit 3 and 4 Further Methods 

Year 12: Unit 3 and 4 Further Mathematics, Unit 3 and 4 Mathematical Methods, Unit 3 and 4 

Specialist Mathematics. 

Mathematics Pathways 

VCE - Years 10, 11 and 12 

Students study Mathematics at Years 11 and 12 as per the Victorian Certificate of Education. 

Alternate subjects provide for a range of student needs and abilities. As Mathematics is learned and 

taught sequentially, students are required to follow pathways in order to access required knowledge 

and skills. 

Specialist 

Maths 

Specialist 

Maths & 

Further Maths 

Units 3/4 

Specialist Maths 

Math 

Methods 

Math Methods 

& Further 

Maths 

Units 3/4 Math 

Methods 

Further 

Maths 

Year 12 Units 3/4 

Specialist 

Maths 

Units 3/4 

Math 

Methods 

Units 3/4 

Further 

Maths 


AND 

Units 3/4 

Math Methods 

AND 


Methods 

AND 

Units 3/4 

Further Maths 

(if not 

completed in 

Year 10 or Year 

11) 

AND 

Units 3/4 

Further Maths 

(if not 

completed in 

Year 10 or Year 

11) 

Year 11 Units 1/2 

Specialist 

Maths 

Units 1/2 

Specialist Maths 

Units 1/2 

Math 

Methods 


Methods 

Units 1/2 

General 

Maths*** 

AND 

Units 1/2 

Math Methods 

AND 


Methods 

AND 

Units 3/4 

Further 

Methods from 

the Year 11 

timetable** (if 

not completed 

in Year 10) 

AND 

One unit of 

Year 11 

General Math 

Methods* (if 

not 

completed in 

Year 10) 

AND 

Units 3/4 

Further 

Methods from 

the Year 11 

timetable** (if 

not completed 

in Year 10) 

Year 10 Year 10 

Extended 

Maths 

Year 10 

Extended Maths 

Year 10 

Extended 

Maths 

Year 10 

Extended Maths 

Year 10 

Standard 

Maths 

OR 

Year 10 

General 

Maths 

Year 10 

Acceleratio 

n Options 

in RED 

One unit of 

Year 11 

General Math 

Methods* 

Units 3/4 

Further 

Methods from 

the Year 11 

timetable** 

One unit of 

Year 11 

General Math 

Methods* 

Units 3/4 

Further 

Methods from 

the Year 11 

timetable** 

* This unit is of one semester duration and may be taken in year 9, 10 or 11. This unit contains 

assumed knowledge for Units 3/4 of Math Methods. 

** These units may be completed in year 10 or 11. Students will complete Units 3/4 Further Maths 

whilst also covering the work from the General Math Methods unit. 

*** This unit is a two-semester unit and may be taken as an elective in Year 9. 

Possible Career Pathways / University Pathways: 

Mathematical skills are required in most careers and university courses. 


Further Mathematics may be required for entry into some University courses, as well as being used 

in many day-to-day applications in life, such as financial arithmetic and construction. 

Mathematical Methods is used in all Sciences, Engineering, Commerce, Business and Technology and 

is a prerequisite for many university courses in these areas. Specialist Mathematics is a prerequisite 

for many Engineering and Technology courses, and can be used in place of Chemistry in some 

University course pre-requisites. 

Both Mathematical Methods and Specialist Maths teach students to break down difficult and long 

problems into logical sequences, and will aid with the development of strong mathematical problem 

solving skills useful in both work and in daily life. 


Sciences 

Middle School Science 

Requirements: 

In your Middle Years Program, you will be required to study Year 9 science over the whole year. In 

Year 10, you must chose a minimum of one science unit (=1 semester). You may do more if you 

wish, using your elective blocks. If you are finding it difficult to fit in all the sciences you wish to study 

into the available selections, you should arrange a meeting with Dr. Adam Cole (Head of Science) to 

advise you on your choices. 

The following table provides some suggestions for possible Middle School subject selections, in 

preparation for VCE Science. Please be aware that there are no prerequisites for progression into 

VCE Science subjects. You may still choose a VCE subject without studying the subject at Middle 

School. However, selecting appropriate Middle School units will give you an insight into these 

subjects and helpful background knowledge. 

VCE Science 

Physics 

Suggested Middle School Units 

Physics 

Environmental Science Environmental Science or Biology or Chemistry 

Biology 

Chemistry 

Psychology 

Biology and Chemistry 

Chemistry and Biology or Physics 

Psychology 

Core Science - Year 9 (This is a year long subject, 1 unit each semester) 


• Advances in science over time 

• Light, sound waves and electricity 

• Cell biology and living systems 

• Motion and Newton’s laws 

• Acids and bases, and chemical reactions 

• Global climate and the Greenhouse Effect 

Year 10 Biology (One semester unit) 


Evolution, Natural Selection and Classification 

• Classification of organisms 

• Scientific naming of organisms 

• Natural selection, artificial selection, extinction and evolution 


• The fossil record. 

Biological Molecules 

• Atoms, molecules, compounds and their relationship to cells. 

• Organic and inorganic compounds 

• Carbohydrates, lipids, proteins and nucleic acids and their roles in living things 

• Enzyme action. 

Genetics 

• DNA, chromosomes and genes 

• Cell division: mitosis and meiosis 

• Patterns of inheritance: dominant and recessive 

• Use of Punnett squares, family pedigrees and karyotypes 

• Gene technology and its issues. 

Potential Senior School Pathway: 

This unit gives students an insight into VCE Biology. Students considering VCE Biology are 

encouraged to study Biology and Chemistry in Middle School. 

Year 10 Chemistry (One semester unit) 


• The structure of atoms 

• Supernovas - the origin of the elements on earth 

• The organization of the Periodic table 

• Metals - Their properties related to their use 

• Ionic salts and their behaviour in water 

• Covalent molecules in the carbon cycle including petrochemicals, biofuels and 

biomolecules 

• Reactions of Acids and Base 

• Factors that effect the rate of chemical reactions 

Potential Senior School Pathways: 

This unit gives students an insight into VCE Chemistry. Students considering VCE Chemistry are 

strongly encouraged to study Middle School Chemistry. Biology and/or Physics in Middle School 

would also be useful. 

Year 10 Physics (One semester unit) 


• Motion - Forces, speed, acceleration, Newton’s Laws, energy transformation 

• Operation of a lawn mower engine including practical work 

• Electricity and magnetism 

• Light and Use of electromagnetic radiation in communication and medicine 

• The Evolution of the Universe - The Big Bang, supernovas, galaxies and stars 


This unit gives students an insight into VCE Physics. Students considering VCE Physics are 

encouraged to study Physics in Middle School. 


Year 10 Environmental Science (One semester unit) 


• Marine and freshwater organisms’ interactions with their environment 

• Food webs and the factors that affect population sizes 

• Human impacts on the land environment including endangered animals 

• Properties of plastics and their effects on our environment 

• Dealing with waste 

• The carbon cycle 


This unit gives students an insight into VCE Environmental Science. It may also be useful for VCE 

Outdoor and Environmental Science. 

Year 10 General Science (One semester unit) 


• Forensic Science 

• DNA, Genes and Chromosomes 

• Genetic Inheritance 

• Organ donation 

• Chemicals in the kitchen, laundry and bathroom 

• Galaxies, Stars and the Solar System. 


This unit is appropriate for students completing the VCAL pathway. 

Psychology - Year 10 (Elective only. One semester unit) 


• Scientific Method in Psychology including ethics 

• The role of the sports psychologist 

• Use of Motivation, goal setting, arousal and mental skills in performance enhancement 

• The brain and its functions 

• Nerve pathways and transmissions of information along a neuron 

• The role of neurotransmitters 

• Developmental Psychology and the role of play in childhood 

• Physical, social, emotional and intellectual factors effecting development 

• The purpose of sleep 

• Sleep deprivation and sleep disorders 

• Dreams and different stages of sleep cycle 

• Examples of mental health disorders and their treatment 

• The role of sleep in adolescents. 


This unit gives students an insight into VCE Psychology. 


Humanities 

“The humanities—including the study of languages, literature, history, jurisprudence, philosophy, 

comparative religion, ethics, and the arts—are disciplines of memory and imagination, telling us 

where we have been and helping us envision where we are going.” 

—The Heart of the Matter (Report of the American Academy of Arts & Science’s Commission on the 

Humanities and Social Sciences to the U. S. Congress in June 2013) 

The humanities can be described as the study of human culture, they are about how people process 

and document the human experience. 

Since humans have been able, we have used philosophy, religion, art, history, geography, legal, 

economic and political systems to understand, organise and record our world. 

Year 9 Humanities (Unit One) 

The Movement of People 

Why do people move? What do they give up? What do they gain? 

What is the impact of human movement across the globe. 

Australia as a nation of immigrants: 

Where did ‘Australians’ come from? 

Why did they come here? 

What was it like to live here in early days of white settlement? 

What systems were set up to support colonisation? How was the law used to set these up? 

What impact did white settlement have on Australia’s First Peoples? 

Are there residual problems? What can we do about these? 

In this unit you will gain exposure to the following disciplines of Humanities which will help you 

choose which ones you might like to continue studying: 

History 

Geography 

Legal Studies 

Year 9 Humanities (Unit Two) 

Connection to Place 

How do people connect to the places they live? 

What happens when places increase in population – how do Governments feed, educate, provide 

work and health institutions for populations of people? 

How do people celebrate belonging to a culture? Case Study – is Australia Day still an appropriate 

way to celebrate being Australian? This is becoming a problem in Australia – how would you solve it? 

In this unit you will gain exposure to the following disciplines of Humanities which will help you 

choose which ones you might like to continue studying: 

Geography 

Economics & Business 

Government and public policy 


Year 10 Humanities 

Students MUST choose at least ONE unit of Humanities from the following choices. Students who 

wish to undertake further study in VCE Humanities and/or Commerce are strongly recommended to 

select at least one extra subject from the list as one of their electives. 

Legal and Political Systems - Year 10 (One semester unit) 


• Australian citizenship 

• Australia’s democratic political system 

• What does government do? 

• Law making by parliaments 

• Participation in government 

• The need for Law 

• Branches of Law – Criminal and Civil 

• Types of Crimes 

• Court Hierarchy 

• Australia’s system of trial 

• Criminal sanctions. 

VCE Pathway: 

• VCE Legal Studies (Units 1-4) 

• VCE Australian and Global Politics (Units 1-4). 

Commerce - Year 10 (One semester unit) 


• Being enterprising 

• Planning and managing a small business 

• Basic accounting for small business 

• Introduction to economic principles and economic decision-making 

• Managing the Australian economy. 

VCE Pathways: 

• VCE Economics (Units 1/2, 3/4) 

• VCE Business Management (Units 2, 3/4) 

• VCE Accounting (Units 1/2, 3/4). 


Geography - Year 10 (One semester unit) 


• The world around us: A look at our place in space, the processes that affect Planet Earth 

and the formation of main physical features that are found in the world. 

• Environmental change and management: Looks at how human activities impact on the 

Earth’s hydrosphere, lithosphere, biosphere and atmosphere and their sustainability. 

• Human induced climate change: Looks at causes, effects and possible solutions to lessen 

global warming as well possible social and economic impacts of climate change. 

To illustrate these topics we use case studies and go on a field trip to investigate a local issue. 

VCE Pathway: 

• VCE Geography (Units 1/2, 3/4) 

History - Year 10 (One semester unit) 


• Causes of World War I and aftermath 

• Hitler and the Nazi Party - Death of Democracy 

• Impact of the Cold War 

• JFK - Man of the Moment 

• The Rise of Terrorism - Post Cold War Conflicts. 

VCE Pathway: 

• VCE Twentieth Century History 1900-1939 (Unit 1) 

• VCE People and Power (Unit 2) 

• VCE Revolutions (Units 3/4) 

• VCE Australian History (Units 3/4) 

• VCE Australian and Global Politics (Units 1 - 4). 

General Humanities - Year 10 (One semester unit) 

This subject is available to students by recommendation from their Year 9 Humanities teacher only. 


• Major Events from 1919 to the present day 

• Human Rights and Freedom Movements in Australia and around the World 

• Sustainable Environments 

• The Law and Rights of Young People 

• Small Business. 

VCE Pathway: 

• VCE Twentieth Century History 1900-1939 (Unit 1) 

• VCE Business Management (Unit 1) – note this is not offered at SHC, however it is available 

at SJC 

• VCE Legal Studies (Unit 1) 

• VCE Geography (Unit 1). 



Design, Creativity and Technology is offered at Middle School using the following mediums, which 

are all one unit elective subjects: 

• Food; 

• Fibres and Fabric 

• Information Technology. 

Year 10 may select a Design, Creativity and Technology subject as an option in your elective blocks. It 

is recommended to select the relevant subject to prepare for VCE studies (refer to VCE Pathways 

table). 

Design, Creativity and Technology – Digital Design - Year 9 


• Explore the basic principles of modern digital design. 

• Create visually attractive designs to inspire and captivate. 

• Use a range of software tools to create real world design solutions. 

• Follow the Design Cycle to investigate, plan, create and evaluate digital concepts. 

• Learn technical design skills used in careers such as architecture, film production and 

graphic design. 

Design, Creativity and Technology – Digital Technology - Year 9 

This is a new subject offered from 2018. Students who participate in this course will develop IT 

computer design skills, Computational thinking skills and continue their Coding experience. 


• Extended coding and programming skills/knowledge 

• Appreciation of hardware and software integration. 

• Algorithms and computer systems. 

• STEAM skills – how to use technology to explore contemporary big ideas (eg: artificial 

intelligence, cryptology, data security/integrity) 

• Connectivity with the world (using technology to “connect” globally). 

Design, Creativity and Technology – Digital Design - Year 10 


• Empowering students to a range of software tools to create design projects and prepare for 

VCE Computing. 

• Principles of design and development. 

• Critical evaluation of design projects. 

• Creation of a website with Wordpress 

• Business stationary, design projects (expanding upon the basic understanding of the 

principles of design developed in Year 9). 

• Management of a basic design project. 


Design, Creativity and Technology – Foods for Me - Year 9 


• Development of food preparation skills and knowledge to support daily food choices. 

• Health benefits of foods (nutrition) 

• What is in the foods we eat? 

• What can food do for me? 

• Making your own recipes (layout, elements, creativity) 

• How does an ingredient effect a recipe? 

• Using your senses to explore sensory properties of food (texture, taste, appearance) 

• Participation in a ‘Design Challenge’ project. 

Design, Creativity and Technology – Food - Year 10 


• Advanced food preparation skills will be developed based on student interests (eg: such as 

bread making, preserving, pastry making, pasta making and aesthetic presentation). 

• Sustainable Food Production - Making products out of seasonal foods for future use (eg: 

how can we use lemons? – make curd, candles, lip balm, hand scrub etc) 

• How does packaging foods effect the environment 

• Individual Design Projects – select your own design project (eg: special occasion foods, 

entertaining, edible gifts, cultural influences on food, social influences on food, High Tea. 

• Preparation for VCE Food Studies. 

Design, Creativity and Technology – Food Science - Year 10 

This is a new subject offered from 2018, designed to engage students who enjoy food and 

chemistry. 


• What’s happening to my food? An exploration into the scientific principles of food 

preparation and their impact on product development. (eg: What happens when we heat 

sugar? – the difference between making caramel, toffee and crystalisation.) 

• Manipulating the scientific elements of foods to create new products. 

• Molecular Gastronomy (some “Heston” examples of cooking and chemistry). Eg: Exploring 

the use of liquid nitrogen to make ice cream, making fruit based gel spheres) 

• Using computer technology and the latest food tools (eg: Thermomix) to find out and 

analyze what’s in food ie: nutritional values on food packaging 

• Preparation for VCE Food Studies. 

Design, Creativity and Technology – Product Design - Year 9 


• Explore new ways and use latest technology to create products. 

• Learn about product design though research and developing ideas 

• Use a range of fibres and fabric to creatively explore and express design concepts and 

production techniques. 

• Use different ideas to create a product, which can be evaluated. 

• Individually design projects that may be based on: 


• Fashion trends 

• Dyeing techniques 

• Garment construction 

• Designing techniques 

• Fabric and fibre manipulation and embellishment. 

• Construct projects from a selection given 

• Understand terminology associated with design and construction 

Digital technology will be used as a tool in the design and development process. 

Design, Creativity and Technology – Product Design - Year 10 


• Further develop your Product Design skills. 

• Independently investigating and applying design, creativity and technology knowledge and 

skills to prepare for VCE Product Design (including the use of technological tools and 

equipment) 

• Extending technical skills with related equipment 

• Individual design projects that may be based on: 

• Fashion trends 

• Dyeing techniques 

• Garment construction 

• Design development 

• Fabric manipulation and embellishment. 

• Individually make your own product based on your own ideas and research 


Design, Creativity and Technology – Innovations in Product Design - Year 10 

This is a new subject offered from 2018. It has been designed for students to develop their 

own project through experimenting with a variety of materials and technologies to create a 

product. 

It is strongly recommended that students complete Product Design at Yr 9 before selecting 

this subject. 


• Projects will be student centred – students will be provided opportunities to explore their 

own textile topics to direct their own learning. 

• Specialist constructions skills using a range of mediums used in the textile/fashion industry. 

• Interactive and responsive materials that are changing the world of fashion/textiles (eg: 

fabrics made from fungi, fibre optic fabrics, CAD designs and computer coded components 

that respond to consumer use) 

• Using of technology to direct and develop fashion projects. 

• Sustainable textiles. 



Design, Creativity and Technology – Wood - Year 10 

undertaken at SJC 


• Safe work practices. 

• Safe use of tools and equipment. 

• Understanding of the properties of wood. 

• Development of basic skills necessary to work with wood as a medium. 

• Design projects using wood. to create a product that meets set specifications. 

• Furniture design and production. 

VCE Pathways: 

There are no prerequisites for any VCE subject however, for acceleration into Units 3/4 Product 

Design Technology, Food Technology or Information Technology, it is advisable that students study 

at least one semester of the Design, Creativity and Technology subject at Year 10, that relates to the 

VCE Unit being accelerated into. Approval for acceleration by the Faculty Leader will take this into 

consideration. 

Students who have a special interest in Product Design Technology, Food Technology or Information 

Technology may consider choosing the relevant VCE subject in their elective blocks in Year 10. It is 

advisable that they seek teacher advice first. 

VCE Pathway: 

Product Design Technology, Food Technology or Information Technology. 

Middle Years 

VCE 

Year 9 Year 10 VCE Units 1 & 2 VCE Units 3 & 4 

DCT – Digital 

Design 

Or 

Digital 

Technology 

DCT – Digital 

Design 

Technology 

VCE Computing 

VET Multi Media 

(Gordon TAFE) 

VET Desktop 

Publishing 

(Gordon TAFE) 

VCE Computing 

(Informatics) 

VET Multi Media 

(Gordon TAFE) 

VET Desktop 

Publishing 

(Gordon TAFE) 

Systems Engineering 

(at SJC) 

Systems 

Engineering 

(at SJC) 

Information 

Technology 

Applications (SHC) 

VCE Units 3/4 

Software 

Development 

(at SJC) 


DCT - 9 Product 

Design 

DCT - 10 Product 

Design 

Or 

Innovations in 

Product Design 

Product Design and 

Technology 

(Textiles-SHC) 

or 

(Wood-SJC) 


Technology 

(Textiles-SHC) 

or 

(Wood-SJC) 

VET Applied 

Fashion, Design & 

Technology 

Accelerated VCE: 


(VCE Units 1 and 

2) 



(VCE Units 3 and 4) 

DCT - 9 Food for 

Me 

VET Applied 

Fashion, Design & 

Technology 

DCT - 10 Food 

Or 

DCT – Food 

Science 

VET Applied Fashion, 

Design & Technology 

VCE Food Studies 


Food Studies 

(VCE Units 3 and 4) 

VCE Food Studies 

VET Hospitality 


Food Studies 

(VCE Units 1 and 

2) 



DCT - 10 Wood 

(at SJC) 


Technology (Wood - 

SJC) 

VET Furniture Making 

(at SJC) 


Technology (Wood 

– SJC) 

VET Furniture 

Making 

(at SJC) 


Languages 

French - Year 9 (Annual course) 

Pathways: Year 10 French, Year 10 Global Cultures-French 

In Year 9, students will deepen their understanding of how expression in a foreign language reflects 

the point of view of a different culture and the values of a society. The students will explore various 

topics in class such as French celebrities, French-speaking countries, the environment and the future 

of this generation. They will thus acquire skills that will enable them to reflect on why languages are 

an essential component in our global society. This will be done through the following resources and 

text types: 


• Movie trailers 

• Movie study 

• Websites 

• Videos 

• Roll-plays 

• Discussions and Blogs 

• Writing folio – imaginative, personal texts. 

OR 

Year 9 French Alive 

(Semester unit, may be chosen as a single semester unit or for the whole year) 

The aim of this course is to draw from students’ real interests by focusing on some specific aspects 

or skills they wish to learn about and develop through the language and/ or regarding the culture of 

the country they are studying. 

The course is articulated into two semester units, each one covering a different content, which will 

vary in order to incorporate daily life skills and intercultural awareness content. Since instructions 

will be in the target language, these lessons will have a very practical and hands-on, visual approach, 

as well as a problem-solving focus. Furthermore, the language used will be specific to the area that is 

covered or the skill that needs to be developed. 

Examples of French Alive units will be: French Alive through films, French alive through pop music, 

French alive through food etiquette around the world etc. As part of these units, there will be brief 

“how to” tutorials in French, aiming to develop a particular skill, for instance how to set up the dinner 

table in France or for a special occasion, how to use a particular machine or equipment, how to 

effectively search for a specific content on the web etc. 

Italian – Year 9 (Annual course) 

An option that enables you to develop a deeper understanding of the language mechanics and 

an overall view about Italian culture and society 

Pathways: Year 10 Italian, Year 10 Global Cultures-Italian 




topics in class, such as young people and relationships, holidays, school, TV shows, meals and the 

ever-changing family structure. They will thus acquire skills that will enable them to reflect on why 

languages are an essential component in our global society. This will be done through the following 

resources and text types: 


• Videos 

• Role-plays 

• Games 

• Discussions 

• Recipes 

• Advertisements 

• Postcards 

• Articles 

• Diary entries 

• Letters 

• Surveys. 

OR 

Italian VET- Certificate II in Applied Languages- Year 9 

A two-year certificate that presents a very practical approach to Italian and its use in both 

real life and workplace situations, with strong links to the community and career pathways. 

Italian VET units of competency have a real life focus in Year 9. Some examples of skills the course 

will help students build: 

• Problem-solving in the language with real case scenarios 

• Asking for and giving directions and instructions 

• Talking to exchange students and host families 

• Talking to the boss 

• Reading ads in notice boards, text messages and essential documents in the language 

• Writing informal e-mails. 

Pathways: This course is a sequential two-year course, which leads to VET Italian Year 10. 

This program will be auspiced by Ripponlea Institute (RTO n. 21230) 

Japanese – Year 9 (Annual course) 

Pathways: Year 10 Japanese, Year 10 Global Cultures-Japanese 



topics in class, such travel, housing, fashion and weather and seasons. They will thus acquire skills 

that will enable them to reflect on why languages are an essential component in our global society. 

This will be done through the following resources and text types: 



• Songs 

• Websites 

• Videos 



• Posters and hands on games/activities. 

OR 

Year 9 Japanese Alive 

(Semester unit, may be chosen as a single semester unit or for the whole year) 

The aim of this course is to draw from students’ real interests by focusing on some specific aspects 

or skills they wish to learn about and develop through the language and/ or regarding the culture of 

the country they are studying. 

The course is articulated into two semester units, each one covering a different content, which will 

vary in order to incorporate daily life skills and intercultural awareness content. Since instructions 

will be in the target language, these lessons will have a very practical and hands-on, visual approach, 

as well as a problem-solving focus. Furthermore, the language used will be specific to the area that is 

covered or the skill that needs to be developed. 

Examples of Japanese Alive units will be: Japanese Alive through films, Japanese alive through pop 

music, Japanese alive through food etiquette around the world etc. As part of these units, there will 

be brief “how to” tutorials in Japanese, aiming to develop a particular skill, for instance how to set up 

the dinner table in Japan or for a special occasion, how to use a particular machine or equipment, 

how to effectively search for a specific content on the web etc. 

French - Year 10 

In Year 10, students will deepen their awareness of the link between linguistic expression and the 

values and expectations of society, and how the shift of values and priorities of our society also 

reflects in the use of language. The students will explore the language as a living body, constantly 

changing and updating itself, through the study of various topics in class, such as personal life and 

friendship, French culture and tradition, the influence of history and tradition to determine who we 

are today and some challenges faced by girls and teenagers. The following resources and text types 

will be used: 


• Movie study 

• Characters analysis 

• Songs 

• Writing folio – imaginative, narrative persuasive texts 

• Articles 


• Discussions and Blogs 

• Websites/online articles 

• Videos. 

OR 


Global Cultures/French - Year 10 


As part of an interdisciplinary unit of work between Languages, Art and Technology, students will 

study the language and cultural influences of France in the domains of Art, Food technology and 

Textiles. Students will engage in two single lessons of language and two lessons (a double) of 

art/technology per week each semester. 

Note that 

• the chosen language must be the language studied at Year 9 

• students cannot change from Global Cultures to mainstream French at the end of Semester 

one. 

Italian - Year 10 




changing and updating itself, through the study of various topics in class, such as personal life, 

leisure, artistic expression, health and body image and the influence of history and tradition to 

determine who we are today. The following resources and text types will be used: 


• Websites 

• Blogs and discussions 

• Online magazines 

• TV ads 

• Videos 

• Movie trailer 

• Interviews. 

OR 

Italian VET- Certificate II in Applied Languages - Year 10 

A two-year certificate that presents a very practical approach to Italian and its use in both 

real life and workplace situations, with strong links to the community and career pathways. 

Italian VET units of competency have a workplace focus in Year 10. Some examples of skills the 

course will help students build: 

• Reading ads in notice boards, text messages and essential work documents in the language 

• Talking to the boss 

• Reading job ads and applying for a position 

• Writing letters of complaint 

• Preparing work diaries and instruction maps. 

This program will be auspiced by Ripponlea Institute (RTO n. 21230) 


Global Cultures/Italian - Year 10 



study the language and cultural influences of Italian in the domains of Art, Food technology and 

Textiles. Students will engage in two single lessons of language and two lessons (a double) of 

art/technology per week each semester. Note that 


• students cannot change from Global Cultures to Italian at the end of Semester one. 

Japanese - Year 10 




changing and updating itself, through the study of various topics in class, such as personal life, 

leisure, artistic expression, health and body image and the influence of history and tradition to 

determine who we are today. The following resources and text types will be used: 


• Songs 

• Websites 

• Videos 



• Posters and hands on games/activities. 

OR 

Global Cultures/Japanese - Year 10 



study the language and cultural influences of Japan in the domains of Art, Food technology and 

Textiles. Students will engage in 2 single lessons of language and 2 lessons (a double) of 

art/technology per week each semester. Note that 


• students cannot change from Global Cultures to mainstream Japanese at the end of 

Semester one. 

Potential Senior Pathways for languages: 

Language Units are sequential and students must have completed Year 9 and Year 10 Language 

studies or VET Language studies (not including Global Cultures) before choosing to pursue their 

language studies in VCE. 


The Arts 

The Arts subjects are all one unit semester subjects. 

Studio Arts - Year 9 


• Drawing 

• Painting 

• Printmaking 

• Photography 

• Exhibition report. 

VCE Pathway: 

This subject provides a basis for further Arts Units in Year 10 (Visual Art, Digital Art, Visual 

Communication and Design and Film as well as VCE Art, Studio Arts and Visual Communication and 

Design Units 1-4). 

Visual Art - Year 10 


• Art Criticism and Aesthetics: Exhibition report / study of an artist 

• Graphic design: if time allows 

• Drawing 

• Painting 

• Abstract art 

• Sculpture (found objects). 

VCE Pathway: 

This subject provides a basis for continued study in VCE Art, Studio Arts and Visual Communication 

and Design, Units 1-4. It will also be beneficial to the study of Media Units 1-4. This subject can also 

lead to a range of vocational studies such as those associated with the fine arts, graphics and design. 

Visual Art - Visual Communication and Design - Year 10 


Students will produce a folio of graphic artworks and support these by maintaining a developmental 

workbook. Areas of study will include: 

• A range of drawing systems with rendering 

• Printed advertisement 

• Package design. 

VCE Pathway: 

Recommended as a preparatory unit for VCE Visual Communication and Design Units 1-4 and would 

be useful for VCE Art and Studio Arts Units 1-4. In addition, this subject can lead to a range of 

vocational studies such as those associated with multimedia, graphic design, media, communication, 

advertising, marketing and the visual arts. 


Media Studies - Year 10 


Genre film analysis: Horror, Sci-Fi, Experimental. 

Production Elements: camera, lighting, costume, production design, sound, acting, editing. 

• Pre-production: scripting, storyboard. 

• Production: digital video. 

• Post Production: iMovie, iDVD, Garageband 

• Film screening and analysis writing.. 

VCE Pathway: 

Recommended as a preparatory unit for VCE Media Units 1-4 and would be useful for Art and Studio 

Arts Units 1-4. In addition this subject can lead to a range of tertiary courses and vocational studies 

in areas such as Media, Communications, Advertising, Marketing, Public Relations, Multimedia and 

the Arts. 

Digital Art - Year 10 


Students will have the creative freedom to interpret the themes in any way they wish: 

• Photography Folio 1 - Theme of own choice 

• Photography Folio 2 - Fantasy 

• Design Folio 3 – Original cover design or event poster design 

• Research - Photographers and their work. 

VCE Pathway: 

This subject provides the basis for continued study in VCE Art, Studio Arts and Visual Communication 

and Design, Units 1-4. It will also be beneficial to the study of Media Units 1-4. This subject can also 

lead to a range of vocational studies such as those associated with the fine arts, photography, 

graphics and design. 

Dance - Stage And Screen - Year 9 


• Video analysis of two musicals. Becoming a “guest choreographer” to create a large group 

dance in the style of one of these musicals. 

• Choreographing and performing a duo and a mini solo with specific content and meaning. 

Being sole director to choreograph for a small group. 

• A Jazz workshop with a visiting Jazz teacher, which leads to the development of a large 

group Jazz dance using the technique of choreographic principles. 

• An excursion to a live dance performance, if available. 

VCE Pathway: 

This subject provides the basis for continued study in Year 10 Dance, followed by either VCE Dance 

or VCE VET Dance. Students also have the option of accelerating into VCE levels of Dance while in 

Year 10. 


Dance Then - Dance Now - Year 10 


• Workshops with guest teachers. 

• Working in small groups to bring a visual artwork to life through Dance. 

• Performing for peers at a lunchtime performance. 

• Video analysis and research of renowned dance artists of pre and post 20th century and 

developments of the 21st century. 

• Using choreographic principles to create improvisations, small group dances and a solo 

with full production aspects designed for the Dance Studio set up as a fully functioning 

performance space. 

• An excursion to a tertiary/professional dance performance, if available. 

VCE Pathway: 

The Year 10 Dance unit provides a grounding for VCE Dance Unit 1/2 or VCE VET Dance. Students 

undertake VCE Dance or VCE VET Dance to contribute to their ATAR score for a wide variety of 

tertiary courses that may or may not involve Dance. This subject can also lead to a range of 

vocational studies in Dance, such as those associated with performing, teaching and Arts 

administration. 

Music - Year 9 


• Exploring the genre of Musical Theatre. 

• Group Performance in a variety of musical styles. 

• Attending and review Musical Theatre Performances. 

• Continuation and consolidation of Year 8 theory. 

VCE Pathway: 

This subject provides a basis for further Music Units in Year 10 as well as VET Music Industry and VCE 

Music Performance. This subject can also lead to a range of vocational studies such as those 

associated with the Performing Arts. 

Music - Year 10 


• Solo performance 

• Ensemble Performance 

• Composition 

• Continuation and consolidation of Year 9 theory 

• Song Analysis. 

VCE Pathway: 

This subject provides a basis for continuing study in VET Music Industry or VCE Music Performance. 

This subject can also lead to a range of vocational studies such as those associated with the 

Performing Arts. Year 10 Music is strongly recommended to any students intending to study VCE 

Music Performance or VET Music Industry. 


Drama - The World of Comedy - Year 9 


Students will study and develop skills in: 

• Physical and improvised comic theatre styles such as; Commedia dell’arte - Clowning, Greek 

Theatre - Satire and Theatre Of The Absurd. 

• Comic characterisation: Situation Comedy and TV acting. 

• Television situation comedy – Creating and filming a 30 minute performance and 

developing studio roles and responsibilities. 

• Attend at least one live theatrical performance/event. 

VCE Pathway: 

The subject provides a basis for continuing study of either VCE Drama or VCE Theatre studies. It can 

also lead to a range of vocational studies associated with back stage work and stage performance in 

the performing arts. 

Drama - Theatre to the Extreme - Year 10 


Students will: 

• Explore and research and ‘distort’ the structure and styles of theatre. 

• Develop skills in at least one stagecraft area (sound, lighting, set, costume and make up). 

• Participate in formal workshops on Directing, Dramaturgy, Publicity and Stage 

management. 

• Develop acting skills in Physical Theatre and Stanislavski Method (Film/TV). 

• Will perform in and apply their stagecraft skills to at least one play. 

• Will attend and analyse in detail at least one live performance. 

VCE Pathway: 

The subject provides a basis for continuing study of either VCE Drama or VCE Theatre studies. It can 

also lead to a range of vocational studies associated with back stage work and stage performance in 

the performing arts. 



Health - Year 9 


• Personal Values 

• Nutrition for health 

• Healthy relationships 

• Access to health services 

• Drug Education, party safe and first aid. 

Physical Education - Years 9 and 10 


• Participation in activities that will enable students to develop and improve their physical 

skills. 

• Development of physical fitness and health to lead an active life. 

• Development of the necessary social skills that promote acceptable standards of behaviour 

and positive relationships with others. 

• Units include Athletics, Badminton, Fitness, Tennis, Sport Aerobics, Australian Rules Football, 

Cricket, Softball and Lacrosse. 

Health – Year 10 


• Media and its impact on health 

• Drug education 

• Risk taking behaviour 

• Australia’s health 

• Global health 

VCE Pathways: 

VCE Health and Human Development Units 1-4, VCE Physical Education Units 1-4, VCE Outdoor and 

Environmental Studies Units 1-4, VET Sport and Recreation, VET Allied Health. 

Outdoor Education - Year 10 


• Students will have the opportunity to study and develop skills in the following outdoor 

activities: snorkeling, surfing, rock climbing, bush walking, canoeing and cycling. 

• Students will be required to attend a two-day bush walking camp in a local State/National 

Park. 

• Note: Students wishing to select Outdoor Education must be confident swimmers (students 

must be able to swim 200m confidently to participate in this Unit). Students must also have 

a bike or access to a bike to use for Outdoor Education activities. 


Sports Injury Management - Year 10 


• The basic structure of the human body. 

• First Aid of common injuries associated with sport, whilst completing a Level Two First Aid 

Course. 

• Diagnosing and evaluating a sports injury. 

• The prevention and rehabilitation methods of injuries. 

Inside Sport - Year 10 


• Body systems: Students will discover how our bodies work and adapt to accommodate 

physical activity. 

• Biomechanics: Students will study a variety of sporting techniques and how they can apply 

biomechanical principles to improve their own performance. 

• Training Programs: A practical study of how a training program is designed and 

implemented. 

Child Development - Year 10 


• Conception, pregnancy and prenatal development. 

• Birth. 

• Infancy. 

• Physical development inquiry with local primary school students. 

• “A weekend with a baby" where students are given the opportunity to experience the infant 

simulator 

24 hours a day for a weekend. 

VCE Pathways: 

VCE Physical Education Units 1-4, VCE Health and Human Development Units 1-4, VCE Outdoor and 

Environmental Studies Units 1-4, VET Sport and Recreation, VET Allied Health. 


General Electives 

Bradbury Club 

Description 

In line with the contemporary learning and the disciplines of science, technology, engineering, art 

and mathematics (STEAM), students of Years 7-10 can elect to join the Bradbury Club. 

The Bradbury Club is an innovative collaboration between the College’s students and staff, and 

academics from some of Australia’s leading universities: Deakin University, University of Sydney and 

University of Melbourne. 

The aim of the Bradbury Club is to create significant long-term projects that students can drive with 

energy and enthusiasm. The club provides students opportunities to delve beyond what is 

traditionally taught in high schools; to venture into the unknown, make real discoveries, and 

contribute to society in meaningful ways. Students will also develop problem-solving skills, 

interdisciplinary collaboration, and a solution-focused attitude. 

Personal Project Elective 

Students at SHC must complete a self-directed personal project either in Years 9 or 10. In Year 9, 

students can elect to complete the project as a semester unit. The project aims to enable students 

to study a topic they are passionate about and create a product and report to reflect their learning. 

The process of completing the personal project is lead by the student, with supervision by a teacher 

and enables the student to develop and showcase their ability to organise, communicate, problem 

solve, research, reflect, think and transfer skills. This unit is a truly transdisciplinary unit enabling 

students to direct their learning. 

Self – Directed Learning 

The self-directed learning time can be taken as a single semester block or as two semester blocks. 

Time will be allocated with a mentor who will work with the students to determine how they will us 

this time. No formal or prescriptive curriculum will be taught. The use of time will be flexible and may 

change depending on the needs of each student. Students may work in the classroom, 

independently in another part of the school or off campus by negotiation. Examples of what selfdirected 

learning may look like are as follows: 

• Time for students to explore deeply an interest or project that they are pursuing outside of 

school 

• Time for students to engage in community and service related projects 

• Time for students to connect with mentors to develop skills and interests 

• Time for students to explore a passion or learn a new skill independently 

• Time for students to have access to specialised tutoring 

• Time for students who may have chronic health issues or specific challenges to catch up and 

consolidate on their learning 

Foundation Work Related Skills – WRS011 

Subject Description 

This is an exciting learning program identified for Year 10 students that enhances their willingness to 

engage in education or further training and to prepare them for an appropriate post compulsory 

pathway. 


The units involved are: 

• Participate in OHS processes. 

• Increase personal effectiveness. 

• Orientation to work. 

• Develop an action plan for career planning. 

• Participate in job seeking activities. 

• Develop study skills. 

Duration and Pathways: 

The program is ideal for students who learn best in a practical, applied (‘hands on’) setting and who 

would consider further TAFE training via an Apprenticeship or Traineeship. It is anticipated that 

some of the participants will elect to study the Victorian Certificate of Applied Learning (VCAL) 

program at Year 11, along with a targeted VET study in the career pathway of their choice. It is of 

benefit to students who do not have any clear idea of what they will do after leaving school. 

Delivery Structure: 

Delivery will occur at Sacred Heart College during regular scheduled classes within the existing 

timetable. There is an expectation that all students will complete 40 hours work experience during 

the semester, either in term time or during school holidays. 

Course Fees: 

Additional fees apply to this course. 

Foundation Work Related Skills – WR012 - Elective - Year 10 

This unit is an excellent opportunity for those students who wish to explore the alternative learning 

and career pathways available during the Senior Secondary Years and beyond. Students will 

establish a plan for future studies and work options. 

Through active participation students will be able to: 

• Explore work opportunities in a range of career fields. 

• Acquire knowledge and understanding of learning pathways opportunities available. 

• Engage in ‘learning to learn’ programs that develop and inspire independent learners. 

• Explore aspects of skills development in multiple vocational areas. 

• Engage in community, education and industry work and learning programs and activities 

where vocational skills are explored, observed and applied. 

• Prepare a learning plan to achieve Year 11 and Year 12 and career goals. 

• Develop a positive attitude towards results based learning to succeed in future learning 

and work. 

• Participate in applied learning activities to develop employability skills. 

Duration and Pathways: 

The program is ideal for students who learn best in a practical, applied (‘hands on’) setting and who 

would consider further TAFE training via an Apprenticeship or Traineeship. 

It is anticipated that most (though not all) of the participants will elect to study the Victorian 

Certificate of Applied Learning (VCAL) program at Year 11, along with a targeted VET study in the 

career pathway of their choice. 

Students will need to apply for participation in this course, with approval granted by the Year Level 

Coordinator and VCAL Coordinator. 


VCE Learning Areas – Year 10 

The Victorian Certificate of Education (VCE) 

The VCE is awarded on the satisfactory completion of units according to VCE program requirements. 

Most VCE studies are made up of four units to be completed over two years. The minimum 

requirement is satisfactory completion of 16 units, which must include: 

• three units from the English group, including two units at Unit 3 and 4 level 

• at least three sequences of Unit 3 and 4 studies other than English 

During their Middle Years Program all students at SHC complete one unit of VCE Religion in Year 10. 

Students may also choose to study another VCE unit in each semester of Year 10. To be eligible for 

entry to a VCE unit (including VET subjects), students must satisfy the criteria as set out by the SHC 

Acceleration Guidelines. 

Sacred Heart College Acceleration Guidelines 

The opportunity to undertake a VCE Unit 1/2 in Year 10 and Unit 3/4 in Year 11 is open to students 

who have demonstrated a high level of commitment to their studies, displayed positive learning and 

work habits, have maintained excellent attendance records and have achieved a high standard in 

Years 8 or 9. The College will not place a student under the pressure of a VCE unit if, 

after consultation, we believe she is not ready to undertake such a unit. 

As a result, students wishing to apply must complete the appropriate form and meet the 

requirements outlined to be considered for acceptance into an accelerated unit: 

• Application to undertake a VCE Unit in Year 10 (including VET in VCE) 

• Application to undertake a VCE Unit 3/4 subject in Year 11 (without completing Unit 1/2) 

The following guidelines will apply to all applications: 

1. Students may accelerate into VET subjects that are offered across the cluster. 

2. Not all subjects are appropriate for acceleration. These subjects are determined by the 

College and are listed in the Middle School Handbook. 

3. Students will need to demonstrate the necessary academic ability and rigour. The relevant 

semester one report must be attached to the acceleration application form. 

4. Students will not have a reduced load of their mainstream subjects in order to undertake 

an accelerated study. 

5. Even if a student has undertaken a 1/2 sequence, entry into 3/4 will not always be 

automatic. 

6. Relevant Leaders of Learning, in consultation with the nominated teacher and VCE / VET 

Coordinator or Director of Senior School will make the decision as to the success of 

the student’s application. 

7. Prospective candidates may be interviewed. 


Change of Subject Guidelines 

A subject change will only take effect if it can be accommodated within the student’s 

timetable. 

Taking time to select subjects that are suitable to the student’s abilities, interests and post-school 

pathway reduces the need to change subjects and thereby interrupting the Unit 1 – 4 sequence. 

For some students a change of subject is recommended or necessary. Students who wish to apply 

for a change of subject can do so at the following times: 

1. After the end of year examinations 

2. At the beginning of the year (end of week 2) 

3. At the end of Unit 1 

4. Withdrawing from VET subjects in VCE or VCAL can occur at the end of Semester One, 

however, new VET subjects cannot be commenced after Week Three of Term One. 

Students will need to complete the appropriate Change of Subject form and discuss the change of 

subject with the VCE Coordinator or VET Coordinator. 

The VCE and VET units available at Sacred Heart College are listed below. Students interested in 

studying these units in the Middle Years should consult the Senior Years Handbook for detailed unit 

descriptions. Students may apply for VET subjects offered externally at providers such as The Gordon 

TAFE. To access this extensive list, students should consult the Senior Years Handbook. Students are 

encouraged to undertake coherent, balanced programs that relate to pathways they hope to follow 

when they leave school. 

VCE Unit Names 

The Arts 

English 

• Dance 

• Drama 

• Media 

• Music: Investigation 

• Music: Performance 

• Studio Arts 

• Theatre Studies 

• Visual Communication and Design 

• VET Dance 

• VET Music 

• English* 

• Literature 

• English Language 


• Health and Human Development 

• Outdoor and Environmental Studies 

• Physical Education 

• VET Allied Health 

• VET Sport and Recreation 


Languages 

• French * 

• Italian * 

• Japanese * 

Maths 

Science 

• General Maths (1/2) 

• Further Maths (3/4) 

• Maths Methods (CAS) * 

• Specialist Maths * 

• Biology 

• Chemistry * 

• Environmental Science 

• Physics 

• Psychology 

Humanities 

• Accounting 

• Australian Politics 

• Business Management 

• Economics 

• Geography 

• Global Politics 

• History - 20th Century 

• History - Australian 

• History - Revolutions 

• History – Global Empires 

• Legal Studies 

• Religion and Society 

• Text and Traditions 

• VET Event Management 


• Computing (SJC) 

• Food Technology 

• Product Design and Development - Textiles 

• Product Design and Development - Wood (SJC) 

• Systems Engineering (SJC) 

• VET Kitchen Operations 

*acceleration is not available in these subjects. 


Curriculum Area 

Unit Name 

Middle Years Program Unit Listing for 2018 

Religious Education Compulsory Full Year Courses (Years 9 and 10) 

Religious Education Social Justice Elective - Year 10 

Language A 

English - Year 9 Course 

Language A 

English - Year 10 Course 

Language A English Elective: Journalism- Year 10 

Language A English Elective: Literature - Year 10 

Mathematics General Mathematics – Year 9 

Mathematics Standard Mathematics - Year 9 

Mathematics Extended Mathematics - Year 9 

Mathematics General Mathematics - Year 10 

Mathematics Standard Mathematics - Year 10 

Mathematics Extended Mathematics - Year 10 

Science Core Science - Year 9 

Science Biology - Year 10 

Science Chemistry - Year 10 

Science Physics - Year 10 

Science Environmental Science - Year 10 

Science General Science - Year 10 

Science 

Psychology - Year 10 (as an elective science unit only) 

Humanities Humanities – Year 9 

Humanities Legal and Political Systems - Year 10 

Humanities Commerce - Year 10 

Humanities Geography - Year 10 

Humanities History - Year 10 

Humanities General Humanities – Year 10 

Design, Creative and Technology (DCT) DCT - Digital Design - Year 9 

Design, Creative and Technology (DCT) DCT - Digital Technology - Year 9 

Design, Creative and Technology (DCT) DCT - Digital Design - Year 10 

Design, Creative and Technology (DCT) DCT - Foods for Me - Year 9 

Design, Creative and Technology (DCT) DCT - Food - Year 10 

Design, Creative and Technology (DCT) DCT - Food Science - Year 10 

Design, Creative and Technology (DCT) DCT - Product Design - Year 9 

Design, Creative and Technology (DCT) DCT - Product Design - Year 10 

Design, Creative and Technology (DCT) DCT - Innovations in Product Design - Year 10 

Design, Creative and Technology (DCT) DCT - Wood - Year 10 

Languages 

Year 9 French/French Alive 

Languages 

Year 9 Italian/VET Italian 

Languages 

Year 9 Japanese/ Japanese Alive 

Languages French - Year 10 

Languages Global Cultures French - Year 10 

Languages Italian - Year 10 


Languages Global Cultures Italian - Year 10 

Languages Japanese - Year 10 

Languages Global Cultures Japanese - Year 10 

Arts-Visual and Digital Studio Arts - Year 9 

Arts-Visual Visual Arts - Year 10 

Arts-Visual Visual Communication and Design - Year 10 

Arts-Visual Media Studies - Year 10 

Arts-Visual Digital Art - Year 10 

Arts-Performing Dance - Stage and Screen - Year 9 

Arts-Performing Dance - Dance Then, Dance Now - Year 10 

Arts-Performing Music - Year 9 

Arts-Performing Music - Year 10 

Arts-Performing Drama - The World of Comedy - Year 9 

Arts-Performing Drama - Theatre to the Extreme - Year 10 

Health and PE Health - Year 9 

Health and PE Health – Year 10 

Health and PE Physical Education - Year 9 

Health and PE Physical Education - Year 10 

Health and PE Outdoor Education - Year 10 

Health and PE Sports Injury Management - Year 10 

Health and PE Inside Sport - Year 10 

Health and PE Child Development - Year 10 

General Elective 

Bradbury Club 


Personal Project 


Self – Directed Learning 

General Elective Foundation Work Related Skills WRS011 – Year 10 

General Elective Foundation Work Related Skills WRS012 - Year 10 


Social Justice Application Form 

Appendix - Social Justice Application Form 


Year 10 Social Justice – Application Form 

Student’s name: _________________________________________________ 

Class: _____________________ 

• Reasons why you would be a valuable participant in this course. 

• Please detail ways in which you already contribute to building community at SHC or beyond. 

• Any other factors you would like considered with your application. 

Student’s Signature:_____________________________________ Date:_______________________ 

---------------------------------------------------------------------------------------------------------------------------- 

This section is to be completed by your Year 9 Religious Education Teacher 

I do / do not recommend this student for Year 10 Religious Education/Social Justice. 

Teacher’s Signature:__________________________________________

2018 Middle School Handbook

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