Middle Years

The Middle Years program at Springside West Secondary College provides students with the opportunity to begin diversifying their academic program, whilst also meeting all of the requirements of the Victorian Curriculum. As outlined below, students engage in a combination of core programs, as well as elective rotations beginning in Year 9 and expanding into Year 10. 

The following table gives a broad overview of the course structure for students in the middle years:

Year 9


The Year 9 English course focuses on students evaluating and integrating ideas from texts to form their own interpretations. Students explore social issues present in the text, ‘The Outsiders’ and use the themes and literary devices utilised by the author to create their own narrative. Students also study the Shakespearean play, ‘A Midsummer Night’s Dream’ where they select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience. There is a focus on the development of proofreading skills, encouraging students to edit for effect and selecting appropriate vocabulary and grammar while using accurate spelling and punctuation. Students are introduced to the Comparative text response, through the analysis of short stories from the text ‘The Stolen Children’ and the film ‘Rabbit Proof Fence.’ Additionally, students analyse how texts position an audience, and develop an understanding of how to use a variety of language features to create different levels of meaning. They apply these skills when creating presentations and actively contributing to class and group discussions, comparing and evaluating responses to ideas and issues.


Each student has a fully individualised learning plan, and will be growing along a personal continuum via fully differentiated work and assessments. This covers all areas of the curriculum at all levels up to advance Year 10 Maths. Through a modular framework, students are provided with the opportunity to select content that is targeted towards their point of need. Students complete tests following each of the two week learning cycles where their Growth, Effort and Accuracy are evaluated. This data is used to inform the goals that each student will develop with their teacher. Mini lessons, rich learning tasks and week-long projects are also utilised to support students in developing a deep understanding of what they are learning.


In this course, students will be looking at extending their knowledge of atoms in terms of their behaviour in chemical reactions such as combustion, corrosion, acid-base and nuclear reactions. They will understand that chemical reactions involve rearranging of atoms and that these reactions can occur at different rates. Electric circuits will be looked at to study its various components in terms of voltage and current. The theory of plate tectonics will be used to explain global patterns of geological activity and continental movement in the topic on Earthquakes and Volcanoes. Lastly, the body’s response to a stimulus will be studied in terms of the role of the neurons (its structure including synapse) in the central nervous system and the impact of the infectious diseases on the human body.


The Humanities course at Year Nine covers geography, history, civics and economics. In geography students will investigate biomes and food security. They will examine how places and people are interconnected through trade and technology. History focuses on the industrial revolution and the way this transformed the societies of Britain and Australia. World War One will also be studied with an emphasis on significant events in the conflict and the way this war shaped Australia’s relationships with other nations in the 20th century. In civics students begin to study the nature of the Australian legal system and the key principles of justice. Economics explores the nature of work, the way Australia trades with other nations and the impact this trading has on our living standards.

Health & Physical Education

The Health and Physical Education subject will allow students to participate in both theoretical and practical classes. The theoretical component will allow students to explore topics relating to health and wellbeing, both at a personal and community level. Students will also be required to identify, gather and analyse data to determine any trends in the health status of Australians over a defined period of time. The practical component of the subject provides students with an opportunity to learn a variety of skills through movement. Students will partake in a wide variety of sports throughout the subject with the focus on developing leadership skills, communication and teamwork.



The focus of the Melodrama unit will be to investigate and explore the theatrical style of Melodrama. Students will demonstrate knowledge of the history of Melodrama as well as the stereotypical characters, plot and acting techniques associated with this theatrical style. Students develop skills in script writing and stagecraft design. Students also learn to refine their performances with improvisation, movement, gesture and voice. The focus of the Non-Naturalism unit will be the conventions of non-naturalistic theatre and the practitioners who developed them. Students demonstrate knowledge of the key conventions and elements of drama by investigating Theatre of Cruelty, Epic Theatre and Poor Theatre, and develop skills creating short productions in these styles. Students also develop skills in transformation of character, place, time and object by participating in acting workshops. Students will work through a collaborative and creative process to devise an original scripted play for a specific audience. The rehearsal process of playbuilding involves being creative in generating original ideas, as well as when refining the plot, themes, characters, acting skills and staging. 


Students experiment with a range of media forms to develop production skills that integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning, style and or genre. They plan, produce and distribute a variety of media products for a range of different audiences. Students also analyse and evaluate a range of media artworks from contemporary and past times.


Students develop performance skills on an instrument of their choice and develop music theory knowledge. Students apply their understanding of the elements of music through performance and the exploration of popular music styles from the early 20th century through to today. In their practical unit, students work independently, in small groups and in a whole class ensemble to perform a short program. 

Studio Arts (2D)

Students are introduced to a selection of two dimensional visual arts practices and styles with a focus on painting, drawing and collage. In order to develop their artmaking skills, students gain an understanding of how different visual expressions and techniques can communicate to an audience. They learn to develop a studio process which involves planning and exploring different concepts in order to create finished artworks for exhibition. Students also analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts.

Studio Arts (3D)

Students are introduced to three-dimensional art practices and styles with a strong focus on ceramics and exploration of other sculptural artforms. They learn to develop a studio process which involves planning and exploring different concepts in order to create three-dimensional art works. Students also analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts.

Visual Communication Design [VCD]

Students are introduced to four stages of the design process: research, generation of ideas, development of concepts and refinement of visual communications. They learn to use visual language to communicate messages, ideas and concepts, which involves acquiring and applying design thinking skills and drawing skills to create messages, ideas and concepts.


3D Printing

Students will learn how to use CAD software programs to design 3D models. They will also learn how to use slicing software to convert 3D models into 3D printable files. Students will learn key historical factors that have shaped manufacturing over the centuries. They will use this knowledge to explain current and emerging 3D printing applications in a variety of industries, whilst describing the advantages and limitations of each 3D printing technology. Evaluation of real-life scenarios will be undertaken whereby students will identify opportunities to apply 3D printing technology for time and cost savings. Discussions on the economic implications of 3D printing including its impact on start-up businesses and supply chains will occur. Students will finish up designing and printing objects that contain moving parts without the requirement for assembly.

Coding – Entrepreneur Experience

This Year 9 elective builds on the coding experiences of the Year 7 & 8 CS in Schools programmes. However, this time, you’ll take your skills to the real world. This elective involves you being set a challenge by industry powerhouses, including Domain and Carsales. These real-world problems need to be analysed and researched and then the solutions will need to be designed and created by you! You will work in a startup squad over the semester to find and create the best solution to the industry challenge. You will then get the opportunity to pitch your solutions to the company itself. Will yours be the best? This is the first foot in the door to industry internships and opportunities that await you should you accept the challenge!


In this elective unit, students will learn about electricity and electric circuits in terms of current, voltage and resistance. They learn the functions and symbols of basic electronic components including resistors, diodes, capacitors and transistors. Students practise using a soldering iron safely and correctly and make a number of soldering projects including a solder cube, a flashing light circuit and a solder maze. Students learn about logic gates and construct small robots that sense and respond to light. The unit also includes construction of breadboard circuits with the addition of Arduino microprocessors to control them and individual student design projects.

Food Studies

In Year 9 students will investigate safe and hygienic work practices. They will develop skills to identify and prevent the risk of developing food poisoning and create food labels providing consumers with important information. The student will future develop practical skills, using the appropriate equipment for each producing task. Students will develop an understanding of food around the world, investigating different cultures, food staple and regional foods. They will investigate and create a cultural dish of their own choice using the design process.

Resistant Materials

Students participating in this course will be given the opportunity to develop new and interesting skills involving materials such as timber, metal and plastic. They will also refine their skills in the areas of designing, marking out, sawing, chiselling, planning, drilling and joining and learn skills such as fabrication forming, rolling and bending. Students will be instructed in the safe operation of power tools and they will complete a number of very interesting projects using a variety of different materials. They will be assessed on their knowledge and understanding with tasks involving materials, components, tools and equipment used to create design solutions. Students will also be assessed on process and production skills including: designing, producing, implementing, collaborating and evaluating.


The Year 9 Robotics course comprises of three different strands: digital systems, data and information and creating digital solutions. The course will use the lego mindstorms software and use the problem solving methodology to analyse a problem, design and create its solution and then evaluate the effectiveness of the solution. In the first term of the course, students will investigate how data and information impact on the decision making and functionality of an organisation. They will also learn the different hardware and software components that are required for a digital device to be connected to other digital systems. During term 2, students will use the Edison robots and the EV3 lego mindstorms software for their major projects and will use computational thinking to follow a design brief and create a solution.


The aim of this course is to enhance sewing skills and techniques introduced in the Year 8 curriculum and to reinforce the students’ knowledge of the design process and the procedures used in Textiles. In Year 9 Textiles students refine a variety of machine sewing skills whilst exploring a range of processes involved in the making of garments from a commercial pattern. Students develop a deeper understanding of the design process and of sustainability issues related to the global textiles industry. All work including activity sheets, design planning and evaluations will be maintained in a visual diary. Safe work practices will also be taught and adhered to throughout the course giving the students’ knowledge of the importance of Occupational Health and Safety (OH&S) within the Textiles classroom.



As part of Year 9 Italian studies, students complete a full year of Italian using the text Ecco 2. Topics covered include: health and fitness, family and home life, fashion and clothing, local festivals, and celebrations. Students continue to develop their skills understanding and conjugating verbs, using possessive adjectives, the past participles, and prepositions. They demonstrate their knowledge and understanding through various methods such as dialogues, blogs, and film reviews. In Year 9 students will be expected to participate in all incursions and excursions. Many of these excursions are designed to build students’ understanding of Italian culture, as well as affording an opportunity to practise their Italian language skills in public. Some examples of these are visits to designer stores such as Gucci and Dolce & Gabbana, excursions to Cinema Nova and Lygon St. The focus for Year 9 students will be to develop their learning through experiences both in the classroom and within the resources of our city. Year 9 Italian is a requirement for students who wish to pursue Italian at Year 10. 

Soccer Skills & Coaching

The soccer program is an elective program for students who wish to extend and deepen their knowledge of the game of soccer and its relationship to the expectations of high achievement for athletes. Students will develop their soccer skills, learn about strategy, the requirements for preparation before a game and recovery afterward. They will look at nutrition, injury management and the way lifestyle choices make a positive impact on training and preparation. The program will also involve elements related to coaching, goal setting, post-performance reflection, team play and ethical conduct and sportsmanship.

The Duke of Edinburgh International Award

Not all learning happens in the classroom. Young people need experiences outside the classroom to become committed, responsible and fulfilled citizens of the world.

The Duke of Edinburgh’s International Award is available to all 14-24 year olds and is the world’s leading youth achievement award. It equips young people for life regardless of their background, culture, physical ability, skills and interests. Doing the Award is a personal challenge and not a competition against others; it pushes young people to their personal limits and recognises their achievements.

The Award framework

Three Award Levels

The Award is available in three levels.Bronze NewGold NewSilver New

Bronze levelSilver levelGold level
For those over 14 years old.For those over 15 years old.For those over 16 years old.

All students undertaking ‘The Duke of Edinburgh’ program in year 9 will work towards achieving the Bronze Level. 

To achieve each level, participants create their own program of activities over a set length of time and across four sections:

Four Award Sections

  • Service – To develop and encourage a sense of community spirit and responsibility to others
  • Skill – To encourage the development of personal interests and practical skills
  • Physical Recreation – To encourage participation in Physical Recreation and improvement in physical fitness and performance
  • Adventurous Journey – To encourage a spirit of adventure and discovery 

Participants choose activities that spark their interest in each section, then set their own goals.

Students wishing to undertake this program as a 6-month elective, will need to commit to completing all of the various activities required, as directed by the activity Leader. This will include a camp, volunteer work, and a range of activities working with external providers. As such, an additional levy is required of all students prior to the commencement of the program. 

Additional information about the program can be found on their website: https://www.dukeofedvic.org.au/ 

City Experience

The City Experience elective is a project-based course that engages students to be working collaboratively in teams, exploring a variety of initiatives and facets of life in the city of Melbourne. As the semester progresses, students demonstrate their learning through the development of online digital media and presentations. The City Experience program has students consider the history of Melbourne, its layout and key architectural features. Students also engage with The Big Issue and study the social impact of homelessness. At the Australian Centre for the Moving Image [ACMI] students look into the world of film and how it relates to Australian culture. Parts of this program involve students travelling into and around the city using public transport.  As such, it is essential that participating students have a valid Myki. 

Year 10


The Year 10 English course is aimed at developing the skill set that students require for successfully completing VCE English. Students focus on developing their critical thinking capacity through the analysis of novels including, ‘Lord of the Flies’ and ‘To Kill a Mockingbird’. Students demonstrate their ability to comprehend these texts, and also consider the historical, social and cultural aspects of the time and how these have influenced the author. They compare texts, by considering the motives of the author and the changes made to suit different audiences, purposes and forms. Students continue to develop the sophistication of their writing, through the explicit learning of vocabulary related to argument and persuasion. They begin to discuss the way in which an author develops an argument through the holistic analysis of a persuasive text. Students utilise this when creating and presenting an oral presentation on an issue of their choice. The creative writing unit allows students to analyse the structure and literary features utilised by Australian authors and apply this through the development of their own short story.



This course is aimed at students that do not need a high level of Mathematics in VCE and generally find the study of Mathematics to be very difficult. Numeracy is a subject offered to Year 10 students which has a strong emphasis on using mathematics in practical contexts relating to everyday life, personal work and study. Students completing this course will be given the opportunity to continue to develop their mathematical skills. This pathway is ideal for those students intending to complete VCAL and will not lead to any Year 12 mathematics topics.

General Mathematics

Students who wish to complete this course will be provided with a thorough preparation for a pathway into General Maths in Year 11. The topics covered in this course are Measurement, Linear Relations, Trigonometry, Probability and Statistics.

Advanced Mathematics

This pathway is catered to students who intend to study either Mathematical Methods and Specialist Mathematical in year 11. Advanced Mathematics students will be expected to study Numbers, Trigonometry, Linear Relations, Quadratic Relationships, Geometry and Probability. 



In this course students will learn how DNA, chromosomes and genes are transmitted from one generation to the next and are responsible for our heritable characteristics. The base-pairing rule for DNA replication will be used to explain the process of mitosis and meiosis. Mendelian genetics will be evaluated using Punnett squares. To understand the geological time scale used to study natural selection and evolution, the process of radioactive dating will be learnt. Students will understand that the natural variation in populations and environmental conditions are the driving forces for evolution. This will be expanded into human evolution. The stimulus-response model will be studied as a part of the nervous system and how electrical impulses move across a neuron and synaptic gap. Students examine unique molecules called antigens and how they elicit an immune response, the nature of immunity, the role of vaccinations in providing immunity and what happens when the immune system malfunctions.


This is a highly practical elective that teaches students a range of laboratory skills using equipment and chemicals involving true chemical analysis. Students are introduced to the concepts of matter, atoms, molecules, compounds, the periodic table & chemical reactions. Students will then understand different types of chemical reactions and be able to write balanced chemical equations. Additionally, students will be able to differentiate between acid and base reactions and identify soluble and insoluble compounds produced in their practical experiments. In the food chemistry topic, students complete theory on nutrients and then perform a series of laboratory tests that identify them in a range of foods. The assessment for this topic is a laboratory investigation where a range of foods are tested for various nutrients. The study of organic chemistry is completed with a research assignment that is presented as an electronic poster.  


In this course, students learn about Physics as a way of understanding nature. They will explore the different branches of Physics including classical and quantum Physics and develop an understanding that Physics is a subject that changes with time as theories develop and are either supported with evidence or discarded. They will learn about the Fundamental Forces and how they can be used to explain the structure and behaviour of matter. In this course, students will study motion and energy as major topics. They will learn about distance and displacement, speed and velocity, analysing motion graphs, acceleration, forces and Newton’s laws, energy, work and power. They will complete practical work involving ticker timers. Students will also learn about electricity including the concepts of current, voltage and resistance and how they are relevant to real-life electrical circuits. 


In this course students will learn the basics that form the course at VCE Psychology. These will include the knowledge of the history of psychology and its changes over time. Students will be provided with information to clear misconceptions of psychology, its scientific nature, the difference between psychologists and psychiatrists and career pathways. Different structures of the brain (fore, mid and hind brain) including the different brain cortices and key association areas will be learnt in detail and will culminate in a brain dissection. The structure and role of the neuron in the body to communicate and carry messages will be learnt in terms of the sensory (afferent), motor (efferent) and interneurons. The difference in conscious and unconscious movement will be studied in terms of its neural pathways. Damage to the brain and its consequence in terms of behaviour and movement disorders will be studied in addition to mental illness. Students will learn to research, come up with an investigative Aim, design an experiment, adhere to ethical principles, conduct the experiment and write a practical report using the correct scientific conventions for a chosen topic in Psychology. 


Business & Economics

In Business and Economics students study the way small businesses are established and run on a day to day basis. They consider and study the Stock Exchange and the way the free market determines the price of stocks through the laws of supply and demand. Students participate in a game that involves the buying and selling of stock on the stock market to gain an insight into the way the market works. Students study the nature of entrepreneurship and the way enterprising behaviours can lead to successful outcomes in the economy. The unit also involves the study of introductory economics introducing students to understand the basic laws of economic theory and the way economics involves the study of the distribution of resources to provide a rewarding life for individuals in society.


Environmental change is studied in this unit with an emphasis on the way coastal communities can be managed to ensure their ongoing viability. Climate change is studied as a central feature of the challenges inherent in managing a vast and global threat to environmental viability. Students will also study geography in the context of geographies of human wellbeing; that is the study of the way data can reveal fundamental truths about living standards across the world. Data sets like literacy and infant mortality rates will be considered as tools to measure the wellbeing and liveability standard of a society.


Australia’s role in World War Two will be studied in this unit with particular reference to the large battles involving Australia: the Pacific campaign, the defence of the Australian homeland and North Africa. Rights and freedoms will be explored with a particular emphasis on the way the US civil rights movement shaped the emerging movement pushing toward indigenous rights in Australia, the 1967 referendum to recognise indigenous Australians by changing the constitution and significant events since then. A study of the globalised world will also be undertaken with students choosing from elective units: popular culture; the environmental movement; migration; and political crises. 

Legal Studies & Politics

In this unit students consider international relationships between other countries and Australia and Australia’s role in providing foreign aid, participating in peacekeeping and Australia’s involvement in the United Nations. The central presence of the media in politics is also studied as a shaper and disseminator of ideas and information related to the political system. The role of the high court in interpreting the constitution and as a final court of appeal in Australia is also studied. Students investigate the way individuals with common ideas and beliefs come together to form political parties to seek political power.


Health & Human Development

Students will explore health and wellbeing as a multi-dimensional and dynamic concept which can be influenced by age, sex, socioeconomic status and culture. Aboriginal and Torres Strait Islander perspectives of health and wellbeing will be examined and the importance of adopting a strengths-based approach towards Indigenous health will be considered. Students will investigate how sociocultural factors such as education, family, housing and income may contribute to variations in health status of Australian adolescents. The role of nutrition in promoting the health and wellbeing of Australian adolescents will also be studied through examining the function of the major nutrients, food sources and food selection models such as the Australian Guide to Healthy Eating and the Healthy Eating Pyramid. Additionally, students will be introduced to measurements of health status such as incidence, prevalence, mortality and life expectancy, and develop skills in evaluating data to describe the health status of Australian adolescents.

Outdoor Education

Outdoor Education will allow students to build upon their teamwork and leadership skills in a challenging environment. Students will participate in both practical and theoretical lessons to build upon their knowledge and understanding of the skills required to safely interact in the outdoors, with minimal environmental impact. Students will learn about flora and fauna in the Australian environment as well as the diverse range of ecosystems. Students will participate in a variety of excursions and camps to develop experiential knowledge of outdoor environments. Students in this subject may participate in outdoor activities such as bushwalking, rock climbing, cross-country skiing, cycle touring or marine activities. 

Physical Education

Within the subject of Physical Education, students will participate in both theory and practical classes. The theoretical component of the course covers body in motion, training programs and biomechanics, in preparation for VCE Physical Education. The practical component allows students to participate in a wide variety of sports in order to develop their sport specific skills as well as their personal skills such as teamwork and communication. Students will also apply those components learnt in the theory classes to their practical sessions. By the end of this course, students should have a clear understanding of the skills and knowledge related to the VCE Physical Education subject.

Sport & Recreation

The Year 10 Sport and Recreation program provides students with the skills and knowledge that will enhance their employment prospects in the sport and recreation industries. The subject will be broken up into a range of areas including teaching the fundamental skills of various sports, developing skills in officiating and coaching different sports and maintaining sport and recreation industry knowledge. The program will compose of a range of in class, practical and external experiences that will allow students to increase the range of their skills that will benefit them in the future. This subject leads into the VCE equivalents and higher education where students will effectively be ready for working in the sporting and recreation industries. Example assessment tasks include written reports, topic tests and practical coaching experiences. 

Soccer Skills & Coaching

The soccer program is an elective program for students who wish to extend and deepen their knowledge of the game of soccer and its relationship to the expectations of high achievement for athletes. Students will develop their soccer skills, learn about strategy, the requirements for preparation before a game and recovery afterward. They will look at nutrition, injury management and the way lifestyle choices make a positive impact on training and preparation. The program will also involve elements related to coaching, goal setting, post-performance reflection, team play and ethical conduct and sportsmanship.



The focus of the Commedia dell’Arte unit will be to develop knowledge of the history and conventions of the theatrical style. Students devise a performance which demonstrates their knowledge of the history, the stock characters and hierarchy, Commedia dell’Arte masks and common comedic scenarios. Students develop skills in devising theatre, voice work, set and costume design and movement. The focus of the Performance Styles unit will be to develop knowledge of the history and conventions of a range of different theatrical styles, including Physical Theatre, Melodrama, Musical Theatre, Comedy, Non-Naturalism and Eclectic theatre. Students devise a performance which demonstrates their knowledge of the history, the stock characters and conventions, used in different styles. Students develop skills in devising theatre, voice work, set and movement. Students will also explore the role of the Australian playwright in creating drama. By exploring and discussing the work of the playwright, students will understand the ways in which this theatre practitioner uses skills of written communication to create drama that examines and reflects our society. Students will also practice exercises and activities to help write their own Australian script.


Students focus on how different types of still and moving image media forms are constructed through production and story techniques that are typical of specific genres and styles. They develop written skills in analysing the construction of a narrative. Students plan and create media productions using media techniques that meet industry requirements. Individual and collaborative projects give students an opportunity to learn how to work with others in a production environment and to create media products for a specific audience.


In Year 10 Music, students begin to refine their performance and analysis skills. They perform as a soloist and in bands. Students continue developing their theoretical knowledge of music, applying this to both written and aural tasks. Students begin to develop their ability to dictate basic rhythms, melodies and chord progressions. Students also learn to critically analyse the intent and effect of compositions from different genres and eras. In their practical studies, students prepare a series of works for performance, including technical work. Students learn to perform in front of an audience and subsequently evaluate their performances, identifying areas for improvement and further development. 

Studio Arts

Students explore the visual arts practices and styles as inspiration to develop a personal style. They experiment with materials, techniques in a range of art forms to express ideas. They conceptualise, plan and design art works that demonstrate individual concepts and artistic intentions in order to create and present artworks for exhibition. Students also analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts. They also learn about appropriation and copyright issues in the arts industry.

Visual Communication Design [VCD]: The Designer

This subject focuses on the communication and industrial design fields. Students can learn how graphic and industrial designers use different drawing methods, mediums, and techniques to convey their ideas and how to manipulate and organise design elements and principles to communicate information. Creative, critical, and reflective thinking techniques support students to progress through a design process as they generate and develop ideas for their folio working to a design brief. Throughout the semester students explore manual and digital methods using industry standard software from the Adobe Creative Cloud, including Photoshop and Illustrator. In addition, the study of design history and contexts will allow our students to gain a broad understanding of the role and function of a designer.

Visual Communication Design [VCD]: The Architect

This subject focuses on the environmental design field. Students can learn how architects and interior designers use different drawing methods to convey their ideas and information with a specific purpose for a designed space.

Creative and reflective thinking techniques support students to progress through a design process as they generate and develop ideas for their folio working to a set design brief. Students work in a studio environment to develop design concepts and create professional presentations including 3D models. In addition, the study of the history of architecture and contexts will allow our students to gain a broad understanding of the role and function of an architect.


Digi Tech

The Year 10 DigiTech course comprises of three different strands: digital systems, data and information and creating digital solutions. Each of these strands will be studied in an integrated approach. The course will be split into two major components, the first being students creating a multimodal online solution following a design brief. During this time, students will investigate the various aspects of the internet and how it impacts on humans in the 21st century. The second component of the course will allow students to develop their coding and programming skills using an object-oriented programming language to create a solution. Students will create their solution for use by primary school aged children as the target audience.

Food Studies

In Year 10 students will demonstrate safe, hygienic work practice following HACCP food regulations. They will further develop practical skills, identifying and selecting appropriate equipment, cooking methods and ingredients of selected productions. Students will investigate the ethical production of food, creating ethical and sustainable solutions to local and/or globe issues. Students will learn how to create a budget and create products using budgeting skills to meet the demand of consumers.

Product & Design

This subject aims to reinforce students’ knowledge of the design process and the procedures used with various materials. Part of the design process at this level is to develop the students’ awareness of current technological developments and the effects of these developments on everyday lifestyles. Students will develop an understanding that designing is a way of thinking about mechanical solutions to problems. Students will design, plan and construct their ideas incorporating a range of skills using available equipment such as a metal lathe, spot welder, laser cutter, 3D machine and power tools such as the compound saw to produce a finished product of the expected standard and quality of finish, using more than one material. As part of the design process, the students will produce a folio of work which will contain their design, investigation of materials, procedures and costs to construct their project. They will gain knowledge of the importance of Occupational Health and Safety (OH&S) and Personal Protective Equipment (PPE) within the classroom.


The Year 10 Systems course is set up to transfer into VCE Systems Engineering. Students will learn what a system is and how it relates to the real world. A system can be either electronic and/or mechanical so students will get an understanding of both. As a follow on from the Year 9 electronics, systems will go deeper into how electronic devices work. They will also learn about how simple mechanical devices work. Using all this knowledge students will be able to design and build an electronic device. 


At Year 10 the aim of the Textiles course is to focus the refinement of sewing skills and techniques towards garment making. Skills and techniques taught in previous years will be expanded upon and the students’ knowledge of the design process and the procedures used in Textiles will be reinforced. Students will design, plan, produce and evaluate their design ideas, demonstrating the development of their skills. The design process will now include a greater focus on planning and costing of projects. The practical aspects of the course will incorporate a focus on sustainability within the fashion industry as well as new and emerging technologies/materials and non-traditional approaches to garment making. The students will investigate the connection between the designer and the design brief, knowledge which will then be demonstrated in the development of their own design brief. Safe work practices will also be taught and adhered to throughout the course giving the students’ knowledge of the importance of Occupational Health and Safety (OH&S) within the Textiles classroom.



At Year 10, students complete a full year of Italian studies continuing to use the text Ecco 2. Topics covered are holidays and travel, migration and Italians living in Australia, family and home life, technology and the environment, the future and careers.  Students continue to develop their skills on verbs, possessive adjectives, the past participles, regular verbs, the future tense, the imperative and prepositions. They demonstrate their knowledge and understanding through various methods, including interviews, brochures and online presentations. In Year 10 students are expected to participate in all incursions and excursions which will be designed to tie in with their course work. Some examples are excursions to the Migration Museum, Italian film at Cinema Nova, cultural exposure at Lygon Street. The focus for Year 10 students is to continue developing their language and cultural learning experiences both in the classroom and within the resources of our city. Year 10 Italian will be required in order to be able to undertake VCE Italian. 


English Language

This unit on English Language introduces students to the subsystems of English – Phonetics and Phonology, Morphology and Lexicology, Syntax, Discourse, and Semantics. Students learn what each of these subsystems means and how it appears within the written and spoken language of English. Students learn to apply these subsystems to different pieces of writing, analysing language in a critical manner. Students also learn the different modes of appropriateness that exist within English. They consider how language is used in different contexts and the changes we make – both conscious and unconscious – with regards to how we speak or write in day-to-day situations. Students also begin to study some of the history behind the English language and how it has evolved throughout the centuries. This course is designed to prepare those students who are interested in undertaking English Language as one of their VCE studies. 


This unit provides students with the opportunity to develop literacy skills that are required in everyday life and in the further study of English. Students who participate in this elective will refine comprehension skills required to understand written, verbal, visual and digital texts. They will become fluent writers through the examination of structural elements of familiar texts which they will apply to their writing. Students will focus on developing their vocabulary and their capacity to plan, create and edit a range of texts to communicate clear ideas supported by relevant evidence. At the completion of this unit, students will be recommended for a possible VCAL pathway, however there is an opportunity to move forward into VCE if they consolidate the necessary skills.


This introduction to Literature engages students in closely analysing texts and how they capture both human emotion as well as a historical point of view. Students study a new mode of writing – close passage analysis – and use this to explore the language and stylistic features used by different authors to create meaning. Students look at a variety of genres as part of this introductory course, including novels, poetry, short stories, and film. Students also learn how to express an understanding of a text and/or author through detailed and sustained creative writing, editing and drafting pieces for publication. This course is designed to prepare those students who are interested in undertaking Literature as one of their VCE studies.