LEIBLER YAVNEH CURRICULUM COLLEGE GUIDE

Welcome to Leibler Yavneh College Years 7-12

yavneh.vic.edu.au TABLE OF CONTENTS

18 HASS – Humanities and Social Sciences 18 History 20 Geography 22 Economics 23 Civics and Citizenship 23 ESSI Money 24 Business Studies 24 Year 11 & 12 VCE Humanities Subjects 24 History 25 Accounting 26 Legal Studies 26 Religion and Society 27 Hebrew 29 Years 10-12 VET Applied Languages 30 VCE Hebrew Units 3&4 We are so proud of our 31 Mathematics 33 Mathematics Overview school and its caring 33 Maths Methods and warm, students, staff 33 Further Maths and community. We look 33 Specialist Maths 34 Science and Technology forward to welcoming you 35 Year 8 Engineering for Earth to our Yavneh family. 35 Year 9 Forensics Science 35 Year 9 STEAM Design 3 VISION, MISSION, 36 Year 10 Sciences PHILOSOPHY & VALUES 37 Year 11 Sciences 39 Year 11 Product Design and Technology 4 SUBJECT SELECTION VIDEOS 39 Year 12 Sciences 5 CURRICULUM OVERVIEW - 42 Arts JEWISH STUDIES 44 Vis Art/Studio Art 7 Gemara 45 Vis Com Design 8 Tanach 48 Creative Textiles 10 Halacha 48 Media 11 Major Electives 2020 51 Drama 12 Minor Electives 2020 53 Music 14 CURRICULUM OVERVIEW - 54 GENERAL STUDIES 55 VCE Health & Human Development 17 English 56 WELLBEING 18 English Literature 56 Pastoral Care

Curriculum Guide Leibler Yavneh College 2 OUR VISION AND VALUES

Vision Statement To be ’s pre-eminent : developing the characters, enriching the intellects, and engaging the souls of outstanding, and -committed youth.

Mission Statement The mission of Leibler Yavneh College is to play a central role in the personal development of its students, nurturing them to be: • Of fine character, imbued with integrity and compassion; • Inspired by and personally committed to a relationship with Hashem based on study of Torah and adherence to its values and Mitzvot; • Life-long, independent learners who pursue excellence and strive to achieve their potential; • Knowledgeable of and passionate about Yahadut () and Tziyonut (Zionism); and • Committed Australians, aware of and loyal to their communal, civic and personal responsibilities.

Yavneh Philosophy and Values We aspire to a lifetime love of learning and pursuit of academic excellence in both Jewish and General Studies, because they are mutually reinforcing, so that all students can achieve their potential. • We are committed to the development of a warm and nurturing school environment for all students, which, leading by example, encourages the practice of Derech Eretz (ethical behaviour), adherence to Halacha, and a commitment to Religious-Zionist ideals. • We believe that helping our students to realise their potential requires a holistic emphasis on their overall sense of well-being: personal, emotional and intellectual needs. • We strive to develop resilient, independent learners, equipped with the appropriate knowledge and skills to participate effectively as in the outside world. • We encourage our students to take pride in their Australian heritage and challenge them to make their own contribution in order to shape its future direction.

We strive to develop resilient, independent learners, equipped with the appropriate knowledge and skills to participate effectively as Jews in the outside world.

Curriculum Guide Leibler Yavneh College 3 SUBJECT SELECTION VIDEOS Click on the below subjects to view a video which will help you with the subject selection process

YEAR 9 ELECTIVES YEAR 10 ELECTIVES Creative Textiles Business Studies Drama Computer Science English Literature Drama ESSI Money English Literature Forensic Science Hebrew Literature and Cinema Media Studies Media Studies Music Music People and Places Sticky Situations: Ethical Dilemmas from the Gemara Practical Halacha (Semester 1 only) Visual Arts STEAM Design Visual Communication and Design Visual Arts Youth Health Matters Visual Communication and Design

VCE HUMANITIES SUBJECTS (general) VCE ARTS SUBJECTS General Introduction - Why Humanities Drama Accounting Media Business Management Music History Revolutions Studio Art Legal Studies Visual Communication and Design Religion and Society JEWISH STUDIES VCE ENGLISH Major and Minor Electives English and English Literature VCE MATHEMATICS VCE SCIENCE Mathematics Overview for Year 10 Students Biology General Maths Chemistry Further Mathematics Physics Mathematical Methods Product Design and Technology Specialist Mathematics Psychology VCE PHYSICAL EDUCATION VCE HEBREW VCE Health and Human Development Years 10-12 VET Applied Languages VCE Hebrew Units 3&4

Curriculum Guide Leibler Yavneh College 4 LEIBLER YAVNEH COLLEGE

JEWISH STUDIES Curriculum Overview

Year 7 Year 8 Year 9 Year 10 מסכת בבא מציעא מסכת מכות מסכת פסחים מסכת ברכות Gemara פרק שנים אוחזין פרק כיצד העדים פרק ערבי פסחים פרק תפילת השחר

מסכת סוכה מסכת שבת מסכת בבא קמא מסכת בבא מציעא פרק לולב הגזול פרק כל כתבי פרק המניח פרק אלו מציאות פרק נוטל מסכת שבת מסכת בבא מציעא פרק כלל גדול פרק המפקיד הלכות שבת הלכות שבת Halacha ספר בראשית ספר במדבר ספר שמות ספר שמות Chumash ספר דברים פרקים י”ג-מ פרקים א-י”ב ספר שמות selected selections פרקים י”ג-מ ספר רות ספר שמואל ב ספר שמואל א Navi ספר יונה

Year 11 Year 12 מסכת בבא בתרא מסכת בבא קמא *Major Electives גמרא אגדתא גמרא אגדתא Students choose one מסכת סנהדרין מסכת קידושין each year ספר בראשית ספר ויקרא Minor Electives* Advanced Liturgy: Practical skills in Tefilla Students choose Contemporary Jewish Issues: Torah & Science and Jewish Medical Ethics four in Year 11 and Early Zionism: The makings of the Modern State three in Year 12 Famous Jewish Personalities: The life and minds of Judaism’s great contributors G-d, Women and History: A closer look at women in Judaism How Happiness Thinks: Judaism’s guide to a joyful life Israel: a vibrant democracy: An exploration of the internal tensions that make Israel unique Israeli-Palestinian conflict: An introduction to Israel’s great challenge It’s All About Love: An unapologetic exploration of love and relationships from a Torah perspective Judaism Decoded: A guide to our Oral Tradition Kabbala 101: An introduction to Jewish mysticism Living Meaningfully: On issues facing young adults Machshevet Yisrael: Jewish Philosophy through the ages Nevi’im Ketuvim: Examining the life, times and writings of our prophets Practical Halacha: Applying Halacha to modern and topical scenarios Religious Zionism in Context: The ideas that shaped an ideology The Jewish Course of Why: Exploring Judaism’s FAQs

* Please note that electives may change from year to year

Curriculum Guide Leibler Yavneh College 5 Curriculum Guide Leibler Yavneh College 6 JEWISH STUDIES Curriculum Overview

Gemara Year 7 Students begin with an introduction to Torah GOALS: She’baal Peh following which they commence the Students will develop the ability to: fourth chapter of Berachot. This chapter addresses • Translate and explain key concepts and syntax the theme of Jewish prayer and how time is which feature in the Gemara measured in Jewish law. In the second area of • Identify key biographical information regarding the study is the second chapter of Bava Metzi’a which personalities of the Mishnaic and Talmudic periods explores the obligation of returning a lost item to its owner, and the scenarios in which this obligation • Graphically chart the flow of a given unit arises. These areas of study provide student with an of Gemara opportunity to develop their understanding of their • Read, translate and explain the sections duties towards both G-d and mankind through the of Gemara studied prism of classic Jewish texts. • Navigate classic and contemporary Mefarshim Year 8 (commentaries) and their analysis on the Gemara Students begin the year studying the tenth chapter • Independently approach an unseen section of Pesachim which explores the appropriate manner of Gemara using techniques developed in the with which to enter the Chagim (festivals). Following classroom Pesach, students shift their attention to the third SCOPE & SEQUENCE: chapter of Bava Kama which explores liability for damage caused by obstacles in the public domain. Our Gemara curriculum delivers the key texts of the In the second semester, we transition to the third Torah She’baal Peh (Oral Tradition) to a range of chapter of Bava Metzi’a which explores the differing students, catering to both the novice as well as the responsibilities of the four bailees – the borrower, advanced learner. Employing a deliberate scaffolded renter and the paid and unpaid guardian. These process, students are provided with guidance studies introduce classic areas of Jewish civil law that enables them to approach the text with their relating to the standard of care we owe to our fellow. chavruta (study partner) and enjoy the satisfaction of discovering its meaning. The curriculum is Year 9 cumulative and is designed so that students Students commence their studies with the first experience a range of units focussing on a variety of chapter of Makkot which explores the process for different topics whilst consolidating and expanding dealing with forms of false testimony in a Jewish the skill set garnered in their previous learning. court of law, familiarising themselves with aspects of courtroom procedure. This area of study provides a neat and accessible model of the way in which Gemara deconstructs a Mishna. In the second semester, students explore the sixteenth and twenty- first chapter of Shabbat.

Curriculum Guide Leibler Yavneh College 7 These units focus on practical aspects of Shabbat Tanach observance, including whether one may ask a non-Jew to do work that is prohibited for a Jewish GOALS: person to do on Shabbat, and the sources and Students will develop the ability to: categories of the laws of Muktzah. This latter area • Know and understand selections of the Tanach of study provides students with insight into the and its Mefarshim (commentaries) origins and nuances of important aspects of • Navigate a Tanach and a Mikra’ot Gedolot and Jewish practice. be able to locate a particular Passuk (verse) or Year 10 commentary Students begin their studies with the first chapter • Read Pessukim and Mefarshim with accuracy of Bava Metzi’a which discusses the principles • Apply laws of Biblical grammar to translate of possession and ownership where litigants are and explain the meaning of the Pessukim and in dispute. Students explore important Talmudic Mefarshim principles relating to disputed property rights. In the • Comprehend the narrative and laws in the second semester, leading up to Sukkot, students Pessukim and the ideas presented by the learn the third chapter of Sukkah which discusses Mefarshim the ethical dilemma of the status of a virtuous deed that is performed using improper means. In the final • Compare and contrast segments of the Tanach term, students navigate the complexities of the 39 and ideas of the Mefarshim forms of prohibited work on Shabbat in the seventh • Understand the values and themes conveyed by the Tanach and its Mefarshim .תבש chapter of • Apply the eternal relevance of the Tanach and its scholarship to their life

SCOPE & SEQUENCE: Our Tanach curriculum is designed to enable our students to encounter important aspects of the Torah She’bichtav (Written Torah) and provides a forum for deep engagement with foundational Jewish texts and the values which stem from them. Skill are developed which are geared at creating independent learners who can effectively navigate and study from a Tanach and a Mikra’ot Gedolot. Differentiation is embedded into our curriculum ensuring that every student – from the novice to the expert – are supported and challenged in their learning.

Curriculum Guide Leibler Yavneh College 8 Year 7 Year 9 Our Chumash studies consolidate the students’ In Chumash we focus on selections of Sefer knowledge of the origins of the Jewish people. Bamidbar. Parshiyot studied include Shlach, Korach, Students focus on the exodus from Egypt and the Chukat and Balak. In the course of their learning, preparations for nationhood as they are recounted students will explore the opinions presented by in the first 11 chapters of Sefer Shmot. A specific a range of Mefarshim and compare, contrast and focus is placed on the themes of slavery, Moshe’s critically evaluate the various viewpoints they childhood, the qualities of a leader and the Ten encounter on a given topic. Makkot. Our studies of Nach include Megilat Rut and Sefer In Nach our students explore Sefer Shmuel Aleph, Yona which are studies in preparation for Shavuot with a focus on the evolution of the Jewish people and Yom Kippur respectively. Themes relevant to from a tribal structure under the reign of the the Chagim are explored through the prism of these Shoftim to a nation led by a monarchical dynasty. texts. An underlying theme of this text is leadership. Year 10 Students are encouraged to draw conclusions about the qualities which make for good leadership Our Chumash curriculum incorporates both Sefer and understand the relevance of these concepts to Bereishit and Sefer Devarim, each focussed upon political realities today. for a semester. In their studies of Sefer Bereishit, students are afforded a mature approach to the Year 8 opening book of the Chumash which they had Our Chumash studies center around the narratives previously studied when in Primary school. Students of the Sefer Shemot, starting with the exodus from examine the tensions and conflicts between Sarah Egypt through to the building of the Mishkan in the and Hagar as well as between Yaakov and Eisav desert in chapters 12-40. Student analyse the text in addition to the trial of Akeydat Yitzchak. In closely, delving into its nuances and themes with Sefer Devarim, students analyse the final speech the aid of the classic Mefarshim. Topics include the of Moshe and the themes of tzedakah, political Mann, Yitro, Maamad Har Sinai, the Aseret Hadibrot, leadership, slavery and the ethics of war. Amalek, Chet HaEgel and the Mishkan. In Nach students explore Sefer Shmuel Bet paying close attention to the storyline, personalities and themes which feature in the text. Students are expected to critically examine the text and use the Mefarshim to aid them in resolving difficulties found therein. In addition, a focus of the course is on mapwork, whereby students are taught to relate the text to a map of Eretz Yisrael and its cities in the time of David HaMelech.

Students are encouraged to draw conclusions about the qualities which make for good leadership and understand the relevance of these concepts to political realities today.

Curriculum Guide Leibler Yavneh College 9 Halacha is designed to further the students’ understanding and appreciation of Jewish laws, values and ideas...

Halacha Year 8 Students explore the GOALS: Halachic components Students will develop the ability to: of Kashrut observance. • Know and use appropriate halachic terminology Students learn the various • Understand the development of Halacha sources to appreciate the context and laws of Kashrut as • Understand and appreciate the rationale well as the reasons for particular of the Halachot studied observances. Such areas include • Apply Halacha to contemporary scenarios the indicia that determine Kashrut, • Appreciate the value of living in accordance the preparation of meat and poultry with G-d’s will as enshrined in Halacha for kosher consumption and a detailed study of the prohibition of mixing meat SCOPE & SEQUENCE: and milk and its practical applications. Halacha is designed to further the students’ understanding and appreciation of Jewish laws, values and ideas, enabling them to practice Judaism Year 9 in a more meaningful way. The course is based on Practical Halacha a curriculum developed by the Merkaz Halacha In the Practical Halacha elective, students will Ve’Hora’a in consultation with world renowned be exploring areas of Halacha in engaging and halachist, Rav Yosef Zvi Rimon. Over the course interactive ways. The topics covered include the laws of early Secondary, students focus on the halachot of brachot before and after food, laws of tzedaka, of Shabbat and Kashrut, two foundational areas lashon hara, mezuzah as well as other practical of Jewish law. topics. Students will gain a depth of understanding in these important areas of Jewish observance, lending them a newfound vitality and joy. Year 7 Students explore the Halachic components of Sticky Situations: Shabbat observance. Students learn the various Ethical Dilemmas from the Gemara sources to appreciate the context and laws of In this subject, students will learn to navigate moral Shabbat as well as the reasons for observances. dilemmas through the lens of the Gemara. Students Such areas include Shamor, Zachor, Kavod and will explore texts that tackle challenging questions Oneg, Hadlakat Neirot, Kiddush, Havdala as well as such as ‘why do bad things happen to good the meaning and practical significance of the people?’, ‘what is truth?’ and ‘are we more exacting 39 Melachot. than G-d?’ Extracting life lessons from stories in the Gemara, student will be guided to apply these messages in their daily lives.

Curriculum Guide Leibler Yavneh College 10 MAJOR ELECTIVES 2020 Year 11 & 12

Choose One Motivated Gemara Mainstream Gemara In the motivated Gemara track, students will In mainstream Gemara, students will develop their take their learning of Gemara to a new level, understanding of a variety of sugyot in the Gemara consolidating the skills they have gathered in their both Aggadic and Halachic. The course will provide previous years of learning and taking concrete steps inspiration and insight into Jewish values and towards independent Gemara study. The learning practice as well as the rich historical backdrop of our will include significant time allotted to Chavruta people as it is recorded in the Gemara. Mainstream study as well as a depth of mefarshim and practical Gemara may be offered as a separate girls and halacha according to the nature of the sugya boys track. studied. The motivated track is ideal for students intending on studying Gemara at tertiary seminaries Tanach and yeshivot after they graduate and requires In Tanach students will continue their journey students to commit to extra periods of learning through key texts in both Chumash and Navi. each week. Students will be provided an opportunity to further refine their textual skills and explore major themes through a mature lens, further developing their skills in navigating the primary texts of Torah Shebichtav (the Written Torah) and its commentaries, both classic and contemporary.

Beyond the classroom our students are immersed in Jewish communal life. The School is closely affiliated with the various synagogues, Aged Care centres, and other Jewish community organisations. Our staff and students work closely with youth movements, support Tzedakah and various charity programs and nurture a strong sense of community through representation and participation in communal functions and celebrations.

Curriculum Guide Leibler Yavneh College 11 MINOR ELECTIVES 2020 YEAR 11 & 12

Year 11 – Choose four / Year 12 – Choose three G-D, Women and History Advanced Liturgy In G-d, Women and History, our female students are invited to explore the unique role of women In our Advanced Liturgy course, our male students in Jewish life. The course will explore some of the will learn the practical aspects of how to lein the inspirational and influential women of Jewish history, Haftorah as well as the regular Torah reading. In the relationship of women with halacha and matters addition, the course will teach students the basics which pertain to women in contemporary Jewish of how to lead the Tzibbur in Tefillah, including how society. to navigate the differing nusach and melodies of Shabbat, Chagim and the Yamim Nora’im. How Happiness Thinks Contemporary Jewish Issues How Happiness Thinks is a course that brings emerging studies in Positive Psychology and In Contemporary Jewish Issues students will learn marries it with age-old Jewish wisdom. This course to navigate cutting edge medical dilemmas from will give students the tools to deal with some of the the vantage point of our rich tradition. Students will challenges in finding and maintaining happiness be introduced to the premier halachic authorities and demonstrate how Judaism provides the keys to of the ages, and gain insight into the process and unlocking the highest levels of inner joy. rationale behind their decision making. In addition, students will discuss the apparent conflicts between Israel: A Vibrant Demaocracy Torah and Science and gain insight into the way in Israel: a vibrant democracy explores the internal which the great thinkers of Orthodox Judaism have tensions that make Israel unique. Since the state of resolved perceived challenges. Israel was just an idea, there has been disagreement Early Zionism about what the country should stand for and who should represent it. In this course students will In Early Zionism students will explore the makings explore some of the great disagreements that shape of the State of Israel. In this course students will the State of Israel we know and love. gain an insight into the unlikely series of events that led to the declaration of independence in 1948. Israeli-Palestinian Conflict Students will recognise that a deep understanding In Israeli-Palestinian conflict students will gain of this period is essential to understanding the insight into the conflict that has captured the character of modern-day Israel. attention of the world. Students will explore different Famous Jewish Personalities narratives to understand the nature of the conflict. The course will consider the history of the conflict as In Famous Jewish Personalities, our students will be well as some of the attempts to resolve it. exposed to the many Jewish people, both religious and secular, who have brought depth, beauty and It’s All About Love genius to our own tradition as well as to the world at We are bombarded by the word ‘love’ - from the large. Students will learn the historical context within movies we watch to the music we listen to, and it which they lived and explore some of the key writing is something we grapple with and desire. Society and insights of these larger than life characters. presents us with many mixed messages as to what love is and what it isn’t. Relationships are core to Judaism. This course unapologetically explores the concept of love and relationships from a variety of Torah perspectives and how these big ideas filter through to the core relationships in our lives.

Curriculum Guide Leibler Yavneh College 12 MINOR ELECTIVES 2020 Year 11 & 12

Kabala 101 course will focus on the Trei Asar (the twelve minor In this introductory course to Jewish mysticism prophets), shedding light on who these prophets students will explore a range of topics and themes were, their historical context, and why specifically which feature in the book of Zohar and are their prophecies were preserved for posterity. elaborated upon in Chassidic literature. Concepts Practical Halacha explored in this course include the evolution of Practical Halacha will provide students with a deep worlds, the nature of G-d’s involvement in creation, understanding of the inner working of the Halachic the Sefirot, angels, the journey of the soul as well as system. Topical items will be selected, and a uncovering the inner spiritual dimension of Torah thorough analysis of the sources will shed light on and Mitzvot. the nature of Halachic decision making as well as the Ketuvim reasons for many of our practices. The study of Ketuvim will involve an exploration Religious Zionism in Context of some of the fascinating works of Tanach which In Religious Zionism in Context students will learn are connected to significant Chagim. The course about the people and ideas that shape our ideology. will explore the Megillot of Eicha, Kohelet and Shir In this course students will explore the development HaShirim with a focus on their historical context, of Religious Zionism in the context of events in themes and authorship and understanding their Israel as well as other Zionist ideologies. This is contemporary application. an essential course for students wanting to better Living Meaningfully understand the values of our College. This course is designed for students to gain an The Jewish Course of Why authentic Jewish perspective on how to lead, enjoy The Rohr Jewish Learning Institute surveyed 30,000 and find meaning in their lives. Students will be Jewish people, asking them to submit the questions encouraged to develop a positive attitude and to they are most curious about and went about find a purpose in all their pursuits. The topics to be exploring these enigmas with insights from some of covered include being appreciative and positive, the greatest minds in Jewish history. The result of developing a pride in being born Jewish and the this project is The Jewish Course of Why. Judaism value of social action. Other questions that will be is known for its rational basis, and promoting that addressed include ‘where is G-d in my life?’, ‘can I questions be freely asked and ideas be freely be good without being religious?’ as well as how to debated. It is this spirit of questioning and discovery view challenges and how to approach the dating and that you will encounter in this course, with new marriage period. questions being raised in every lesson. Machshevet Yisrael Judaism Decoded In Machshevet Yisrael (Jewish Philosophy), students Judaism Decoded is a course developed by the Rohr will explore many of the ideas upon which Jewish Jewish Learning Institute which traces the origins practice, and specifically Modern Orthodox practice, and evolution of Jewish tradition. Based on the are based. Topics will include the knowledge Rambam’s introduction to Mishnayot, this course will and belief in G-d, the philosophical framework of address questions such as; how do we know that the Religious Zionism and the idea of the chosenness of Oral and Written Torah are true? What power do the the Jewish people. Rabbis have to change Torah law? How can there be Nev’im arguments regarding G-d’s word? And many more. It The study of Nevi’im will involve an exploration is a critical course which will equip its students with a of some of the fascinating works of Tanach. The profound understanding of our tradition.

Curriculum Guide Leibler Yavneh College 13 LEIBLER YAVNEH COLLEGE

GENERAL STUDIES Curriculum Overview

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 English English English English English English/EAL English/EAL Units 1 & 2 Units 3 & 4 Literature Literature (Semester 1 Literature Literature or 2) Units 1 & 2 Units 3 & 4 Hebrew Mechina / Bishvil Haivrit Bishvil Haivrit Bishvil VCE Units 3&4/ Bishvil Ha-ivrit 1-2 (beginner- 2-3 (intermedi- Haivrit 3-4 VET Cert 3 1 (novice- intermediate) ate) (intermediate) / beginner) VET Cert 2 / Language and Culture

History General: General: General: Consequence VCE VCE Ancient Egypt Medieval Industrial of World War I Units 1 & 2 History Europe Revolution Global Empires Revolutions Ancient China Interwar Years Shogunate Australian Jewish History Japan History from the Causes of Judea under Landing of the World War II Greek and Spanish First Fleet until Roman rule Exploration of Federation Germany under from the arrival the Americas Nazism of Alexander World War I the Great to Jewish History Holocaust Jerusalem until Jewish Jewish History the fall of the communities of Jews in Europe Cold War Roman Empire Babylon in 17th - 19th centuries. Division of The Age of the Berlin Geonim and Birth of Zionism the rise of Islam Cuban Missile Return to Israel Crisis Golden Age of in early 20th Spain. century Vietnam War

Jews in the End of Cold Ottoman War Empire Anti-Apartheid Movement

Arab-Israeli Conflict

Curriculum Guide Leibler Yavneh College 14 LEIBLER YAVNEH COLLEGE

GENERAL STUDIES Curriculum Overview

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Geography Water as a Landforms Food Security People and Resource Urbanisation Interconnecting Places elective Place and World Liveability

Economics Economic Business World Financial Risks Choices Civics and Identity of a Australian Democracy Citizenship Nation Constitution ’s Legal Justice and System Law

Business Accounting VCE VCE Studies Legal Studies Accounting Accounting (Elective) Units 1&2 Units 3&4 Legal Studies Units 3&4 Business Studies Units 3&4 Mathematics Whole numbers Integers Number & Surds & indices VCE VCE Fractions & Geometry financial maths Geometry General Maths Further Maths percentages Fractions Linear & Linear relations 1&2 3&4 simultaneous Number Decimals Trigonometry Maths Methods Maths Methods properties equations 1&2 3&4 Percentage Quadratic & patterns Pythagoras Specialist Maths Specialist Maths Measurement Equations Decimals Trigonometry 1&2 3&4 Pythagoras Parabolas Statistics Linear relations Algebra Probability Probability Measurement Ratio & rates Statistics Negative Indices & surds Equations & [Polynomials] numbers Geometry inequations Algebra & Probability Probability equations Statistics Statistics Geometry Algebraic Linear graphs Measurement Fractions Congruence Quadratic equations

Curriculum Guide Leibler Yavneh College 15 GENERAL STUDIES General Studies Curriculum Overview

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Science General Science General Science General Science Biology Biology Biology

Tinker and Design Engineering Forensics Chemistry Chemistry Chemistry for Earth Science elective Physics Physics Physics

STEAM Design Psychology Psychology Psychology elective Computer Product Design Product Design Science elective and Technology and Technology

Arts Media Studies Multimedia Arts Media Studies Media Studies Media Studies Media Studies

Art Drama Visual Art Visual Art Studio Art Studio Art

Theatre Studies Music Visual Visual Visual Visual Communication Communication Communication Communication

Music Music Drama Drama

Drama Drama Music Music

Wellbeing Friendships and Challenges and Independence Decisions and Motivation and Leading and Foundations Choices and Integrity Directions Meaning Leaving

Physical Aquatics – Water Aquatics – Water Aquatics – Active Living VCE Health Education polo and Bronze polo and Bronze Water polo Program and Human Medallion Medallion and Bronze Development Medallion Net/Wall Sports Net/Wall Sports Net/Wall Sports – Badminton – Volleyball, – Volleyball, Net/Wall Sports and Table Badminton and Badminton and – Volleyball, Tennis Table Tennis Table Tennis Badminton and Table Tennis Invasion Sports Athletics Athletics – Soccer and Athletics Futsal Invasion Sports Invasion Sports – Football, – Football, Invasion Sports Athletics Soccer, Futsal, Soccer, Futsal, – Football, Touch Rugby Touch Rugby Soccer, Futsal, Coaching Touch Rugby Program Lawn Bowls Lawn Bowls Lawn Bowls

Curriculum Guide Leibler Yavneh College 16 English Years 9 and 10 English GOALS: In Years 9 and 10 students continue to develop their skills in composing and responding to texts The study of English at Leibler Yavneh College using increasingly complex forms and structures, aims to extend students’ English language skills including their first foray into the plays of William through thinking, listening, speaking, reading, Shakespeare. A focus on more intricate texts and viewing and writing, in addition to enhancing their place in the wider world assists students their understanding, enjoyment and appreciation to developing the strong foundation needed for of the English language in its written, spoken and success in the VCE years. The historical, cultural multimodal forms. and geographic origins of texts are considered, allowing students to develop a more holistic SCOPE & SEQUENCE: appreciation of purpose and audience. Students Years 7 and 8 English interpret, create, evaluate and discuss textual meaning and impact, both within the vibrancy of The transition from primary school English to the classroom discussions and in written responses. study of English in the junior years of secondary school is an exciting one. Student learning in Over the course of these years, students also the subject shifts from a focus on grammar and engage with a range of text structures, considering basic comprehension to more complex and how they can be employed and manipulated for nuanced readings of a variety of texts. Effective effect. They continue their exploration of literary communication – both written and oral - is at the techniques and language features, analysing their heart of the study of English and so, a great deal of contribution to textual style. Students then apply time is spent on the construction of clear, concise, this knowledge and understanding to the creation of and grammatically correct sentences and complex their own texts. There is a focus on the broadening paragraphs. Students in Years 7 and 8 also continue of vocabulary and well-considered writing to ensure to hone their public speaking skills through their impact, precision and persuasiveness. continued participation in the annual Vonnie Years 9 and 10 Literature Coopersmith Public Speaking Competition. In Year 9 students can opt to complete a Literature The identification of techniques used by creators elective. Literature focuses on the meaning derived to communicate meaning, and ways of employing from texts, the relationship between texts, the these literary techniques, including metaphors, contexts in which texts are produced and read, similes, figurative language, onomatopoeia in their and the experiences the reader brings to the texts. own written work is a focus of English in these Students undertake close reading of texts and years. Students are also introduced to ways of analyse how language and literary elements and developing detailed arguments and supporting their techniques function within a text. Emphasis is points with evidence. Students become familiar with placed on recognition of a text’s complexity and the use of the TEEL structure, and the importance of meaning, and on consideration of how that meaning drafting and editing is reinforced. is embodied in its literary form. Year 10 students select to study either English or Literature. This unique program provides students at Leibler Yavneh College with an opportunity for authentic English study experience before selecting their individual VCE English pathway.

Curriculum Guide Leibler Yavneh College 17 VCE English They consider how the perspectives of those adapting texts may inform or influence the In their final years of schooling, English students adaptations and develop critical and analytic explore three main areas of study: responses to texts, considering the ideas being • Reading and creating explored in the texts, the style of the language and points of view. Students also investigate literary • Reading and comparing criticism informing both the reading and writing • Analysing and presenting argument of texts and develop an informed and sustained Students develop analytical responses dealing with interpretation supported by close textual analysis. the ways in which texts convey meaning and various points of view on key issues. They use planning HASS – Humanities and drafting to test and clarify their ideas, editing and Social Sciences for clear and coherent expression. Students are taught to include textual evidence appropriately In Years 7-9 the HASS curriculum incorporates four and craft their writing for convincing and effective main study areas that include History, Geography, presentation. Exploring the use of language for Civics and Citizenship and Economics. Each of persuasive effect and the structure and presentation these subjects has its own goal as detailed below. of argument is integral. Students also consider different types of persuasive language, including History written, spoken, and visual, and how language GOALS: is used to position readers. In addition, students Students will: explore how comparing texts can provide a deeper understanding of ideas, issues and themes. • Engage in historical analysis such as differentiating between historical facts and VCE Literature interpretations, considering multiple perspectives, At a VCE level, the study of Literature is made up of utilising counterfactual reasoning to discern four units: critical turning points, identifying cause and effect relationships, contestability and perspective issues Unit 1 Unit 2 Unit 3 Unit 4 and hypothesising the influence of the past upon Approaches Context and Form and Interpreting the present to literature connections transformation texts • Explore the interaction of the Jewish people with other cultures and understand the manner in Students respond critically, creatively and reflectively which fundamental concepts within the Jewish to the ideas and concerns of texts and gain insights community have been shaped into how texts function as representations of human experience. Students also explore the ways literary • Gain historical perspective on communal matters texts connect with each other and with the world that affect them as Jews today and into the future and analyse the similarities and differences across • Develop research capabilities that allow for texts, establishing connections between them. formulating questions, obtaining and questioning Students consider how the form of a text affects data, and constructing sound historical meaning, and how writers construct their texts, interpretations investigating ways writers adapt and transform texts and how meaning is affected as texts are adapted • Identify historical conflicts and the factors that and transformed. contributed to them, and formulate and evaluate alternative courses of action

Curriculum Guide Leibler Yavneh College 18 • Think about history in a chronological fashion Year 8: The Middle Ages that enables them to construct a timeline and In this course students study the History of the understand time frames, “periodisation” and Middle Ages from 500CE –1600CE. This is a period historical patterns when civilisations around the world came into • Comprehend historical events in order to contact with each other. Social, economic, religious, reconstruct meaning, identify central questions and political beliefs were often challenged and and draw upon data significantly changed. It was the period when the Integrating History, Jewish History modern world began to take shape. Students study and Jewish Identity the trajectory of Medieval European history, noting the points of contact and conflict between Judaism, As Jews, we are commanded to remember our past. Christianity and Islam, and their influence on the An understanding of our people’s history is essential essence of Western society in the Middle Ages. In for forging a strong Jewish Identity in the present. addition to the text book students will be introduced The Jewish History programme encompasses to critical study of primary sources. four years of integrated World and Jewish History courses from Years 7-10. In this course, students will apply the following historical concepts and skills to the historical SCOPE & SEQUENCE knowledge: sequencing chronology, using historical sources as evidence, identifying continuity Year 7: Ancient Civilizations and change, analysing causes and effect, and In this course, students study history from the time determining historical significance. of Ancient Civilizations from 5,000BCE – 500CE. Year 9: Modern History The Ancient period was defined by the development of cultural practices and organised societies. The In this course students study the making of the study of the ancient world includes the discoveries modern world from 1600 to 1918 It covers the (the remains of the past and what we know) and period of industrialisation and rapid change in the the mysteries (what we do not know) about this ways people lived, worked and thought, the era of period of history, in a range of societies including nationalism and imperialism, and the colonisation Egypt, and China. In a distinct module, students will of Australia which was part of the expansion of address the history of the Jews as they encounter European power. The period 1600–1918 culminated societies and cultures around them, specifically in World War I 1914–1918, the ‘war to end all wars’. Greek and Roman cultures. In addition to the text In the Jewish History modules students focus on book students will be introduced to critical study of the changes in Jewish life following the European primary sources. Enlightenment and Emancipation. They study the establishment of the Zionist movement in the In this course, students will apply the following context of European Nationalism and the beginning historical concepts and skills to the historical of migration to Israel as part of the plan to create a knowledge: sequencing chronology, using Jewish State. In addition to the text book students historical sources as evidence, identifying continuity examine a range of primary and secondary sources and change, analysing causes and effect, and from this period to develop their critical thinking. determining historical significance. In this band, students will apply the following historical concepts and skills to the historical knowledge: sequencing chronology, using historical sources as evidence, identifying continuity and change, analysing causes and effect and determining historical significance.

Curriculum Guide Leibler Yavneh College 19 Year 10: Twentieth Century History Geography In this course students study the period in History GOALS: from the end of World War until the 1960’s. World War I is regarded by many as marking the beginning • Understand Geographical processes both human of twentieth century history. The post-war treaties and physical that change the world. ushered in a period where the world was, to a large • Explain tangible and intangible characteristics degree, reshaped with new borders, movements, of places Including people, climate, production, ideologies and power structures. These changes landforms, built elements of the environment, affected developments in Europe, the USA, Asia, soils, vegetation, communities, water resources, Africa and the Middle East. Despite ideals about cultures, mineral resources and landscape. future peace, reflected in the establishment of the • Form geographically significant questions to frame League of Nations, the world was again overtaken inquiry through the use of a range of sources both by war in 1939. The period after World War One primary and secondary. was characterised by significant social and cultural change in the contrasting decades of the 1920s and • Interpret and analyse geographical maps, 1930s. The course focuses on the Holocaust and its data and other information to propose simple devastating effect on World Jewry. explanations for spatial distributions, patterns, trends and relationships, and draw conclusions. In the second semester students focus on the ways in which traditional ideas, values and • Present findings and arguments using relevant political systems were challenged and changed by geographical terminology and digital technologies individuals and groups in a range of contexts during in a range of communication forms. the period 1945 to 2000. Students explore the • Propose action in response to a geographical causes of significant political and social events and challenge, taking account of environmental, movements, and their consequences for nations economic and social factors, and describe the and people. While the Cold War dominated the expected effects of their proposal. second half of the twentieth century, political and social challenge and change occurred within and Integrating Geography and Israel between nations based on religion, nationalism, As a Jewish school we integrate Israeli Geography race, gender and human rights. Students focus on into the course where there is a suggestion Civil Rights movements around the world and the to compare geographical concepts between Arab–Israeli conflict. countries. This enables the students to learn about the challenges facing Israel as a country with few natural resources and its world class innovations As Jews, we are commanded in water purification, sustainability and agriculture. Israel is a good example for environmental issues to remember our past. as well as the challenge of preserving the old while An understanding of our planning new cities and neighbourhoods. people’s history is essential for forging a strong Jewish identity in the present.

Curriculum Guide Leibler Yavneh College 20 SCOPE & SEQUENCE Year 9: ‘Biomes and food security’ & ‘Geographies of interconnections’. Year 7: ‘Water in the world’ & ‘Place and liveability’ The unit on ‘Biomes and food security’ examines the ‘Water in the world’ focuses on water as an example of a biomes of the world, their alteration and significance renewable environmental resource. This unit examines as a source of food and fibre, and the environmental the many uses of water, the ways it is perceived and challenges of and constraints on expanding food valued, its different forms as a resource, the ways it production in the future. These distinctive aspects connects places as it moves through the environment, of biomes, food production and food security are its varying availability in time and across space, and investigated using studies drawn from Australia its scarcity. ‘Water in the world’ develops students’ and Israel. understanding of the concept of environment, including the ideas that the environment is the product of a variety The unit on ‘Geographies of interconnections’ focuses of processes, that it supports and enriches human and on investigating how people, through their choices other life, that people value the environment in different and actions, are connected to places throughout ways and that the environment has its specific hazards. the world in a wide variety of ways, and how these Water is investigated using studies drawn from Australia connections help to make and change places and their and Israel. environments. Students examine the ways that transport and information and communication technologies have ‘Place and liveability’ focuses on the concept of place made it possible for an increasing range of services to through an investigation of liveability. This unit examines be provided internationally, and for people in isolated factors that influence liveability and how it is perceived, rural areas to connect to information, services and the idea that places provide us with the services and people in other places. These distinctive aspects of facilities needed to support and enhance our lives, interconnection are investigated using studies drawn and that spaces are planned and managed by people. from Australia and across the world. It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can Year 9: People and Places be improved through planning. The liveability of places This semester elective covers two units of study. is investigated using studies drawn from Australia and Israel. In the first unit students will examine factors that influence the decisions people make about where to live Year 8: ‘Landforms and landscapes’ & and their perceptions of the liveability of places. They ‘Changing Nations’. will look at the fluence of accessibility to services and The unit on ‘Landforms and landscapes’ examines the facilities; and environmental quality, on the liveability of processes that shape individual landforms, the values places as well as the , economic and social measures and meanings placed on landforms and landscapes by used to evaluate places for their liveability, comparing diverse cultures, hazards associated with landscapes, two different places. Students will look at strategies and management of landscapes. ‘Landforms and used to enhance the liveability of places, especially for landscapes’ develops students’ understanding of the young people, including examples from Australia and concept of environment and enables them to explore Europe impacts on places and human responses to it the significance of landscapes to people. Distinctive to minimise harmful effects on places in the future. They aspects of landforms and landscapes are investigated will examine the development of mega cities around using studies drawn from Australia and Israel. the world. Students will conduct surveys and analyse data relating to urbanization and liveability. The highlight ‘Changing nations’ investigates the changing human of this unit is designing a city using Minecraft and geography of countries, as revealed by shifts in implementing all that was learnt into the planning of population distribution. The unit explores the process this city. of urbanisation and draws on a study of a country of the Asia region (Israel) to show how urbanisation changes (continues over page) the economies and societies of low- and middle-income countries.

Curriculum Guide Leibler Yavneh College 21 The second unit examine the causes of spatial SCOPE & SEQUENCE: variations between countries in selected indicators of Year 7: Economic Choices & Consumerism human wellbeing . Students will learn about the different ways of measuring and mapping human wellbeing The Year 7 curriculum gives students the opportunity and development, and how these can be applied to to further develop their understanding of economics measure differences between places Issues affecting and business concepts by exploring what it means the development of places and their impact on human to be a consumer, a worker and a producer in the wellbeing, drawing on a study from a developing market, and the relationships between these groups. country or region in Africa, South America or the Pacific Students explore the characteristics of successful Islands. In this unit students will also learn about the businesses and consider how entrepreneurial history of pandemics and how governments dealt with behaviour contributes to business success. Setting them. goals and planning to achieve these goals are vital for individual and business success, and students KEY SKILLS consider approaches to planning in different Critical thinking, research, evaluation and analysis. contexts, while also considering different ways to ASSESSMENT derive an income. Document and data analysis, Minecraft city, exam The emphasis in Year 7 is on personal, community, RESOURCES national or regional issues or events, with Teacher generated resources and online resources opportunities for concepts to also be considered in the global context where appropriate. Economics Year 8: Business World & the World of Work GOALS: The Year 8 curriculum gives students the • Describe the interdependence of consumers and opportunity to further develop their understanding producers in the market. of economics and business concepts by exploring • Describe the characteristics of successful the ways markets – including traditional Aboriginal businesses and explain how entrepreneurial and Torres Strait Islander markets – work within capabilities contribute to this success. Australia, the participants in the market system and the ways they may influence the market’s operation. • Develop questions and gather data and The rights, responsibilities and opportunities that information from different sources to investigate arise for businesses, consumers and governments an economic or business issue. are considered along with the influences on the • Apply economics and business knowledge, skills ways individuals work now and into the future. and concepts to familiar problems. The emphasis in Year 8 is on national and regional issues, with opportunities for the concepts to also • Explain how markets operate and recognise be considered in relation to local community or why governments may influence the market’s global issues where appropriate. operation. Year 9: Financial Risks & the Work Environment • Explain the rights and responsibilities of consumers and businesses in terms of financial The Year 9 curriculum gives students the and economic decision-making. opportunity to further develop their understanding of economics and business concepts by exploring • Explain the importance of managing financial risks the interactions within the global economy. Students and rewards and analyse the different strategies are introduced to the concept of an ‘economy’ and that may be used. explore what it means for Australia to be part of the • Analyse the roles and responsibilities of Asia region and the global economy. They consider participants in the workplace. the interdependence of participants in the global economy, including the implications of decisions made by individuals, businesses and governments. The responsibilities of participants operating in a global workplace are also considered.

Curriculum Guide Leibler Yavneh College 22 Civics and Citizenship Year 9: Government, Democracy and the Citizen and Australia’s Legal System GOALS: The Year 9 curriculum builds students’ • Explain the Australian Constitution and Democracy understanding of Australia’s political system and • Explain how Australia’s legal system is based on how it enables change. Students examine the the principle of justice. ways political parties, interest groups, media and individuals influence government and decision- • Investigate the diverse nature of Australian society making processes. They investigate the features and identify the importance of shared values in and principles of Australia’s court system, including promoting a cohesive society. its role in applying and interpreting Australian law. • Understand Australia’s political and legal systems. Students also examine global connectedness and how this is shaping contemporary Australian society. • Recognise different types of law in Australia and explain how laws are made. ESSI Money • Identify the diverse belief systems in Australia and GOALS analyse issues about national identity and the factors that contribute to people’s sense • To understand how to use money and credit of belonging. responsibility, to gain confidence to manage financial risks and encourage a positive attitude Judaism and Civics and Citizenship towards saving and financial planning. As a Jewish school we look at Jewish Law in relation to Civics and Citizenship. Students compare Jewish Law SCOPE & SEQUENCE to Civil Law and look at how they can be synthesised. ESSI Money is an exciting Financial Literacy They compare Biblical rights of workers to those of programme that explores financial basics through workers today. When comparing government systems, different modules that explore budgeting, credit, they compare Australia to Israel. banking, investing, mobile phones, scams, and smart online shopping. The curriculum is delivered SCOPE & SEQUENCE: through case studies, research, and theory lessons. Year 7: The Identity of a Nation Students will participate in the ESSI money The Year 7 curriculum provides a study of the simulation challenge where they will have to “earn” key features of Australia’s system of government money through working, saving, and investing. and explores how this system aims to protect all Australians. Students examine the Australian Constitution and how its features, principles and values shape Australia’s democracy. They look at how the rights of individuals are protected through the justice system. Students also explore how Students compare Jewish Australia’s secular system of government supports a diverse society with shared values. Law to Civil Law and Year 8: Democracy in Australia & compare Biblical rights of Justice and the Law. The Year 8 curriculum provides a study of the workers to those of workers responsibilities and freedoms of citizens and how Australians can actively participate in their today. When comparing democracy. Students consider how laws are made and the types of laws used in Australia. Students government systems, they also examine what it means to be Australian by identifying the reasons for and influences that shape compare Australia to Israel. national identity.

Curriculum Guide Leibler Yavneh College 23 Business Studies (Year 10 Elective) Students will develop an understanding of how the use of accounting reports can benefit both Introduction to Accounting and Legal Studies the owner and manager of a small business, and GOALS: how this can translate into increased success for the owner and the business itself. • Understand accounting terminology, able to identify and record financial data, report and explain accounting information for a service business. Year 11 & 12 VCE Humanities Subjects • Describe the main sources and types of law, History assess the effectiveness of laws, able to explain GOALS: the purposes and key concepts of criminal law and able to explain the purposes and key • Develop an understanding of the nature of history concepts of civil law. as a discipline and to engage in historical inquiry. • Ask questions about the past, analyse primary SCOPE & SEQUENCE and secondary sources, and construct historical This semester elective covers three different units: arguments based on evidence. • The first unit explores how consumers behave • Use historical thinking concepts such as through their study of behavioural economics. significance, evidence, continuity and change, Students learn of the impact that their decisions and causation. make to the world around them. They analyse the changes in our economy though demand • Explore a range of people, places, ideas and and supply, and how consumers and business periods to develop a broad understanding interact in a market economy. They learn the of the past. impact of global poverty and globalisation • Engage with debates between historians in an on the lives of people from around the world informed, critical and effective manner. and offer solutions to many of the problems that globalisation causes. They assess how • Recognise that the way in which we understand we interact with our international neighbours the past informs decision-making in the present. through trade and the influence that trade has on • Appreciate that the world in which we live has not less developed nations. always been as it is now, and that it will continue • The second unit introduces Students to concepts to change in the future. of Financial literacy. Students learn about Global Empires (Units 1 & 2) effective financial planning, properly managing debt, prioritising savings, credit-debt cycle, The Early Modern era, 1400–1775, was a time of issues surrounding identity theft and safety. transition between medieval feudalism and the • In the third unit, students will learn to record modern, secular nation-state. At the dawn of the and report accounting transactions for a small era, international trade was dominated by three business. They will develop an understanding powerful empires – the Venetian Empire, China of how a small business accounts for both profit under the Ming dynasty and the Ottoman Empire and cash flows as well as the decision-making – who between them controlled key industries, process on how a business can be financed. commodities and trade hubs including the Silk Students will assess financial information for Road. Emerging powers Portugal, Spain, France, a small business and prepare financial reports Britain and the Netherlands sought to circumvent including Income Statements, Cash flow the power of these established empires by gaining statements and Balance sheets to determine the access to goods through alternative means financial worth of a business. An important skill and routes. By harnessing new knowledge and students will develop is to analyse accounting technology, they launched voyages of exploration information and reports in order to assess to the Asia-Pacific, the Americas and Africa. Around how they can improve a business through the the same time, new ideas were emerging to disrupt interpretation of these accounting reports. traditional beliefs and institutions.

Curriculum Guide Leibler Yavneh College 24 The Ptolemaic model, which placed Earth at Accounting (Units 1-4) the centre of the universe, was challenged by GOALS: Copernicus and taken up by Galileo and other scholars of the Scientific Revolution (c. 1550–c. • Acquire knowledge and skills to record financial 1700). The Catholic Church was threatened by data and report accounting information in a both new scientific knowledge and the Protestant manner that is appropriate for the needs of Reformation (1517–c. 1648) which questioned the user. Rome’s divine authority. The new paradigm of • Develop an understanding of the role of empiricism questioned assumptions and beliefs accounting in the management and operation about godly intervention in the natural world. of a business. Gutenberg’s printing press (c. 1450) allowed ordinary people, for the first time in history, to • Develop skills in the use of ICT in an accounting circulate ideas without mediation by officials, system. leading the way for new debates about • Develop an understanding of ethical individualism, rights and liberties during the considerations in relation to business Enlightenment (c. 1650–1790s). decision-making. Revolutions (Units 3 &4) • Develop the capacity to identify, analyse In Units 3 and 4 Revolutions students investigate and interpret financial data and accounting the significant historical causes and consequences information. of political revolution. Revolutions represent great • Develop and apply critical thinking skills ruptures in time and are a major turning point to a range of business situations. which brings about the collapse and destruction of an existing political order resulting in a pervasive • Use financial and other information to improve the change to society. Revolutions are caused by the accounting decision-making within a business. interplay of ideas, events, individuals and popular SCOPE & SEQUENCE movements. Their consequences have a profound effect on the political and social structures of VCE Accounting explores the financial recording, the post-revolutionary society. Revolution is a reporting, analysis and decision-making processes dramatically accelerated process whereby the of a sole proprietor small business. Students new order attempts to create political and social study both theoretical and practical aspects of change and transformation based on a new accounting. They collect, record, report and analyse ideology. Progress in a post-revolutionary society financial data, and report, classify, verify and is not guaranteed or inevitable. Post-revolutionary interpret accounting information, using both manual regimes are often threatened internally by civil war methods and information and communications and externally by foreign threats. These challenges technology (ICT). Students apply critical thinking can result in a compromise of revolutionary ideals skills to a range of business situations to model and extreme measures of violence, oppression alternative outcomes and to provide accounting and terror. In these units, students develop an advice to business owners. In business decision- understanding of the complexity and multiplicity making, financial as well as ethical considerations of causes and consequences in the revolutionary (incorporating social and environmental aspects) narrative. They construct an argument about should be considered. the past using primary sources as evidence and evaluate the extent to which the revolution brought change to the lives of people. They consider how perspectives of the revolution give an insight into the continuity and change experienced by those who lived through dramatic revolutionary moments. Students evaluate historical interpretations about the causes and consequences of revolution and the effects of change instigated by the new order.

Curriculum Guide Leibler Yavneh College 25 In VCE Religion and Society, students undertake a general study of religion and its interaction with society in the past and the present.

Legal Studies (Units 3 & 4) cultural, political, social and ethical issues. GOALS: • Understand the interplay between society and • Understand and apply legal terminology, individual identity formation through membership principles and concepts. of religious traditions. • Apply legal principles to actual and/or hypothetical • Reflect on the interaction between society scenarios, explore solutions to legal problems, and the collective identity engendered by and form reasoned conclusions. religious traditions. • Analyse the institutions that make laws and • Reflect on the capacity of religion to provide ways understand the way in which individuals can of making meaning of significant life experiences engage in and influence law reform. for individuals. • Understand legal rights and responsibilities, • Develop an understanding of, and respect for, the and the effectiveness of the protection of rights religious beliefs of others, and acknowledge their in Australia. freedom and rights to hold those religious beliefs. • Analyse the methods and institutions that SCOPE & SEQUENCE determine criminal cases and resolve civil The beliefs, practices, principles and codes of religions disputes. provide ways in which individuals can answer questions • Propose and analyse reforms to the legal system about the meaning and purpose of life. In Religion and to enable the principles of justice to be achieved. Society, religion is defined as a community organised around beliefs related to ultimate reality and the SCOPE & SEQUENCE consequent beliefs, practices, principles and codes for VCE Legal Studies examines the institutions and behaviour. Adherence to particular beliefs, practices, principles which are essential to Australia’s legal principles and codes can form an important part of system. Students develop an understanding of the individual identity. They can determine membership rule of law, law-makers, key legal institutions, rights of the religion and the transmission of meaning, both protection in Australia, and the justice system. individual and collective, from generation to generation. Through applying knowledge of legal concepts and Within each religious tradition, groups and individuals principles to a range of actual and/or hypothetical exhibit diversity of commitment and belief; some scenarios, students develop their ability to use people do not identify with the generalised portrayal of legal reasoning to argue a case for or against a their religious tradition, whereas others become strict party in a civil or criminal matter. They consider and adherents. evaluate recent and recommended reforms to the Religious traditions develop and evolve over time criminal and civil justice systems, and engage in an through the participation and contribution of members analysis of the extent to which our legal institutions and through interactions with society. Throughout are effective and our justice system achieves the history, religion and society have interacted with each principles of justice. For the purposes of this study, other in broad ways in response to a range of important the principles of justice are fairness (fair legal issues. Some religious traditions continue to thrive processes are in place, and all parties receive a fair while others have declined, disappeared or parts of hearing); equality (all people treated equally before them have been assimilated into other religions, which the law, with an equal opportunity to present their allow their ideas to live on in some form. New religious case); and access (understanding of legal rights movements can develop into religious traditions. In VCE and ability to pursue their case). Religion and Society, students undertake a general study of religion and its interaction with society in the Religion and Society (Units 3 & 4) past and the present. They study specific religious GOALS: traditions or denominations in societies where multiple worldviews coexist and consider individual experiences • Understand the nature and purpose of religion. of members as they engage with their religion. This • Explain the ongoing interaction between society study respects and encourages an open and objective and religion, and their influence upon each other, inquiry, without partiality towards any one religion. including in debate about important religious,

Curriculum Guide Leibler Yavneh College 26 Hebrew students will be able to listen, view and read with emerging comprehension, write and speak using GOALS: the vocabulary, syntax, and morphology learned The Hebrew program is driven by the belief in the book about basic personal and social topics that mastery of Hebrew promotes students’ and contexts in this book with emerging fluency understanding of their history, culture and tradition, and accuracy and in multiple genres (prose, poetry, excites them about lifelong Jewish learning, fosters songs, Biblical verse and midrash, text messages, a sense of belonging to the Jewish people and notes and more). cultivates strong ties with Medinat Yisrael (the State Content and Context where I live; map of Israel; of Israel) and Am Yisrael (the Jewish people). We central cities and regions in Israel (e.g. Jerusalem, seek to create a community of Hebrew speakers Tel Aviv, the Negev and the Galil); city life/village life/ who can participate in a casual conversation or kibbutz life; my school and schools in Israel; family sophisticated discussion in Hebrew, enjoy a Hebrew trees; the Negev and desert life; parties; my room lecture, read a Hebrew book or an article in an and home; my daily schedule and leisure activities; Israeli newspaper using a critical lens and write a the Jewish daily schedule including prayer and time- letter or an essay about personal, cultural, social, bound commandments; food and restaurants; family political and global issues. In order to achieve these and family events; encounters with Israeli teenagers goals, students are offered multiple opportunities through videos. to develop their 4 communicative skills – speaking, reading, listening and writing and critical thinking Communicative Skills Communicative tasks relate skills through sequential linguistic progression to basic personal information, personal preferences, (grammar and vocabulary) embedded in socially daily activities, and some immediate needs. relevant themes, resources and Bishvil Ha-Ivrit 2 (low intermediate) learning experiences. This book is designed for students who have SCOPE AND SEQUENCE achieved the skills and linguistic knowledge goals YEARS 7-8 of Bishvil Ha-Ivrit Book 1 or are performing in the Intermediate Low level based on the ACTFL’s MECHINA (Novice level) Proficiency Guidelines prior to starting this book. The Mechina is intended for students who have not Upon completion of this book, most students will be studied Hebrew before or who have not mastered able to listen, view and read with comprehension, the following in whole or in part: 1. Reading in write and speak about the content of the book, Hebrew (decoding of words, with or without vowel using the vocabulary, syntax, and morphology points) and/or 2. Writing in Hebrew (print letters and/ learned in the book with ease and at greater length or cursive) and/or 3. 150 basic Hebrew vocabulary and sophistication in familiar and occasionally words. These early literacy skills and words form unfamiliar contexts and in multiple genres (prose, the foundation for the Bishvil Ha-Ivrit 1 book and poetry, songs, Biblical verse and midrash, text are therefore a “prerequisite”. Upon completion messages and notes and more). of this level, most students will be able to listen, Content and Context Life in a big city in general and view and read with comprehension, and write and in Tel Aviv specifically; health and beauty; portraiture speak with emerging fluency and accuracy about and its meanings and messages; volunteer work the topics below using the vocabulary, syntax, and and charity; ecology; animals; the role of music in morphology learned. our life; smartphones and social media; places in BISHVIL HA’IVRIT 1 (Beginners) Israel and Israeli society; the . This book is designed for students who can read Communicative Skills Communicative tasks include and write Hebrew without vowels (nikkud) and uncomplicated social situations requiring an know about 150 basic Hebrew words, or are exchange of basic information related to routine performing in the Novice Mid-level based on the tasks associated with daily life, school, recreation, ACTFL’s Proficiency Guidelines prior to starting particular interests, and areas of competence. this book. Upon completion of this book, most

Curriculum Guide Leibler Yavneh College 27 YEARS 9-10 Hebrew Literature and Israeli Cinema Bishvil Ha-Ivrit 3 (mid-Intermediate) The Hebrew Literature and Israeli Cinema elective affords the students a unique and different Hebrew This book is designed for students who have learning experience because of its focus on stories, achieved the skills and linguistic knowledge goals songs, poems and films. The aim of this course of Bishvil Ha-Ivrit Book 2 or are performing at is to give the students the experience of reading, the Intermediate-mid level based on the ACTFL listening and viewing as well as participating in the Proficiency Guidelines prior to starting this book. creative writing process. Upon completion of this book, most students will be able to listen, view and read with comprehension, The participants will start by learning a few short write and speak about the content of the book, stories and writing a short story of their own. They using the vocabulary, syntax, and morphology will also examine some well-known poems and learned in the book with partial accuracy and Israeli songs, discuss poetic terms such as rhyme, fluency in various contexts and in multiple genres rhythm, beat and repetition, choose a topic of (prose, poetry, songs, Biblical verse and midrash, interest and write a poem/song of their own. Finally, text messages and notes and more). they will watch an Israeli film, analyse it, learn essential terminology and produce their own film Content and Context Shapes and colours; symbols; script. disagreements; climate; photography; history, archaeology and preservation; animals; friendship; In this course we will not teach grammar and syntax learning and teaching but will focus rather on the topics that arise from delving into the literary and cinematic content. Communicative Skills Communicative tasks include most informal and some formal conversations on Undoubtedly, this will be a rewarding experience for familiar and new concrete social and academic our students who will be able to take away many topics related to school, home, and leisure activities. authentic pieces of work in which to delight for years They can also speak about some topics related to to come. current events and matters of public and community interest in paragraph-length with detail and organisation.

Curriculum Guide Leibler Yavneh College 28 YEARS 10 & 11 VET Applied Languages Competency-based courses mean that a student needs to show that he or she is able to do In order to achieve a VET Applied Language something in a range of contexts, and at different qualification, students must demonstrate times. This means that if a student has previously ‘competencies’ described in each Unit of the demonstrated competency in a specific context, Certificate. Guidelines are given as to Language but then can no longer demonstrate that skill in a that might be covered and settings within which this different context, at a later stage, then the student Language may be used. may be assessed as Not Yet Competent, and The content of the Certificates in Applied Language would need to be re-assessed after undertaking reflects the emphasis in the new Australian further training/learning. A student is required, in curriculum on the skills of noticing and observing an ongoing manner, to show that he or she still has behaviour and Language use of those around the capacity to understand and express Language us, development of intercultural awareness, and that was learnt the previous term or semester. The awareness of self in different linguistic and cultural aim of VET Languages course is to help students contexts. Each Certificate has a communicative achieve a greater capacity for spontaneity and focus in that students must demonstrates their fluency. capacity to understand and use the Language to communicate. The tasks involved require students to be able to interact with a range of people, in a range of settings – both in social settings and in the workplace.

CERTIFICATE II - UNITS OF COMPETENCY CERTIFICATE III - UNITS OF COMPETENCY

CALOCS201 CALOCS301 Conduct basic oral communication for social Conduct routine oral communication for social purposes in a language other than English purposes in a language other than English CALOCW202 CALOCW302 Conduct basic workplace oral communication in a Conduct routine workplace oral communication language other than English in a language other than English CALRWS203 CALRWS303 Read and write basic documents for social purposes Read and write routine texts for social purposes in a language other than English in a language other than English CALRWW204 CALRWW304 Read and write basic workplace documents in a Read and write routine workplace texts language other than English in a language other than English

Curriculum Guide Leibler Yavneh College 29 VCE HEBREW UNITS 3-4 By the time students chose to study Hebrew for VCE they should have established a sound linguistic foundation and have a working knowledge of between 2000-3000 Hebrew words. Students should know the three Hebrew tenses and the five most common binyanim. They should be familiar with prepositions and their declension, the smichut construct and its rules, the rules of agreement between subject-verb, and noun-adjective, and the correct use of adverbs. Students should also be able to use simple, compound and complex sentences. Students study three prescribed themes: • The individual • The Hebrew speaking communities • The changing world These themes have a number of prescribed topics and suggested sub-topics. The placement of the topics under one or more of the three themes is intended to provide a particular perspective or perspectives for each of the topics. As well as acquiring the linguistic resources to function effectively as a non-specialist within all three themes, the student is required to undertake a detailed study in Units 3 and 4. This detailed study should relate to the prescribed themes and topics and be based on a selected sub-topic.

UNIT 3 UNIT 4

There are 3 SACS for Unit 3 (Semester 1) There are 3 SACS for Unit 4 (Semester 2) 1 - Expression of ideas through production 1 - Analysis and use information from written texts. of original texts. 2 - Writing an informative essay on the Selected 2 - Analysis and use information from Detailed Study topic. spoken texts. 3 - Conversing and discussing the detailed 3 - Exchange of information, opinions study in depth. and experiences.

Curriculum Guide Leibler Yavneh College 30 Mathematics best buys, finding measures of central tendency and calculating areas of shapes and volumes of prisms Mathematics encompasses a wide range of fields Problem Solving including arithmetic, measurement, algebra, geometry, trigonometry, statistics, and probability. Formulating and solving authentic problems It deals with quantities, shapes and data as well using numbers and measurements, working as numerical relationships and operators. But with transformations and identifying symmetry, mathematics is more than just a collection of calculating angles and interpreting sets of data concepts and skills; it is a way of approaching collected through chance experiments new challenges through describing, investigating, Reasoning reasoning, visualising and problem solving. The skills taught will provide students with not only the Applying the number laws to calculations, applying basis for continued learning in mathematics, but known geometric facts to draw conclusions about also a foundation for success in the workplace and shapes, applying an understanding of ratio and for solving problems that arise in all areas of life. interpreting data displays. GOALS: Year 8 • Develop mathematical understanding, fluency, Understanding reasoning and problem solving to analyse Describing patterns involving indices and recurring mathematical situations using given information to decimals, identifying commonalities between construct and communicate a solution operations with algebra and arithmetic, connecting • Use numeration to develop an understanding of rules for linear relations their graphs, explaining the multiple uses of numbers in the real world and the purpose of statistical measures, and explaining in the development of mathematical ideas measurements of perimeter and area • Use mathematical modelling to present and Fluency interpret mathematical information Calculating accurately with simple decimals, • Use mathematical patterns and functions to indices and integers, recognising equivalence of develop an appreciation for the usefulness and common decimals and fractions including recurring beauty of mathematics decimals, factorising and simplifying basic algebraic expressions, and evaluating perimeters, areas SCOPE & SEQUENCE of common shapes and the volumes of three- Year 7 dimensional objects Understanding Problem Solving Describing patterns in uses of indices with whole Formulating, and modelling practical situations numbers, recognising equivalences between involving ratios, profit and loss, areas and fractions, decimals, percentages and ratios, plotting perimeters of common shapes, and using two-way points on the Cartesian plane, identifying angles tables and Venn diagrams to calculate probabilities formed by a transversal crossing a pair of lines, and Reasoning connecting the laws and properties of numbers to algebraic terms and expressions Justifying the result of a calculation or estimation as reasonable, deriving probability from its Fluency complement, using congruence to deduce Calculating accurately with integers, representing properties of triangles, finding estimates of means fractions and decimals in various ways, investigating and proportions of populations

Curriculum Guide Leibler Yavneh College 31 Year 9 Problem Solving Understanding Formulating, and modelling practical situations involving surface areas and volumes of right prisms, Describing the relationship between graphs and applying ratio and scale factors to similar figures, equations, simplifying and re-expressing a range of solving problems involving right-angle trigonometry, algebraic expressions, explaining the use of relative and collecting data from secondary sources to frequencies to estimate probabilities, and the use of investigate an issue. the trigonometric ratios for right-angle triangles. Reasoning Fluency Following mathematical arguments, using statistical Applying the index laws to expressions with integer knowledge to clarify situations, developing indices, expressing numbers in scientific notation, strategies in investigating similarity and sketching listing outcomes for experiments and developing linear graphs. familiarity with calculations involving the Cartesian plane and calculating areas of shapes and surface areas of prisms.

Year 10 Year 10 students are divided into three groups for Mathematics:

Units 1&2 Units 3&4 Year 10 Year 11 VCE Year 12 VCE Mathematics General Mathematics Further Mathematics

Units 1&2 Units 3&4 Year 10 Year 11 VCE Year 12 VCE Mathematics A Mathematical Methods Mathematical Methods

Units 3&4 Units 3&4 Year 12 VCE Year 12 VCE Mathematical Methods Further Mathematics

Units 1&2 Units 3&4 Year 10 Year 11 VCE Year 12 VCE Mathematical Methods Specialist Maths Specialist Maths

Units 3&4 Year 12 VCE Further Maths

This structure enables the development of courses for narrower bands of mathematical ability which cater better for individual needs and encourages enhanced student achievement and motivation. Both the Mathematics and Mathematics A classes offer a similar program for the first semester of Year 10. Student placement is reconsidered during first semester and up until after the mid-year examinations. This ensures that all students are placed in the appropriate class prior to the second semester.

Curriculum Guide Leibler Yavneh College 32 MATHEMATICS VCE Overview

General Mathematical Specialist VCE VCE VCE Mathematics Methods Mathematics Further Mathematical Specialist Units 1&2 Units 1&2 Units 1&2 Mathematics Methods Units Mathematics Units 3&4 3&4 Units 3&4

Prerequisite Prerequisite A minimum of A minimum of an a B grade in A grade in Year Year 10 10 Mathematics Mathematics A A is strongly recommended

Computation This is a This very Data analysis Functions and Functions and practical challenging, challenging Graphs and graphs - arithmetic high level course course MUST Recursion extended designed for be studied in and financial Algebra Linear students wishing conjunction with modelling Algebra - relations and to proceed to Mathematical Calculus extended equations Mathematical Methods. Matrices Methods Probability and Calculus - Linear Units 3 & 4. Graphs and statistics extended graphs and Number relations models Functions and systems and Vectors Inequalities Graphs Recursion and linear Mechanics programming Algebra Geometry in the Plane, and Proof Probability and Financial Calculus statistics – arithmetic Sequences and extended Probability and Series, Induction Matrices Statistics Number Graphing patterns and techniques recursion Trigonometry Investigating & comparing Complex data Numbers distributions Kinematics Investigating

relationships Vectors in the between two plane (two numerical and three variables dimensions)

Curriculum Guide Leibler Yavneh College 33 Science Year 7: Tinker and Design GOALS: Students are introduced to the world of creative tinkering and engineering product design. Students • For students to identify questions and problems work through the Engineering Design Process that can be investigated scientifically and make by completing authentic and relevant problems predictions based on scientific knowledge. which are guided by the Sustainable Development • Develop analytical skills including critical and Goals. As students begin by defining the problem, creative thinking and communication skills. they learn to recognise the need, identify a target population, relate the project, and identify it’s • To use scientific, cognitive skills and requirements and constraints. Students will then understanding to analyse contemporary science- conduct research, evaluate possible solutions and related issues and communicate their views from build their prototypes and test them. Examples of an informed position. topics we may consider, but are not limited to, are: • To understand and use the scientific method to • Building design with elements inspired by nature investigate the world around them. • Use of technology to improve future housing • To learn that advances in scientific understanding often rely on developments in technology and • Sustainable cities collaborations across the disciplines of science • Solar and water technologies for developing and the contributions of people from a range communities of cultures. • Assistive technology devices SCOPE & SEQUENCE This elective really pushes the boundaries of critical and creative thinking and develops skills in Year 7 Science collaboration, communication, information literacy, In Year 7, students explore the diversity of life on leadership and innovation. Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop Year 8 Science models such as food chains, food webs and the In Year 8, students are introduced to cells as water cycle to represent and analyse the flow microscopic structures that explain macroscopic of energy and matter through ecosystems and properties of living systems. They link form explore the impact of changing components within and function at a cellular level and explore the these systems. They consider the interaction organisation of body systems in terms of flows of between multiple forces when explaining changes matter between interdependent organs. Similarly, in an object’s motion. They explore the notion they explore changes in matter at a particle level, and of renewable and non-renewable resources and distinguish between chemical and physical change. consider how this classification depends on the They begin to classify different forms of energy and timescale considered. They investigate relationships describe the role of energy in causing change in in the Earth-sun-moon system and use models to systems, including the role of heat and kinetic energy predict and explain events. Students make accurate in the rock cycle. Students use experimentation to measurements and control variables to analyse isolate relationships between components in systems relationships between system components. They and explain these relationships through increasingly explore and explain these relationships through complex representations. They make predictions appropriate representations and consider the role of and propose explanations, drawing on evidence to science in decision making processes. support their views while considering other points of view.

Curriculum Guide Leibler Yavneh College 34 Year 8: Engineering for Earth Year 9 Forensics Science Elective In this unit, students explore the various roles of This course provides an opportunity for students environmental engineers. Specifically, students learn to investigate how forensic science can be used about the factors that affect water quality and the to solve and prevent crimes. Students gain the conditions that enable different animals and plants knowledge and the skills of how to collect and to survive in their environments. Next, students analyse evidence found at a crime scene. learn about groundwater and how environmental During this elective course students will engineers study groundwater to predict the undertake the following: distribution of surface pollution. Students also • Complete a research presentation on the different learn how water flows through the ground, what fields of forensics science an aquifer is and what soil properties are used to predict groundwater flow. They investigate possible • Undertake a case study analysis of a crime scenarios of drinking water contamination and how • Design and perform controlled experiments contaminants can negatively affect the organisms that come in contact with them. Students will • Develop knowledge and skills central to biological, then design a solution that may assist with water chemical and physical sciences contamination. Lastly, students learn what causes • Apply knowledge of science and understanding of air pollution and how to investigate the different some key scientific theories, principles and ideas pollutants that exist, such as toxic gases and to explain and predict events in the natural and particulate matter. physical world. • Develop and use skills of scientific investigation, Year 9 Science reasoning and analysis to generate or refine knowledge, find solutions and ask questions. In Year 9, students consider the operation of systems at a range of scales. They explore ways in • Develop scientific attitudes such as flexibility, which the human body as a system responds to its curiosity, respect for evidence, and critical external environment and the interdependencies reflection. between biotic and abiotic components of • Communicate scientific understanding in ecosystems. They are introduced to the notion appropriate language to a range of audiences. of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can Year 9: STEAM Design Elective be rearranged through chemical change and that these changes play an important role in many Students are introduced to the major steps of the systems. They are introduced to the concept of the engineering design process (EDP) and some of the conservation of matter and begin to develop a more roles engineers play in our world. After introducing sophisticated view of energy transfer. They begin to the EDP, students work on a number of engineering apply their understanding of energy and forces to projects which expose them to the humanitarian global systems such as continental movement. side of engineering as well as several different fields of engineering. The theme for this unit is “Biomedical engineering through the design of assistive devices” and students will be assessed on their use of the EDP in a folio of solutions for each project. If you are someone who enjoys building, problem solving, working in a team and helping a community this elective is for you.

Curriculum Guide Leibler Yavneh College 35 Year 10 Biology types. Then we spend time really understanding Newton’s Three Laws of Motion and get the students The Year 10 Biology course is aimed at introducing to see the application of these to everyday activities students to some of the challenges to an organism in like walking, throwing and driving a car. Using this sustaining life, reproducing and the transmission of knowledge, the safety devices in cars (inertial seat belts, biological information from generation to generation. airbags and head rests) are better understood. Also, a This unit will include discussion is undertaken using Newton to better explain conditions like concussion. • Genetics: DNA structure and function and mutations, leading onto genes, alleles, monohybrid crosses and Year 10 Psychology sex-linked traits, Psychology is the study of the mind and behaviour • Cell reproduction: mitosis and meiosis and its in both humans and animals. This course introduces application to human reproduction and development students to the scientific research: what psychologists do. It investigates different strands of Psychology • An investigation and evaluation of current including sport, clinical and forensic. Students Biotechnology: genetic tools and techniques will develop an understanding of the diversity of karyotyping, cloning, genetic engineering and DNA applications, language, methods and major ideas of profiling. psychology; Understand the integrated nature of the • Biodiversity and the history of life on earth, leading history of psychology, background and major theorists onto the theory of evolution by natural selection. in the discipline; Develop skills in the conduct of Year 10 Chemistry empirical research including data collection, analysis and critical evaluation of conclusions; Interpret results in In this area of study students focus on the nature of terms of models and theories. chemical elements, their atomic structure and their place in the periodic table. They review how the model Year 10: Computer Science of the atom has changed over time and consider Technology continues to evolve rapidly, providing how spectral evidence led to the Bohr model and opportunities for enterprising individuals to create subsequently to the Schrödinger model. Students new technologies and innovative uses for existing examine the periodic table as a unifying framework into technologies. This elective introduces students to which elements are placed based upon similarities in the dynamic technological landscape. This elective their electronic configurations. In this context students facilitates student-centred learning that enables students explore patterns and trends of, and relationships to build capabilities in critical and creative thinking. between, elements with reference to properties of the Topics included in this course are: elements including their chemical reactivity. Students • Data and information investigate the nature of metals and their properties, how a metal is extracted from its ore and how it may be • Approaches to problem solving modified. Students examine their formation and impacts • Using a suitable programming language to of environmental conditions. develop an innovative solution in a negotiated Year 10 Physics area (artificial intelligence, wearable technology, game development, augmented reality, In Physics we will show students the basics of blockchain, etc.) describing how and why they move. We start by defining the concepts of position, distance, Assessment in this unit will be a folio of exercises displacement, speed, velocity and acceleration. and software solutions and the communication of Graphing of these is a much more powerful way of their innovative solution at an expo. This elective will analysing these so we undertake practical work that provide students with a solid foundation should they collects data and uses Excel to tabulate, calculate and choose to continue into VCE Applied Computing the draw graphs to show a number of different motion following year.

Curriculum Guide Leibler Yavneh College 36 Year 11 Biology* Year 11 Chemistry Unit 1 Unit 1 In this unit students are introduced to some of the Students investigate the relationship between the challenges to an organism in sustaining life. Students electronic configurations of non-metallic atoms and examine the cell as the structural and functional the resultant structures and properties of a range unit of life, from the single celled to the multicellular of molecular substances and covalent lattices. organism, and the requirements for sustaining They compare how the structures of these non- cellular processes in terms of inputs and outputs. metallic substances are represented and analyse They analyse types of adaptations that enhance the the limitations of these representations. Students organism’s survival in a particular environment and study a variety of organic compounds and how they consider the role homeostatic mechanisms play are grouped into distinct chemical families. They in maintaining the internal environment. Students apply rules of systematic nomenclature to each investigate how a diverse group of organisms form a of these chemical families. Students investigate living interconnected community that is adapted to, useful materials that are made from non-metals, and and utilises, the abiotic resources of its habitat. The relate their properties and uses to their structures. role of a keystone species in maintaining the structure They explore the modification of polymers and of an ecosystem is explored. Students consider how the use of carbon-based nanoparticles for specific the planet’s biodiversity is classified and the factors applications. Students apply quantitative concepts that affect the growth of a population. to molecular compounds, including mole concept and percentage composition by mass, and Unit 2 determine the empirical and molecular formulas of In this unit students focus on cell reproduction and the given compounds. transmission of biological information from generation Unit 2 to generation. Students learn that all cells are derived from pre-existing cells through the cell cycle. They Students examine the polar nature of a water examine the process of DNA replication and compare molecule and the intermolecular forces between cell division in both prokaryotic and eukaryotic water molecules. They explore the relationship organisms. Students explore the mechanisms of between these bonding forces and the physical asexual and sexual reproductive strategies, and and chemical properties of water. In this context consider the advantages and disadvantages of these students investigate solubility, concentration, pH two types of reproduction. The role of stem cells in and reactions in water including precipitation, the differentiation, growth, repair and replacement acid-base and redox. Students are introduced of cells in humans is examined, and their potential to stoichiometry and to analytical techniques use in medical therapies is considered. Students use and instrumental procedures, and apply these to chromosome theory and terminology from classical determine concentrations of different species in genetics to explain the inheritance of characteristics, water samples, including chemical contaminants. analyse patterns of inheritance, interpret pedigree They use chemistry terminology including symbols, charts and predict outcomes of genetic crosses. units, formulas and equations to represent and They explore the relationship between genes, the explain observations and data from experiments, environment and the regulation of genes in giving and to discuss chemical phenomena. Students rise to phenotypes. They consider the role of genetic explore the solvent properties of water in a variety knowledge in decision making about the inheritance of contexts and analyse selected issues associated of autosomal dominant, autosomal recessive and sex- with substances dissolved in water linked genetic conditions. In this context the uses of genetic screening and its social and ethical issues are examined.

*This description is based on the 2020 course. The VCAA are likely to implement changes to this course for 2021.

Curriculum Guide Leibler Yavneh College 37 Year 11 Physics Year 11 Psychology Unit 1 Unit 1 Ideas in physics are dynamic. As physicists explore Human development involves changes in thoughts, concepts, theories evolve. Often this requires the feelings and behaviours. In this unit students detection, description and explanation of things investigate the structure and functioning of the that cannot be seen. In this unit students explore human brain and the role it plays in the overall how physics explains phenomena, at various functioning of the human nervous system. Students scales, which are not always visible to the unaided explore brain plasticity and the influence that brain human eye. They examine some of the fundamental damage may have on a person’s psychological ideas and models used by physicists in an attempt functioning. They consider the complex nature of to understand and explain the world. Students psychological development, including situations consider thermal concepts by investigating heat, where psychological development may not occur probe common analogies used to explain electricity as expected. Students examine the contribution and consider the origins and formation of matter. that classical and contemporary studies have Students use thermodynamic principles to explain made to an understanding of the human brain and phenomena related to changes in thermal energy. its functions, and to the development of different They apply thermal laws when investigating psychological models and theories used to predict energy transfers within and between systems, and explain the development of thoughts, feelings and assess the impact of human use of energy on and behaviours. the environment. Students examine the motion of Unit 2 electrons and explain how it can be manipulated and utilised. They explore current scientifically A person’s thoughts, feelings and behaviours are accepted theories that explain how matter influenced by a variety of biological, psychological and energy have changed since the origins and social factors. In this unit students investigate of the Universe. how perception of stimuli enables a person to interact with the world around them and how Unit 2 their perception of stimuli can be distorted. They In this unit students explore the power of evaluate the role social cognition plays in a person’s experiments in developing models and theories. attitudes, perception of themselves and relationships They investigate a variety of phenomena by making with others. Students explore a variety of factors their own observations and generating questions, and contexts that can influence the behaviour which in turn lead to experiments. Students make of an individual and groups. They examine the direct observations of physics phenomena and contribution that classical and contemporary examine the ways in which phenomena that may research has made to the understanding of human not be directly observable can be explored through perception and why individuals and groups behave indirect observations. In the core component of in specific ways. this unit students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary. Students choose one of twelve options related to astrobiology, astrophysics, bioelectricity, biomechanics, electronics, flight, medical physics, nuclear energy, nuclear physics, optics, sound and sports science. The option enables students to pursue an area of interest by investigating a selected question.

Curriculum Guide Leibler Yavneh College 38 Year 11 Product Design and Technology Year 12 Biology* Unit 1 & 2 Unit 3 Product design is a response to changing needs The cell is a dynamic system of interacting and to improve quality of life by designing creative, molecules that define life. An understanding of innovative and sustainable products. It is common the workings of the cell enables an appreciation for designers in Australia to use products from of both the capabilities and the limitations of overseas as inspiration when redeveloping living organisms whether animal, plant, fungus products for the domestic market. Sustainable or microorganism. The convergence of cytology, redevelopment refers to designers and makers genetics and biochemistry makes cell biology ensuring products serve social, economic and one of the most rapidly evolving disciplines environmental needs. Generating economic growth in contemporary biology. In this unit students for design and manufacturing in Australia can begin investigate the workings of the cell from several with redeveloping existing products so they have perspectives. They explore the importance of the positive social and minimal environmental impact. In insolubility of the plasma membrane in water and these units, students examine claims of sustainable its differential permeability to specific solutes in practices by designers. Students consider the defining the cell, its internal spaces and the control sustainability of an existing product, such as of the movement of molecules and ions in and out the impact of sourcing materials, manufacture, of such spaces. Students consider base pairing distribution, use and likely disposal. They consider specificity, the binding of enzymes and substrates, how a redeveloped product should attempt to solve the response of receptors to signalling molecules a problem related to the original product. Where and reactions between antigens and antibodies to possible, materials and manufacturing processes highlight the importance of molecular interactions used should be carefully selected to improve the based on the complementary nature of specific overall sustainability of the redeveloped product. molecules. Students study the synthesis, structure Students work in teams to design and develop an and function of nucleic acids and proteins as key item in a product range or contribute to the design, molecules in cellular processes. They explore planning and production of a group product. They the chemistry of cells by examining the nature focus on factors including end-user/s’ needs and of biochemical pathways, their components wants; function, purpose and context for product and energy transformations. Cells communicate design; aesthetics; materials and sustainability; with each other using a variety of signalling and the impact of these factors on a design molecules. Students consider the types of signals, solution. Teamwork encourages communication the transduction of information within the cell between students and mirrors professional design and cellular responses. At this molecular level practice where designers often work within a multi- students study the human immune system and the disciplinary team to develop solutions to design interactions between its components to provide problems. Students also use digital technologies to immunity to a specific antigen. facilitate teams to work collaboratively online.

*This description is based on the 2020 course. The VCAA are likely to implement changes to this course for 2021.

Curriculum Guide Leibler Yavneh College 39 Unit 4 write half and overall redox equations, and apply Faraday’s laws to calculate quantities in electrolytic In this unit students consider the continual change reactions. Students analyse manufacturing and challenges to which life on Earth has been processes with reference to factors that influence subjected. They investigate the relatedness between their reaction rates and extent. They investigate species and the impact of various change events and apply the equilibrium law and Le Chatelier’s on a population’s gene pool. The accumulation of principle to different reaction systems, including to changes over time is considered as a mechanism predict and explain the conditions that will improve for biological evolution by natural selection the efficiency and percentage yield of chemical that leads to the rise of new species. Students processes. They use the language and conventions examine change in life forms using evidence from of chemistry including symbols, units, chemical palaeontology, biogeography, developmental formulas and equations to represent and explain biology and structural morphology. They explore observations and data collected from experiments, how technological developments in the fields of and to discuss chemical phenomena. comparative genomics, molecular homology and bioinformatics have resulted in evidence of change Unit 4 through measurements of relatedness between The carbon atom has unique characteristics species. Students examine the structural and that explain the diversity and number of organic cognitive trends in the human fossil record and the compounds that not only constitute living tissues interrelationships between human biological and but are also found in the fuels, foods, medicines cultural evolution. The biological consequences, and many of the materials we use in everyday life. In and social and ethical implications, of manipulating this unit students investigate the structural features, the DNA molecule and applying biotechnologies is bonding, typical reactions and uses of the major explored for both the individual and the species. families of organic compounds including those Year 12 Chemistry found in food. Students study the ways in which organic structures are represented and named. Unit 3 They process data from instrumental analyses of The global demand for energy and materials is organic compounds to confirm or deduce organic increasing with world population growth. In this structures, and perform volumetric analyses to unit students explore energy options and the determine the concentrations of organic chemicals chemical production of materials with reference to in mixtures. Students consider the nature of the efficiencies, renewability and the minimisation of reactions involved to predict the products of their impact on the environment. Students compare reaction pathways and to design pathways to and evaluate different chemical energy resources, produce particular compounds from given starting including fossil fuels, biofuels, galvanic cells and materials. Students investigate key food molecules fuel cells. They investigate the combustion of fuels, through an exploration of their chemical structures, including the energy transformations involved, the the hydrolytic reactions in which they are broken use of stoichiometry to calculate the amounts of down and the condensation reactions in which they reactants and products involved in the reactions, are rebuilt to form new molecules. In this context and calculations of the amounts of energy released the role of enzymes and coenzymes in facilitating and their representations. Students consider the chemical reactions is explored. Students use purpose, design and operating principles of galvanic calorimetry as an investigative tool to determine the cells, fuel cells and electrolytic cells. In this context energy released in the combustion of foods. they use the electrochemical series to predict and

Curriculum Guide Leibler Yavneh College 40 Students learn to think beyond the concepts experienced in everyday life.

Year 12 Physics Year 12 Psychology Unit 3 Unit 3 In this unit students explore the importance of energy The nervous system influences behaviour and in explaining and describing the physical world. They the way people experience the world. In this examine the production of electricity and its delivery unit students examine both macro-level and to homes. Students consider the field model as a micro-level functioning of the nervous system to construct that has enabled an understanding of why explain how the human nervous system enables objects move when they are not apparently in contact a person to interact with the world around them. with other objects. Applications of concepts related to They explore how stress may affect a person’s fields include the transmission of electricity over large psychological functioning and consider the causes distances and the design and operation of particle and management of stress. Students investigate accelerators. They explore the interactions, effects how mechanisms of memory and learning lead and applications of gravitational, electric and magnetic to the acquisition of knowledge, the development fields. Students use Newton’s laws to investigate of new capacities and changed behaviours. They motion in one and two dimensions, and are introduced consider the limitations and fallibility of memory and to Einstein’s theories to explain the motion of very fast how memory can be improved. Students examine objects. They consider how developing technologies the contribution that classical and contemporary can challenge existing explanations of the physical research has made to the understanding of the world, requiring a review of conceptual models structure and function of the nervous system, and to and theories. Students design and undertake the understanding of biological, psychological and investigations involving at least two continuous social factors that influence learning and memory. independent variables. Unit 4 Unit 4 Consciousness and mental health are two of many A complex interplay exists between theory and psychological constructs that can be explored by experiment in generating models to explain natural studying the relationship between the mind, brain phenomena including light. Wave theory has and behaviour. In this unit students examine the classically been used to explain phenomena related nature of consciousness and how changes in levels to light; however, continued exploration of light and of consciousness can affect mental processes and matter has revealed the particle-like properties of light. behaviour. They consider the role of sleep and On very small scales, light and matter – which initially the impact that sleep disturbances may have seem to be quite different – have been observed as on a person’s functioning. Students explore the having similar properties. In this unit, students explore concept of a mental health continuum and apply the use of wave and particle theories to model the a biopsychosocial approach, as a scientific model, properties of light and matter. They examine how the to analyse mental health and disorder. They use concept of the wave is used to explain the nature specific phobia to illustrate how the development of light and explore its limitations in describing light and management of a mental disorder can be behaviour. Students further investigate light by using a considered as an interaction between biological, particle model to explain its behaviour. A wave model psychological and social factors. Students examine is also used to explain the behaviour of matter which the contribution that classical and contemporary enables students to consider the relationship between research has made to the understanding light and matter. Students learn to think beyond the of consciousness, including sleep, and the concepts experienced in everyday life to study the development of an individual’s mental functioning physical world from a new perspective. Students and wellbeing. design and undertake investigations involving at least two continuous independent variables.

Curriculum Guide Leibler Yavneh College 41 • 

Arts Years 9 and 10 In Years 9 and 10 students build on the skills Visual Arts/Studio Art at Leibler Yavneh learnt in earlier years and continue to develop and The visual arts program at Leibler Yavneh College express individual approaches to the Art through is designed to develop students’ creative skills, investigation and experimentation. All offerings critical appreciation and knowledge of artistic prepare students for related studies within the techniques and technologies through processes of VCE Curriculum. Students learn to evaluate how visual inquiry, studio practice, exhibition and display representations communicate artistic intentions and in evaluations and reflections of their own art in artworks they make and view. They evaluate works as well as those of others. The visual arts artworks and displays from different cultures, times program also aims to develop students’ sense of and places. They also analyse connections between personal and cultural identity and equips them for visual conventions, practices and viewpoints that lifelong involvement in, and the active appreciation represent their own and others’ ideas. They identify of, the Arts. Studying art at Leibler Yavneh College influences of other artists on their own artworks. allows students to learn from a specialist teacher Additionally, students manipulate materials, in painting, photography, printmaking, drawing, techniques and processes to develop and refine ceramics and sculpture. techniques and processes in both 2D and 3D Art The Art course for students in Years 7 - 9 offers forms to represent ideas and subject matter in their students the opportunity to sample and explore a artworks. wide range of media and materials in both 2D and • Making of artworks in 2D 3D Art forms. • Construction of artworks in 3D Years 7 and 8 • Learn from a specialist teacher in painting, In Years 7 and 8 students learn how to represent photography, printmaking, drawing, ceramics, a theme, concept or idea in their artwork and sculpture and fibre arts. develop ways to enhance their intentions as artists through the exploration of how artists use materials, • Opportunity to enter various art competitions techniques, technologies and processes. They • Participation in lunchtime Art and Creative develop planning skills for art-making by exploring Textiles Club techniques and processes used by different artists and practise techniques and processes to enhance representation of ideas in their art-making. Unit 1 & 2 VCE Studio Arts Students also learn to Identify and connect specific features and purposes of visual artworks from DESCRIPTION OF SUBJECT contemporary and past times to explore viewpoints Unit 1: Artistic inspiration and techniques and enrich their art-making. In this unit students focus on developing an • Making of artworks in 2D individual understanding of the stages of studio • Construction of artworks in 3D practice and learn how to explore, develop, refine, resolve and present artworks. Students explore • Learn from a specialist teacher in painting, sources of inspiration, research artistic influences photography, printmaking, drawing, ceramics, develop individual ideas and explore a range of sculpture and fibre arts. materials and techniques related to specific art • Opportunity to enter various art competitions forms. Using documented evidence in a visual diary, students progressively refine and resolve their skills • Participation in lunchtime Art and Creative to communicate ideas in artworks. Textiles Club

Curriculum Guide Leibler Yavneh College 42 Students also research and analyse the ways in forms. Students explore and develop ideas and which artists from different times and cultures subject matter, create aesthetic qualities and record have developed their studio practice to interpret the development of the work in a visual diary as part and express ideas, source inspiration and apply of the studio process. materials and techniques in artworks. Through the study of art movements and styles, Unit 2: Design exploration and concepts students begin to understand the use of other artists’ work in the making of new artworks. Students In this unit students focus on establishing and also develop skills in the visual analysis of artworks. using a studio practice to produce artworks. The Artworks made by artists from different times and studio practice includes the formulation and use cultures are analysed to understand developments of an individual approach to documenting sources in studio practice. Using a range of art periods, of inspiration, and experimentation with selected movements or styles, students develop a broader materials and techniques relevant to specific art knowledge about the history of art.

Areas of Study

UNIT 1 UNIT 2

Researching and recording ideas Exploration of studio practice and development of artworks Studio practice Ideas and styles in artworks Interpretation of art ideas and use of materials and techniques

Assessment and weighting

UNIT 1 UNIT 2

Outcome 1 - Researching and recording Outcome 1 - Exploration of studio practice and ideas (30%) development of artworks (60%) Outcome 2 - Studio Practice (30%) Outcome 2 - Ideas and styles in artworks (10%) Outcome 3 - Interpretation of art ideas End of semester Exam (30%) and use of materials & techniques (20%) End of Semester Exam (20%)

Related Links Victorian Curriculum and Assessment Authority: Studio Arts

Curriculum Guide Leibler Yavneh College 43 • 

Unit 3 & 4 VCE Studio Arts Unit 4

DESCRIPTION OF SUBJECT The student focuses on the planning, production and evaluation of potential directions from Unit Unit 3 3 to produce at least two resolved artworks that Students study the studio and professional art are linked cohesively. To support the creation of practices. This involves writing an exploration these artworks, students present visual and written proposal to define potential directions of interest for evaluations that explains the development of these their research, analysis and art making. Students artworks, with respect to materials and techniques, then work through their potential directions in and the resolution of ideas and aesthetic qualities. response to their ideas, themes and chosen The art industry is also a focus of this unit, and artists, whilst experimenting with mediums and exhibitions are visited to investigate the methods techniques for their artmaking. They research the and considerations of the artist and/or curator work practices of artists, from different historical involved in the preparation, presentation and and cultural contexts, examine their use of materials conservation of artworks. and techniques and analyse how they use elements and principals of art to compose their works. From this process students progressively develop and identify a range of potential directions, which they will select and refine in Unit 4. Students also visits exhibitions to examine how artworks are presented to an audience.

Areas of Study

UNIT 3 UNIT 4

Exploration proposal Production and presentation of artworks

Studio process Evaluation

Artists and studio practices Art industry contexts

Assessment and weighting

UNITS 3 & 4

Units 3 and 4 School-assessed Coursework (10%) Units 3 and 4 School-assessed Task (60%) End-of-year examination (30%) The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and/or School-assessed Tasks (SATs) as specified in the VCE study designs, and external assessment.

Related Links Victorian Curriculum and Assessment Authority: Studio Arts

Curriculum Guide Leibler Yavneh College 44 Students develop conceptual and aesthetic understandings about design solutions in the world around them

Visual Communication Design • visual communication design practices, processes and technologies Visual Communication Design conveys ideas and information to an audience through visual language. • creative, critical and reflective thinking, using In Visual Communication Design students develop visual design thinking skills conceptual and aesthetic understandings about • respect for and acknowledgement of the diverse design solutions in the world around them. The roles and practices of designers, and the cultural ideation and visualisation of ideas and observational context of visual communication design. drawing are the basis for researching and developing visual communication designs. Design Year 9 and 10 Visual Communication Design thinking which involves the application of creative, In levels 9 and 10, students build on their critical and reflective techniques, is fundamental to awareness of how designers communicate ideas learning in Visual Communication Design. Students with a specific purpose, to a targeted audience, learn about design, and the role of the visual using different visual communication design communication designer and their contribution to practices and viewpoints. They refine their personal society. aesthetic through their development of knowledge, Visual Communication Design allows students understanding and skills in making and responding to investigate the world through the practices of to visual communications. designers. Students explore the significance of Students critically reflect on the contribution of visual visual communication design in different times, communication designers to various historical and places and cultures. They build an understanding of cultural design movements. They adapt ideas and the important role of visual communication design in practices from selected designers and use them to contemporary society and apply this knowledge in inform their own use of aesthetics when producing a their own visual communications. range of visual communications. In Visual Communication Design students Students extend their understanding of safe use visual communication design knowledge, practices and their understanding of the roles of understanding and skills to communicate ideas visual communication designers and their audience and information with a specific purpose. They use in sustainability practices. Students choose to visual communication practices and technologies use sustainable materials, media, methods and to generate ideas, and develop and refine visual technologies when making visual communications. communications. Students develop an appreciation of the means by which others visually communicate By the end of Year 10 students analyse and evaluate ideas and information. the visual communications they make and view, and how visual communications from different historical, GOALS: social and cultural contexts communicate ideas and information. Within visual communication fields, The Visual Communication Design curriculum aims students develop briefs and visualise, generate and to develop students’: develop ideas in response to audience needs. They • confidence, curiosity, imagination and evaluate, reflect on, refine and justify their decisions enjoyment through an engagement with visual and aesthetic choices. Students demonstrate communication design practices their use of visual communication design skills, • creative and innovative ways to communicate techniques, conventions and processes in a range ideas and information of design fields. They manipulate design elements and design principles, materials, methods, media • aesthetic knowledge, including the application of and technologies to realise their concepts and ideas design elements and principles, as they explore for specific purposes, audiences and needs. visual communications

Curriculum Guide Leibler Yavneh College 45 Programs offered and opportunities in Year 9 and 10 Visual Communication Design

YEAR 9 VISUAL COMMUNICATION YEAR 10 VISUAL COMMUNICATION

Technical drawing Tasks relating to each design field – environmental, industrial, communication Design Process Architectural drawing – plan views and elevations Design elements and principles Communication design – layout Logos and pictograms Use of relevant software, including the Adobe Suite: Photoshop, Illustrator, InDesign Community display of student works Folio generation in preparation for VCE Visual Communication Design competitions

Year 11 Visual Communication Design In this unit students are introduced to four stages of the design process: research, generation of ideas, Unit 1: Introduction to visual communication development of concepts and refinement of visual design communications.

This unit focuses on using visual language to Unit 2: Applications of visual communication communicate messages, ideas and concepts. This within design fields involves acquiring and applying design thinking skills as well as drawing skills to create messages, ideas This unit focuses on the application of visual and concepts, both visible and tangible. Students communication design knowledge, design thinking and practice their ability to draw what they observe and drawing methods to create visual communications to they use visualisation drawing methods to explore meet specific purposes in designated design fields. their own ideas and concepts. Students develop an understanding of the importance of presentation Students use presentation drawing methods that drawings to clearly communicate their final visual incorporate the use of technical drawing conventions communications. to communicate information and ideas associated with the environmental or industrial fields of design. Through experimentation and exploration of the They also investigate how typography and imagery relationship between design elements and design are used in these fields as well as the communication principles, students develop an understanding of how field of design. They apply design thinking skills when they affect the visual message and the way information exploring ways in which images and type can be and ideas are read and perceived. Students review manipulated to communicate ideas and concepts the contextual background of visual communication in different ways in the communication design field. through an investigation of design styles. This research Students develop an understanding of the design introduces students to the broader context of the place process detailed on pages 10 and 11 as a means of and purpose of design. Students are introduced to organising their thinking about approaches to solving the importance of copyright and intellectual property design problems and presenting ideas. In response and the conventions for acknowledging sources of to a brief, students engage in the stages of research, inspiration. generation of ideas and development and refinement of concepts to create visual communications.

PROGRAMS OFFERED AND OPPORTUNITIES IN YEAR 11 VISUAL COMMUNICATION DESIGN

Top Designs excursion Community display of student works Yavneh college Internal Art/Design/Photography Folio generation in preparation for award in which an art piece is showcased VCE Visual Communication in the school for a year. Use of relevant software, including the Adobe Suite: Design competitions Photoshop, Illustrator, InDesign

Curriculum Guide Leibler Yavneh College 46 Year 12 Visual Communication to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate Unit 3: Visual communication design practices their ideas. The brief and research underpin the In this unit students gain an understanding of developmental and refinement work undertaken the process designers employ to structure their in Unit 4. thinking and communicate ideas with clients, Unit 4: Visual communication design target audiences, other designers and specialists. development, evaluation and presentation Through practical investigation and analysis of existing visual communications, students gain The focus of this unit is on the development of insight into how the selection of methods, media design concepts and two final presentations of visual and materials, and the application of design communications to meet the requirements of the elements and design principles, can create effective brief. This involves applying the design process twice visual communications for specific audiences and to meet each of the stated communication needs. purposes. They investigate and experiment with Having completed their brief and generated ideas the use of manual and digital methods, media and in Unit 3, students continue the design process materials to make informed decisions when selecting by developing and refining concepts for each suitable approaches for the development of their communication need stated in the brief. They own design ideas and concepts. utilise a range of digital and manual two- and Students use their research and analysis of the three-dimensional methods, media and materials. process of visual communication designers to They investigate how the application of design support the development of their own designs. elements and design principles creates different They establish a brief for a client and apply design communication messages and conveys ideas thinking through the design process. They identify to the target audience. and describe a client, two distinctly different needs As students revisit stages to undertake further of that client, and the purpose, target audience, research or idea generation when developing and context and constraints relevant to each need. presenting their design solutions, they develop an Design from a variety of historical and contemporary understanding of the iterative nature of the design design fields is considered by students to provide process. Ongoing reflection and evaluation of design directions, themes or starting points for investigation solutions against the brief assists students with and inspiration for their own work. Students use keeping their endeavours focused. observational and visualisation drawings

PROGRAMS OFFERED AND OPPORTUNITIES IN YEAR 12 VISUAL COMMUNICATION DESIGN

Yavneh college Internal Art/Design/Photography award in which an art piece is showcased in the school for a year. Completed folios are showcased at the Yavneh VCE Arts Folio night. Opportunity to submit VCE folios into Top Designs, which showcases the best VCE folios in the state. Top Designs excursion Community display of student works Design competitions

Curriculum Guide Leibler Yavneh College 47 Creative Textiles Media Year 9 Creative Textiles builds upon practical skills Media studies involves creating representations of learnt in art subjects, allowing students to combine the world and telling stories through communications creativity with their design skills. Students will technologies such as television, film, video, investigate, design, produce and evaluate their newspapers, radio, video. products and develop their knowledge in this area. games, the internet and mobile media. Media They will become competent in the use of the Studies connects audiences, purposes and ideas, sewing machine and incorporate several practical exploring concepts and viewpoints through the applications to lead into Product Design and creative use of materials and technologies. Technology (Textiles) in VCE. Like all art forms, Media studies at Yavneh has the Students gain experience in using sewing machines, capacity to engage, inspire and enrich all students, hand tools and a variety of fabrics and fibres to make exciting the imagination and encouraging students a range of textile craft products. to reach their creative and expressive potential. The Units may include: skills learnt in Year 7 through to Year 10 are carried onto VCE Media Studies in which the students take • Structure and manufacture of textiles on larger projects such as Photography or Film • Patchwork and quilting Folios. • Dyeing Students learn to be critically aware of ways that the media are culturally used and negotiated, and are • Weaving dynamic and central to the way they make sense of • Knitting and Crochet the world and of themselves. They learn to interpret, • Embroidery analyse and develop media practices through their media studies projects making experiences. They • Garment Construction are inspired to imagine, collaborate and take on • Felting responsibilities in planning, designing and producing media artworks. These are achieved at Yavneh by • Textile Art creating film or photography pieces which work The aim of this syllabus is to develop confidence together with the school’s ethos and Judaism. and proficiency in the design, production, and In addition to the overarching aims for the Australian evaluation of textile items. Students will actively Curriculum: The Arts, media arts knowledge, engage in learning about the properties and understanding and skills ensure that, individually and performance of textiles, textile design and the role of collaboratively, students develop: textiles in society. • enjoyment and confidence to participate in, experiment with and interpret the media-rich culture and communications practices that surround them • creative and critical thinking, and exploring perspectives in media as producers and consumers • aesthetic knowledge and a sense of curiosity and discovery as they explore imagery, text and sound to express ideas, concepts and stories for different audiences.

Curriculum Guide Leibler Yavneh College 48 • 

Year 7 Media Studies and Year 8 Multimedia Art Year 9 and 10 – Media Studies The study of Media Studies and Multimedia Arts In Year 9 Technologies and Media Arts, students focuses on developing the understanding and extend their use of media conventions and create skills in computational thinking and engaging products that represent various aspects of media students with a wide range of information systems arts through video production. as they broaden their experiences in the world Students further develop understanding of the of technology. Students will also plan and create phases of film production from Pre to Post, and various media forms utilising different technologies apply this knowledge into creating a short films and in the classroom. other multimedia projects. The Multimedia Arts course in Year 8 provides In Year 10 Technologies and Media Arts, students students with the skills and opportunity to: create media artworks that communicate social Explore various digital tools; understand various and cultural representations and alternative points digital media including static and moving images of view for a range of audiences and contexts. By creating a structured photography or film folio which • Appreciate the creative works of others and to adheres to VCE guidelines. They will understand create various media projects which range from the concepts of narrative analysis and societies image manipulation, photography, audio mixing values/ideologies studying various text. and editing, podcasts, media studies issues and filmmaking. • Students use the following hardware: digital still/ video cameras, microphones, lighting and tripods. • Students should be able to use the following software: Sony Acid Music, Photoshop, Sony Movie Studio, Audacity, and Mix Craft. • Students are to construct various digital imagery using image editing software and digital still cameras. • Students are taught camera techniques, video editing and rendering to create various video projects.

Curriculum Guide Leibler Yavneh College 49 Year 11 Media Studies Year 12 Media Studies The relationship between audiences and the media In this unit students explore stories that circulate in is dynamic and changing. Audiences engage society through media narratives. They consider the with media products in many ways. They share use of media codes and conventions to structure a common language with media producers and meaning, and how this construction is influenced construct meanings from the representations within by the social, cultural, ideological and institutional a media product. In this unit students develop an contexts of production, distribution, consumption understanding of audiences and the core concepts and reception. Students assess how audiences from underpinning the construction of representations different periods of time and contexts are engaged and meaning in different media forms. Students work by, consume and read narratives using appropriate on individual and group projects in preparation for media language. the larger folio assessment in VCE Media Studies. Students create a folio based on either a photography theme or short film. These specific folios are showcased at the end of year Arts folio night at Yavneh and are also used in various university interviews as requirements to certain courses.

PROGRAMS OFFERED AND OPPORTUNITIES IN YEAR 7 AND 8 TECHNOLOGIES AND MEDIA ARTS

Various short film competitions Stop Motion Animation Projects Anti-bullying poster and short film competitions Bnei Brith Digital Art and Photography opportunities Digital Photography competitions within Yavneh – Yom Hatzmaut etc ATOM Victoria Short Film festival entrants Various choices of applying for the school Audio Visual/photography club in Year 8. Yavneh college Internal Art/Design/Photography award in which an art piece is showcased in the school for a year

ADDITIONAL OPPORTUNITIES FROM YEAR 9 - 12

YEAR 9 YEAR 10 YEAR 11 YEAR 12 Developing a Year 10 Media Studies folio in Students complete a short film as a group in Year preparation for VCE. 11 which is then screened at the VCE folio night.

Curriculum Guide Leibler Yavneh College 50 Drama • a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring Drama is the expression and exploration of and playing roles, and imagining situations, personal, cultural and social worlds through actions and ideas as drama makers and role and situation that engages, entertains and audiences challenges. Students create meaning as drama makers, performers and audiences as they enjoy • knowledge and understanding of traditional and analyse their own and others’ stories and points and contemporary drama as critical and active of view. Like all art forms, drama has the capacity to participants and audiences. engage, inspire and enrich all students, excite the YEAR 7 THEATRE STUDIES AND YEAR 8 DRAMA imagination and encourage students to reach their creative and expressive potential. In year 7 Theatre Studies and year 8 Drama, students develop the skills and techniques that Drama enables students to imagine and participate form the basis of expression and communication. in exploration of their worlds, individually and Students focus on the expressive skills of collaboratively. Students actively use body, gesture, movement, facial expressions and voice. They movement, voice and language, taking on roles to combine the elements of drama in devised and explore and depict real and imagined worlds. They scripted work to explore and develop issues, create, rehearse, perform and respond using the ideas and themes. Various forms and genres are elements and conventions of drama and emerging explored, as well as students being able to explore and existing technologies available to them. production values such as sound and lighting as Students learn to think, move, speak and act with an introduction to what goes on behind the scenes confidence. In making and staging drama they learn in the Theatre. Students develop their confidence how to be focused, innovative and resourceful, and as well as enhancing skills in public speaking, collaborate and take on responsibilities for drama teamwork and creative thinking. presentations. They are excited by exploring their Programs offered and opportunities imagination and taking risks in storytelling through in Year 7 and 8 Drama role and dramatic action. • Improvisation and group devised performance Students develop a sense of inquiry and empathy tasks by exploring the diversity of drama in the contemporary world and in other times, traditions, • Participation in scripted performance tasks places and cultures • Opportunity to participate in lunch time Theatre The Arts, drama knowledge, understanding and Sports program skills ensure that, individually and collaboratively, • Participation in performance evenings students develop: • Involvement in the annual school musical or play • confidence and self-esteem to explore, depict and celebrate human experience, take risks and Year 9 and 10 Drama challenge their own creativity through drama In years 9 and 10 Drama students develop their • knowledge and understanding in controlling, knowledge of how ideas and intentions are applying and analysing the elements, skills, communicated in and through drama. They build on processes, forms, styles and techniques of drama and refine their knowledge, understanding and skills to engage audiences and create meaning through drama practices focusing on:

Curriculum Guide Leibler Yavneh College 51 • 

ELEMENTS OF DRAMA Programs offered and opportunities in Year 9 and 10 Drama Role, character and relationships • Involvement in The Suitcase Series at the • Role and character - analysing and using Malthouse Theatre background, motivation, words and actions of characters to build roles; sustaining • Attending professional plays multidimensional relationships in the drama to • Opportunity to participate in lunch time Theatre develop the interplay between characters Sports program • Situation - using props, costumes and furniture to • Participate in performance evenings establish situation; using conventions of story in drama • Involvement in the annual school musical or play Voice and movement Year 11 Drama • Sustaining belief in character and situation Year 11 Drama focuses on the use and through voice and movement; revealing character documentation of the processes involved in and situation through the use of voice, movement/ constructing a devised ensemble and solo blocking and props performance. Students create, present and analyse a performance based on a person, an event, an • Focus - using a range of devices and effects to issue, a place, an artwork, a text and/or an icon highlight the central themes for an audience; from a contemporary or historical Australian context. making deliberate artistic choices to sharpen Students analyse their own performance work as focus well as undertake the analysis of a performance of • Tension - using various physical and digital stage an Australian work by other actors. effects to produce specific audience reactions Year 12 Drama through tension Year 12 Drama focuses on drama from a diverse • Space and time - manipulating time in drama; range of traditions. Performance styles and using blocking (when and where to move) and associated theatrical conventions are explored in the stage areas (upstage right, downstage centre) development of an ensemble and solo performance. in planning and performance The process involved in the development and realisation of the ensemble and solo performance Language, ideas and dramatic action are analysed and evaluated. A professional • Using conventions relevant to selected performance work selected from the prescribed play performance styles to manipulate central ideas list will also be analysed. or themes and offer perspectives to the audience Programs offered and opportunities • Mood and atmosphere - using stage design to in Year 11 and 12 Drama manipulate the feeling or tone of physical space • Attending professional plays and the dramatic action emerging from the (minimum of 3 per year) performance • Top Class excursion Audience • Attending workshops run by professional theatre • Modifying production elements to suit different practitioners and companies audiences. • Participation in Ensemble and solo performance evenings • Opportunity to be involved in the annual school musical or play

Curriculum Guide Leibler Yavneh College 52 Music

YEAR 7 & 8 YEAR 9 & 10 YEAR 11 & 12

The Language of Music The Language of Music VCE Music Performance Units (Reading, Writing, Aural and (Reading, Writing, Aural 1-4 (Solo or Group) Theory Studies) and Theory Studies) VCE Music Investigation Units Multi Media Project Analysis, Arrangement & 3-4 (Solo) Composition Music Performance: Large and Small Group Music Performance: Solo and Ensemble

EXTRA CURRICULAR MUSIC OPPORTUNITIES Instrumental Music Program • College Musical performed at The Alexander The College offers private instrumental lessons Theatre, Monash University from experienced and practicing music tutors in the following instruments: • Numerous performance opportunities and College and Community events • Guitar • Primary and Secondary Instrumental and • Bass Guitar Ensemble Soiree evenings • Voice • Annual Music Concert • Piano/Keyboard Ensembles: • Flute • Primary and Secondary Choirs • Clarinet • Senior Vocal Ensemble • Saxophone • Secondary Junior Stage Band (Years 7-9) • Drum Kit • Secondary Senior Stage Band (Years 10-12) • Percussion • Jazz Ensemble • Strings • Hebrew Band • Chamber Ensemble

Curriculum Guide Leibler Yavneh College 53 Physical Education GOALS: Physical Education at Leibler Yavneh aims to expose students to a wide and varied range of physical activities and sports. Through the development of game sense and skill acquisition students will develop an understanding of the various types of sports and physical activities available for them to be involved in and participate in as a team member.

SCOPE & SEQUENCE Year 7 and 8 The Year 7 and 8 PE Program has been designed to accommodate and encourage each student to be active, to improve fitness levels in a competitive manner and to have fun. Traditional team sports such as Basketball, Soccer, Football and Netball are played, along with Handball, Badminton and Touch Football. There are a number The year commences with our Aquatics Program. The boys’ program focuses on the introductory skills of special physical and techniques associated with Water Polo. The girls’ program focuses on Water Rescues, including activity programs on offer EAR and non-accompanied rescue techniques. Students are also exposed to Badminton, Squash, throughout the year for Athletics and Lawn Bowls. There are a number of special physical activity both boys and girls. programs on offer throughout the year for both boys and girls. These differ as both girls and boys have different physical needs. Girls participate in There are several Beachside, a unit creating their own dance and all the tasks associated with this project. There are several Interschool and other Beachside, Interschool and other competitions throughout the year as well as a Year 7/8 Inter-house competitions throughout the Indoor Sports Day. year as well as an Inter-house Year 9 and 10 The Year 9 and 10 Physical Education Program Indoor Sports Day. incorporates traditional team sports such as Soccer, Table Tennis and Volleyball and they are played along with Golf and Lawn Bowls and other innovative games. The focus for the Year 9 and 10 Program is recreation and participation.

Curriculum Guide Leibler Yavneh College 54 Students take part in a wide variety of health and fitness gym classes throughout the year, building up to the Annual Sports Day Carnival.

During Term 1, Year 10 students are involved in Year 10 Youth Health Matters the ‘Active Living’ program. This program allows Youth Health Matters is a Year 10 Elective that students to catch public transport to various focuses on issues relating to the health, wellbeing, sporting venues around Melbourne. The program and development of Youth. Students begin looking aims to expose students to the many different at how the 5 Dimensions of Health impact our sporting and recreational pursuits available to them everyday life, the short and long-term effects in their community. healthy diets and healthy living, understanding the General fitness is an important part of our development of people (more than physically), and curriculum, and as a continuation of previous years, strategies to cope with life challenges. students participate in Badminton, Pilates, Yoga and Throughout the subject, students will study these Gym classes to both recognise their own abilities topics: and show them how easily these can be improved. They also take part in a wide variety of health and • Health and Wellbeing including mental health fitness gym classes throughout the year, building up to the Annual Sports Day Carnival. • Global and Local effects There are a number of special physical activity • Australian Health system programs on offer throughout the year for both • Burden of Disease boys and girls. These differ as both girls and boys have different physical needs. Programs include • 5 Dimensions of Health playing Squash and Badminton. There are several • Youth issues relating to Youth Development Beachside Interschool and other competitions • Food Trends and Marketing throughout the year that all students are expected to take part in. • Food Selection Models The Year 10 students are also involved in the Yavneh • Health Status Sports Leadership Program. The students coach • Enables and Barriers for a Healthy life lower primary students in a variety of different sporting skills.

VCE Health and Human Development In Unit 4 students examine health and wellbeing, and human development in a global context. Students Unit 3 looks at health, wellbeing and illness as build their understanding of health in a global multidimensional, dynamic and subject to different context through examining changes in burden of interpretations and contexts. Students begin to disease over time and studying the key concepts explore health and wellbeing as a global concept of sustainability and human development. Students and to take a broader approach to inquiry. While evaluate the effectiveness of health initiatives and the emphasis is on the Australian health system, the programs in a global context and reflect on their progression of change in public health approaches capacity to take action. should be seen within a global context.

UNIT 3 UNIT 4

Area of Study 1 Area of Study 1 Understanding health and wellbeing Health and wellbeing in a global context

Area of Study 2 Area of Study 2 Promoting health and wellbeing Health and the Sustainable Development Goals

Curriculum Guide Leibler Yavneh College 55 • 

There are many ways student wellbeing is supported at Yavneh. We are guided by our cultural WELLBEING and religious ethos, ensuring that our values of Wellbeing covers much more than what is Respect, Integrity, Gratitude, Honour and Tradition happening in the classroom. Wellbeing occurs form the framework of students’ experiences. One when six key factors are present in someone’s life. aspect involves direct instruction in developing At times they will not all be there in equal measure students’ understanding and skills for building but overall a person must be able to feel most of their wellbeing capabilities. Our wellbeing teachers these factors are present and, at times, all of them, deliver curriculum that integrates the current in order to experience a sense of flourishing. What research into positive wellbeing and the framework does flourishing mean? It’s often described as a of relationship learning created by Dr Debow. state of flow or sense of wellbeing that surpasses At Yavneh, however, we also know that wellbeing every day wellness and happiness. The six key happens when students are involved in all aspects factors of wellbeing that help create flourishing are: of life at school. Whether learning in the classroom, Positive Emotions, Engagement, Relationships, hanging out with friends, participating in sports or Meaning, Accomplishment and Vitality or Health. lunchtime clubs, attending events and being part of When these are all working well, flourishing community service, students at Yavneh are building happens! their wellbeing and moving towards flourishing.

Whole school wellbeing

POSITIVE EMOTIONS ENGAGEMENT RELATIONSHIPS MEANING ACCOMPLISHMENT VITALITY • Wellbeing lessons • JLife • School Friendships • Tefillah • Classroom work • Sport • Positive classrooms • Assemblies • Learning • Mincha • Sports teams and • Physical Education • Connection to • Festivals Relationships • Jewish Studies competitions • Hikes friends • Commemorations • Relationships Course • Community Service • Exam Prep and • Camps Study skills • Transition and • Celebrations • Wellbeing Lessons • Celebrations • Playground spaces Orientation • Graduation • Subject Choices • Shabbatons • Commemorations Programs • Celebrations • Lunchtime Clubs • Incursions: • Festivals • JLife Programs: • Tzedek • Leadership • BarMe • Careers Events • Elephant Education • Zionist Camps • Beyond BatMe • Student led • Camps • Project Rockit • Community Events • Me Program initiatives • Leadership • Community Service • Brainstorm Productions • Validate Me • JLife • Relationships • You/Us Program Course

Wellbeing and Pastoral Care At Yavneh the six factors of wellbeing and our Jewish ethos inform our approach to each year level and how we respond to the particular needs of the cohort. In doing so we can consider which elements of wellbeing at each year level might need particular focus or emphasis. To what extent or to what level certain types of information, skills and understandings are shared according to the maturity and developmental needs of that year level also forms part of our planning. Our wellbeing focus is themed throughout the Secondary School. This enables us to offer an age appropriate developmental process that supports student needs and provides them with the skills they need to move towards flourishing. Student wellbeing is also supported by our pastoral care structure that ensures students are holistically tracked throughout their time at Yavneh.

Curriculum Guide Leibler Yavneh College 56 Students in Years 10 to 12 SENIOR YEARS 3 Co-heads of Senior Years Vertical pastoral groups

Students in Years 8 and 9 MIDDLE YEARS 2 Co-heads of Middle Years Vertical pastoral groups

Students in Year 7 YEAR 7 2 Co-heads of Year 7

Transition Middle Years The first year of secondary schooling will bring Students moving into the Middle Years are beginning a mixture of excitement and apprehension. At to know themselves more clearly and understand Yavneh, two Heads of Year work closely with the their strengths and their areas of challenge. It is an students as they navigate the many changes from important time to stay connected to community and moving classes, refining their subject knowledge develop empathy for others. As students grow in and learning with different people. Capturing and self-awareness, we encourage them to develop a channelling their enthusiasm is important and growth mindset to keep their focus on possibilities helps their confidence and willingness to develop and not get locked into fixed ideas about their independence and kindness. abilities and current likes and dislikes. Much of our structured program focuses on building self-respect Year 7 Friendship and Foundations and undertaking community service skills acquisition In Year 7 our students are transitioning from primary and activities. school and entering the very different world of Year 8 Choices and Curiosity the Secondary School. Developmentally they are also beginning to understand themselves and are Year 8 is a time when adolescence is really starting looking for ways to express their likes and emotions. to pull students towards their peer group. Engaging Through our transition and orientation programs with positive choices and encouraging the growing we help students find their place in their cohort and curiosity they have about the world is our focus in learn about their strengths and emotions. The BarMe this year level. As students grow in maturity, they and post BatMe JLife programs form an important want to make their own choices and gain autonomy. part of the wellbeing curriculum. We look to help them make good choices and take positive risks to support a growth mindset and increase their learning.

Curriculum Guide Leibler Yavneh College 57 • 

Year 9 Independence and Integrity Year 11 Motivation and Meaning Students are now entering the last year of the The first full year of the VCE encourages students to Middle School. They seek independence and look build more autonomy and take more responsibility for ways to explore their growing sense of personal for the learning than before. At this year we work identity. Our focus is to help them do so with with them to identify and establish their personal integrity in order to maintain healthy choices and WHY as they begin to move towards their post respectful interactions. school pathways. Continuing to support safe socialising and respectful relationships is also The Senior Years key to positive wellbeing skills. They also have In the Senior Years students are divided into the opportunity to prepare and apply for formal three vertical pastoral groups that see them leadership roles in the following year. build connections from year 10 through to 12. Year 12 Leading and Leaving This enables younger students to have a better understanding of what lies ahead and encourages The final year of schooling brings many joys and our older students to model the RIGHT way to be celebrations. It can also be highly emotional as at Yavneh with more impact. As students enter the students undertake their VCE assessments and Senior Years, the pastoral structure offers them the begin to make more definite choices about their opportunity to broaden their friendship circles and post school pathways. Through our wellbeing make connections with likeminded others. This programs, we help students manage their concerns flexibility is essential as the process of adolescence and build their positive coping and help seeking varies and engaging with others can help students behaviour. There is also an ongoing focus on learn more about themselves and their role in the navigating social scenarios and ensuring that Jewish Community. Students develop leadership respect and personal integrity, within the frame skills, are able to take on mentoring and modelling of our Jewish values, are at the forefront of their roles through leading Mincha and other activities engagement with others. Students finish their time with the younger year levels. at Yavneh with a series of joyous celebrations of their leaving school culminating in their Graduation Year 10 Decisions and Directions ceremony and dinner. At Year 10 student enter the Senior Years and the reality of VCE and life beyond school suddenly becomes possible. Students engage regularly with the careers department, undertaking testing and conversations about their likes and future directions. Y7 Their social life often expands at this time, so Y12 Leading Friendship and reinforcing positive decisions and supporting them and Leaving Foundations navigating new possibilities are important to their wellbeing.

Y11 Motivation Y8 Choices and Meaning and Curiosity

Y10 Y9 Decisions and Independence Directions and Integrity

Curriculum Guide Leibler Yavneh College 58 LEIBLER YAVNEH CURRICULUM COLLEGE GUIDE

Yavneh achieves a unique balance between a stimulating and challenging Jewish Studies curriculum, a comprehensive General Studies program and wide-ranging extra-curricular activities throughout the College. We endeavour to cultivate an informed love of Torah and reverence for G-d. The seamless integration of the dual curriculum encourages personal observance of mitzvot, a love for and identification with Medinat Yisrael, the Jewish people, and an on-going responsibility for humanity and the world in which we live. We also endeavour to develop a commitment to ideals of freedom, democracy, human dignity, justice and fairness, encouraging critical thinking, intellectual growth and a persistent striving for academic excellence and an understanding of what it means to be a “mensch”. We are more than happy to assist you with any enquiries you may have. For further information, please contact us below. yavneh.vic.edu.au/join-us/ Contact: 03 9982 5726

yavneh.vic.edu.au Curriculum Guide Leibler Yavneh College 60