At Padua College, our wish is to enable every student to:
• Recognise and utilise their God-given talents
• Be the best that they can be
• Make a positive impact on their world
Our syllabus works together with the House System to build positive relationships as a basis for each student’s six-year journey through the College.
To find out more, please see the relevant webpages in this section of the website, which outline the curriculum at each stage/year level and outlines the various courses that are available as students move up to the Senior Campus.
The Curriculum Handbooks on each webpage are available as downloads and comprehensively describe the subjects available to your student.
Please feel free to contact the college should you require any further information.
At Padua College, our curriculum reflects our core values. To welcome and affirm, the syllabus aligns with the House system to build positive relationships as a basis for the students’ six-year journey through the College. All Year 7 and 8 students undertake a common, integrated curriculum that provides a strong foundation, a love of learning and a sample of the array of subjects offered in the subsequent years of schooling. In addition, to scaffold the higher-order and critical thinking skills built through the primary school model, all students participate in the STEAM Cup (Science, Technology, Engineering, Arts and Maths). This encourages interdisciplinary connections while problem solving through group inquiry. Deep learning is fostered as students take their individual subject skills and apply these in unfamiliar contexts. A comprehensive list of the units offered in Year 7 and 8, in each of the nine Key Learning Areas, is available here in the Year 7 and 8 Curriculum Overview.
2021 marks the fourth year of the Aspire9 Program at Padua College. A dedicated Year 9 Centre on each campus provides a learning environment that is supportive and tailored to the needs of adolescents.
The aims of the Padua College Aspire9 program are to:
The Year 9 Curriculum consists of core subjects including: myLife, Literacy, Numeracy, Science, Health & PE, Geography and History, plus 4 semester based electives (two in semester one, and two in semester two).
Key components of our Aspire9 Program are the dedicated learning blocks or Focus Weeks. Students rotate through two week-long units, specifically aimed at developing a range of skills and providing relevant learning experiences. These city and camp experiences are spread all across the state and students may be involved in anything from canoeing down the Murray River to hiking in the Alps, or exploring the City Melbourne and participating in “tertiary taster” days. You may access more information in the Camp Selection Booklet PDF below.
In addition to this, students spend one day a fortnight participating in Aspire9 experiential learning days. New in 2020, our Aspire9 Days provide opportunities for students to explore areas that they are passionate about through intensive elective units.
Mark De Fazio
Director of Aspire9
For comprehensive information on subjects and electives available, please download the Year 9 Curriculum Guide here.
Students come together at the beginning of Year 10 from the Padua College Tyabb, Rosebud and Mornington Campuses to start their first year at the Year 10-12 Senior Campus.
Located on the Mornington site, the Year 10-12 Senior Campus allows our Year 10 students the flexibility to undertake a wide variety of elective subjects, or to begin their VCE pathway through undertaking a Unit 1/2 Accelerated Subject. The Year 10 course consists of a number of Core and Elective subjects, as outlined below.
Mathematics (three levels available)
Science (General Science or a Year 10 Specialist Science)
Humanities (at least one History or Geography subject)
A wide variety of electives is available from the faculties of English, Mathematics, Science, Technology, Performing Arts, Visual Arts, Health and PE.
In addition to the subjects listed above, students also have the ability to undertake the following:
Applied Learning Program
This is a specialised program designed to allow students to investigate and experience a variety of work industries and to determine whether VCE or VCAL is the right senior pathway option for their interests.
Vocation Education and Training (VET) courses are nationally accredited courses in a variety of industries that are hands on and practical in nature. VET courses can contribute towards a student’s future VCE or VCAL certificate.
Unit 1/2 VCE Accelerated Subject
Subject to meeting eligibility requirements, Year 10 students may undertake one Unit 1/2 (Year 11) subject as part of their course, which will contribute to their VCE ATAR score.
For comprehensive information on subjects, electives and courses available, please download the Year 10 Curriculum Guide here.
Padua College is proud of its facilities, excellent teachers and support staff members who are committed to helping the students reach their goals. The College offers wonderful opportunities, and our VCE students have a wealth of subjects from which to select. Year 12 VCE students usually undertake five Year 12 subjects plus one unit of Religious Education (RE) while our Year 11 VCE students usually undertake six Year 11 subjects and one unit of RE.
The Year 11 and 12 VCE and VCAL Curriculum Guides (see link below) provides you with general VCE information; plus a full description of each subject offered at Padua College at this level and our subject selection processes.
For comprehensive information on subjects, electives and courses available, please download the Year 11-12 Curriculum Guide here.
Please see the latest information, which outlines exam dates for 2020:
For useful information regarding length of exams, materials permitted, content covered and past exams please visit:
The Victorian Certificate of Applied Learning (VCAL) is a Senior Secondary Qualification which provides Year 11 and 12 students with an alternative to VCE.
VCAL prepares students for further studies in vocational education and training and for employment. It provides teachers with the opportunity to individualise learning programs based on each student’s interests and strengths, focusing on the practical application of work skills. VCAL students do not sit exams and usually do not receive graded assessments. Instead, they experience competency-based assessments.
Unlike VCE, VCAL is a one-year certificate, which can be achieved at three different levels (Foundation, Intermediate and Senior levels). Most Year 11 VCAL students achieve their VCAL certificate at Intermediate Level, and most Year 12 VCAL students achieve their VCAL certificate at Senior Level.
There are three compulsory components of every VCAL program:
VCAL Students do not choose their own school subjects. During three days of the week, students attend school to study Literacy, Numeracy, Personal Development Skills, and Work Related Skills. One day a week VCAL students undertake their chosen VET course and on another day they go to work to attend a Work Placement.
VCAL gives students a practical application of the skills necessary to extend pathways from school to training and employment. Students can attain a VCAL certificate or statement of attainment at the conclusion of both years of study, and it recognises the attainment of these skills and competencies.
NOTE: No ATAR (Australian Tertiary Admissions Rank) is generated from a VCAL course, so students will not be able to apply for entry to most University courses.
For comprehensive information on VCAL subjects and requirements, please download the Year 11-12 Curriculum Guide here and go to SECTION 3 – VCAL on page 58.
VCAL is a select entry course, and students are accepted only if they meet the specific criteria established by the College. Applicants are interviewed to assess their suitability for the program. Each applicant’s readiness for work and vocational training is assessed, as well as their classroom behaviour, effort and attendance.
The College expects all VCAL students to participate in a VET course 1 day per week each year – students who complete a VET study in year 11 will need to begin a new VET course if they are returning in year 12.
The VET programs are nationally recognised vocational certificate programs that allow students to include vocational studies within their Year 10, VCE or VCAL Certificate.
VET programs may be undertaken in a variety of settings and offer our students the opportunity to:
The College will endeavor to organise student access to a VET course, subject to student interest and availabilities at the specific institutions.
Please note that there are additional costs involved for all VET courses.
For more information, please see the following documents:
For comprehensive information on VET Programs subjects and requirements, please download the Year 11-12 Curriculum Guide here and go to SECTION 4 – VET from pages 59-60.
Hands on Learning (HoL) is an innovative education program that caters to the different ways young people learn.
Two artisan-teachers work collaboratively with small groups of students on authentic building projects that provide a platform for students to engage, grow in confidence and achieve success at school. Students can see the tangible fruits of their engagement and hard work.
In 2020, the HoL program runs two days a week at our Tyabb Campus and one day a week at our Rosebud Campus, and we hope to see it run at Mornington in 2021. We believe that this program complements the wonderful programs Padua College currently offers, and is especially appropriate for a specific cohort of students.
HoL fosters strong, long term relationships that help young people develop the skills and abilities they need to succeed in work and life, such as collaboration, problem solving, communication, resilience and empathy.
Padua College supports the great work our HoL students are doing under the guidance of their artisan-teachers and we look forward to seeing it continue to grow and provide opportunities for our students to flourish.
In Term 3 2020 during Remote Learning, our HoL students saw first-hand the difficulties some families faced in isolation, and wanted to do something that might help others in some way.
The students were challenged to create a series of short videos designed to be viewed by pre-schoolers who are isolating at home.
The focus of this task was primarily to make links to the community but it also gave purpose to their tasks and an audience to whom the students could direct their efforts.
Explore this and more about the exciting things that are happening in HoL by checking out their website:
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