Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE

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Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
     COLLEGE                   GUIDE

Welcome to
Leibler Yavneh College

Years 7-12

Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
                                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
school and its caring           33   Mathematics Overview

and warm, students, staff
                                33   Maths Methods
                                33   Further Maths
and community. We look          33   Specialist Maths

forward to welcoming you        34	Science and Technology

to our Yavneh family.
                                35   Year 8 Engineering for Earth
                                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
  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

   CURRICULUM OVERVIEW -        54   Physical Education
   GENERAL STUDIES              55   VCE Health & Human Development

17   English                    56   WELLBEING
18   English Literature         56   Pastoral Care

                                         Curriculum Guide   Leibler Yavneh College 2
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE

Vision Statement
To be Melbourne’s pre-eminent Jewish Day School:
developing the characters, enriching the intellects, and engaging
the souls of outstanding, Torah and Israel-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;
•L  ife-long, independent learners who pursue excellence and strive to achieve their potential;
•K  nowledgeable of and passionate about Yahadut (Judaism) and Tziyonut (Zionism); and
•C  ommitted 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.
  e 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.
  e 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.
  e strive to develop resilient, independent learners, equipped with the appropriate knowledge
 and skills to participate effectively as Jews in the outside world.
  e 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
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
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
                                                       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
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE

Curriculum Overview

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

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

                        Year 11                                     Year 12
Major Electives*                                 ‫מסכת בבא קמא‬                                           ‫מסכת בבא בתרא‬
Students choose one                                  ‫גמרא אגדתא‬                                             ‫גמרא אגדתא‬
each year                                          ‫מסכת קידושין‬                                           ‫מסכת סנהדרין‬
                                                      ‫ספר ויקרא‬                                             ‫ספר בראשית‬
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
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
Curriculum Guide   Leibler Yavneh College 6
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
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
•T  ranslate 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
•G  raphically 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
•R  ead, translate and explain the sections             duties towards both G-d and mankind through the
  of Gemara studied                                      prism of classic Jewish texts.
•N  avigate 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
                                                         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
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
These units focus on practical aspects of Shabbat
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       •K now 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
                                                          •N avigate 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       •R ead Pessukim and Mefarshim with accuracy
of Bava Metzi’a which discusses the principles            •A pply 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
                                                          •C omprehend 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
the ethical dilemma of the status of a virtuous deed
that is performed using improper means. In the final      •C ompare 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        •U nderstand the values and themes conveyed
chapter of ‫תבש‬.                                             by the Tanach and its Mefarshim
                                                          •A pply 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

                                                                        Curriculum Guide    Leibler Yavneh College 8
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
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
Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
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
• U
    nderstand 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,
• A ppreciate 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
                                                      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
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
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
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
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

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

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


                                                                             Curriculum Guide       Leibler Yavneh College 14

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

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

Business                                                           Accounting           VCE                VCE
Studies                                                            Legal Studies        Accounting         Accounting
(Elective)                                                                              Units 1&2          Units 3&4
                                                                                                           Legal Studies
                                                                                                           Units 3&4
                                                                                                           Studies Units
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
              Number                           simultaneous                             Maths Methods      Maths Methods
                              Decimals                             Trigonometry
              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
              Algebra &                        Probability
              equations       Probability
              Geometry                         Algebraic
                              Linear graphs
              Measurement                      Fractions

                                                                                Curriculum Guide     Leibler Yavneh College 15
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
                                                                   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.                     •E
                                                                 ngage 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
                                                                 xplore 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            •G
                                                                 ain 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            •D
                                                                 evelop 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
  omprehend 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      •U
                                                          nderstand 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     •E
                                                          xplain 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
                                                          orm 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             •P
                                                          resent 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
                                                          ropose 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
As Jews, we are commanded                               natural resources and its world class innovations
                                                        in water purification, sustainability and agriculture.
to remember our past.                                   Israel is a good example for environmental issues
                                                        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

                                                                               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
                                                            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
                                                            The Year 8 curriculum gives students the
  escribe the interdependence of consumers and             opportunity to further develop their understanding
 producers in the market.                                   of economics and business concepts by exploring
  escribe 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.
  evelop 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
  pply 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
  xplain how markets operate and recognise                 be considered in relation to local community or
 why governments may influence the market’s                 global issues where appropriate.
                                                            Year 9: Financial Risks & the Work Environment
  xplain 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
  xplain 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
  nalyse 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
                                                          The Year 9 curriculum builds students’
  xplain the Australian Constitution and Democracy       understanding of Australia’s political system and
  xplain 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.
  nderstand Australia’s political and legal systems.     Students also examine global connectedness and
                                                          how this is shaping contemporary Australian society.
  ecognise 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               •T
                                                            o 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
                                                          workers to those of workers
Justice and the Law.
The Year 8 curriculum provides a study of the
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
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