Years 7-12 Welcome to Leibler Yavneh College - CURRICULUM GUIDE
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LEIBLER
YAVNEH
CURRICULUM
COLLEGE GUIDE
Welcome to
Leibler Yavneh College
Years 7-12
yavneh.vic.edu.au
TABLE OF
CONTENTS
18 HASS – Humanities
and Social Sciences
18 History
20 Geography
22 Economics
23 Civics and Citizenship
23 ESSI Money
24 Business Studies
24 Year 11 & 12 VCE Humanities Subjects
24 History
25 Accounting
26 Legal Studies
26 Religion and Society
27 Hebrew
29 Years 10-12 VET Applied Languages
30 VCE Hebrew Units 3&4
We are so proud of our 31 Mathematics
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
5
CURRICULUM OVERVIEW - 42 Arts
JEWISH STUDIES 44 Vis Art/Studio Art
7 Gemara 45 Vis Com Design
8 Tanach 48 Creative Textiles
10 Halacha 48 Media
11 Major Electives 2020 51 Drama
12 Minor Electives 2020 53 Music
14
CURRICULUM OVERVIEW - 54 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
OUR VISION
AND VALUES
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.
•W
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.
•W
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.
•W
e strive to develop resilient, independent learners, equipped with the appropriate knowledge
and skills to participate effectively as Jews in the outside world.
•W
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
SUBJECT SELECTION VIDEOS
Click on the below subjects to view a video which will help you with the subject selection process
YEAR 9 ELECTIVES YEAR 10 ELECTIVES
Creative Textiles Business Studies
Drama Computer Science
English Literature Drama
ESSI Money English Literature
Forensic Science Hebrew Literature and Cinema
Media Studies Media Studies
Music Music
People and Places Sticky Situations: Ethical Dilemmas from the Gemara
Practical Halacha (Semester 1 only) Visual Arts
STEAM Design Visual Communication and Design
Visual Arts Youth Health Matters
Visual Communication and Design
VCE HUMANITIES SUBJECTS (general) VCE ARTS SUBJECTS
General Introduction - Why Humanities Drama
Accounting Media
Business Management Music
History Revolutions Studio Art
Legal Studies Visual Communication and Design
Religion and Society
JEWISH STUDIES
VCE ENGLISH Major and Minor Electives
English and English Literature
VCE MATHEMATICS
VCE SCIENCE Mathematics Overview for Year 10 Students
Biology General Maths
Chemistry Further Mathematics
Physics Mathematical Methods
Product Design and Technology Specialist Mathematics
Psychology
VCE PHYSICAL EDUCATION
VCE HEBREW VCE Health and Human Development
Years 10-12 VET
Applied Languages
VCE Hebrew Units 3&4
Curriculum Guide Leibler Yavneh College 4
LEIBLER
YAVNEH
COLLEGE
JEWISH STUDIES
Curriculum Overview
Year 7 Year 8 Year 9 Year 10
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
Curriculum Guide Leibler Yavneh College 6
JEWISH STUDIES
Curriculum Overview
Gemara Year 7
Students begin with an introduction to Torah
GOALS: She’baal Peh following which they commence the
Students will develop the ability to: fourth chapter of Berachot. This chapter addresses
•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
classroom
Pesach, students shift their attention to the third
SCOPE & SEQUENCE: chapter of Bava Kama which explores liability for
damage caused by obstacles in the public domain.
Our Gemara curriculum delivers the key texts of the
In the second semester, we transition to the third
Torah She’baal Peh (Oral Tradition) to a range of
chapter of Bava Metzi’a which explores the differing
students, catering to both the novice as well as the
responsibilities of the four bailees – the borrower,
advanced learner. Employing a deliberate scaffolded
renter and the paid and unpaid guardian. These
process, students are provided with guidance
studies introduce classic areas of Jewish civil law
that enables them to approach the text with their
relating to the standard of care we owe to our fellow.
chavruta (study partner) and enjoy the satisfaction
of discovering its meaning. The curriculum is Year 9
cumulative and is designed so that students Students commence their studies with the first
experience a range of units focussing on a variety of chapter of Makkot which explores the process for
different topics whilst consolidating and expanding dealing with forms of false testimony in a Jewish
the skill set garnered in their previous learning. court of law, familiarising themselves with aspects of
courtroom procedure. This area of study provides
a neat and accessible model of the way in which
Gemara deconstructs a Mishna. In the second
semester, students explore the sixteenth and twenty-
first chapter of Shabbat.
Curriculum Guide Leibler Yavneh College 7
These units focus on practical aspects of Shabbat
observance, including whether one may ask a
Tanach
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
Mefarshim
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
learning.
Curriculum Guide Leibler Yavneh College 8
Year 7 Year 9
Our Chumash studies consolidate the students’ In Chumash we focus on selections of Sefer
knowledge of the origins of the Jewish people. Bamidbar. Parshiyot studied include Shlach, Korach,
Students focus on the exodus from Egypt and the Chukat and Balak. In the course of their learning,
preparations for nationhood as they are recounted students will explore the opinions presented by
in the first 11 chapters of Sefer Shmot. A specific a range of Mefarshim and compare, contrast and
focus is placed on the themes of slavery, Moshe’s critically evaluate the various viewpoints they
childhood, the qualities of a leader and the Ten encounter on a given topic.
Makkot. Our studies of Nach include Megilat Rut and Sefer
In Nach our students explore Sefer Shmuel Aleph, Yona which are studies in preparation for Shavuot
with a focus on the evolution of the Jewish people and Yom Kippur respectively. Themes relevant to
from a tribal structure under the reign of the the Chagim are explored through the prism of these
Shoftim to a nation led by a monarchical dynasty. texts.
An underlying theme of this text is leadership.
Year 10
Students are encouraged to draw conclusions
about the qualities which make for good leadership Our Chumash curriculum incorporates both Sefer
and understand the relevance of these concepts to Bereishit and Sefer Devarim, each focussed upon
political realities today. for a semester. In their studies of Sefer Bereishit,
students are afforded a mature approach to the
Year 8 opening book of the Chumash which they had
Our Chumash studies center around the narratives previously studied when in Primary school. Students
of the Sefer Shemot, starting with the exodus from examine the tensions and conflicts between Sarah
Egypt through to the building of the Mishkan in the and Hagar as well as between Yaakov and Eisav
desert in chapters 12-40. Student analyse the text in addition to the trial of Akeydat Yitzchak. In
closely, delving into its nuances and themes with Sefer Devarim, students analyse the final speech
the aid of the classic Mefarshim. Topics include the of Moshe and the themes of tzedakah, political
Mann, Yitro, Maamad Har Sinai, the Aseret Hadibrot, leadership, slavery and the ethics of war.
Amalek, Chet HaEgel and the Mishkan.
In Nach students explore Sefer Shmuel Bet paying
close attention to the storyline, personalities and
themes which feature in the text. Students are
expected to critically examine the text and use the
Mefarshim to aid them in resolving difficulties found
therein. In addition, a focus of the course is on
mapwork, whereby students are taught to relate the
text to a map of Eretz Yisrael and its cities in the time
of David HaMelech.
Students are encouraged to draw conclusions about the
qualities which make for good leadership and understand
the relevance of these concepts to political realities today.
Curriculum Guide Leibler Yavneh College 9
Halacha is designed
to further the students’
understanding and appreciation
of Jewish laws, values and ideas...
Halacha Year 8
Students explore the
GOALS: Halachic components
Students will develop the ability to: of Kashrut observance.
• Know and use appropriate halachic terminology Students learn the various
• Understand the development of Halacha sources to appreciate the
context and laws of Kashrut as
• 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
SCOPE & SEQUENCE:
and milk and its practical applications.
Halacha is designed to further the students’
understanding and appreciation of Jewish laws,
values and ideas, enabling them to practice Judaism Year 9
in a more meaningful way. The course is based on Practical Halacha
a curriculum developed by the Merkaz Halacha In the Practical Halacha elective, students will
Ve’Hora’a in consultation with world renowned be exploring areas of Halacha in engaging and
halachist, Rav Yosef Zvi Rimon. Over the course interactive ways. The topics covered include the laws
of early Secondary, students focus on the halachot of brachot before and after food, laws of tzedaka,
of Shabbat and Kashrut, two foundational areas lashon hara, mezuzah as well as other practical
of Jewish law. topics. Students will gain a depth of understanding
in these important areas of Jewish observance,
lending them a newfound vitality and joy.
Year 7
Students explore the Halachic components of Sticky Situations:
Shabbat observance. Students learn the various Ethical Dilemmas from the Gemara
sources to appreciate the context and laws of
In this subject, students will learn to navigate moral
Shabbat as well as the reasons for observances.
dilemmas through the lens of the Gemara. Students
Such areas include Shamor, Zachor, Kavod and
will explore texts that tackle challenging questions
Oneg, Hadlakat Neirot, Kiddush, Havdala as well as
such as ‘why do bad things happen to good
the meaning and practical significance of the
people?’, ‘what is truth?’ and ‘are we more exacting
39 Melachot.
than G-d?’ Extracting life lessons from stories in
the Gemara, student will be guided to apply these
messages in their daily lives.
Curriculum Guide Leibler Yavneh College 10MAJOR ELECTIVES 2020
Year 11 & 12
Choose One
Motivated Gemara Mainstream Gemara
In the motivated Gemara track, students will In mainstream Gemara, students will develop their
take their learning of Gemara to a new level, understanding of a variety of sugyot in the Gemara
consolidating the skills they have gathered in their both Aggadic and Halachic. The course will provide
previous years of learning and taking concrete steps inspiration and insight into Jewish values and
towards independent Gemara study. The learning practice as well as the rich historical backdrop of our
will include significant time allotted to Chavruta people as it is recorded in the Gemara. Mainstream
study as well as a depth of mefarshim and practical Gemara may be offered as a separate girls and
halacha according to the nature of the sugya boys track.
studied. The motivated track is ideal for students
intending on studying Gemara at tertiary seminaries Tanach
and yeshivot after they graduate and requires In Tanach students will continue their journey
students to commit to extra periods of learning through key texts in both Chumash and Navi.
each week. Students will be provided an opportunity to further
refine their textual skills and explore major themes
through a mature lens, further developing their skills
in navigating the primary texts of Torah Shebichtav
(the Written Torah) and its commentaries, both
classic and contemporary.
Beyond the classroom our students are immersed in
Jewish communal life. The School is closely affiliated
with the various synagogues, Aged Care centres, and
other Jewish community organisations.
Our staff and students work closely with youth
movements, support Tzedakah and various charity
programs and nurture a strong sense of community
through representation and participation in communal
functions and celebrations.
Curriculum Guide Leibler Yavneh College 11MINOR ELECTIVES 2020
YEAR 11 & 12
Year 11 – Choose four / Year 12 – Choose three G-D, Women and History
Advanced Liturgy In G-d, Women and History, our female students
are invited to explore the unique role of women
In our Advanced Liturgy course, our male students
in Jewish life. The course will explore some of the
will learn the practical aspects of how to lein the
inspirational and influential women of Jewish history,
Haftorah as well as the regular Torah reading. In
the relationship of women with halacha and matters
addition, the course will teach students the basics
which pertain to women in contemporary Jewish
of how to lead the Tzibbur in Tefillah, including how
society.
to navigate the differing nusach and melodies of
Shabbat, Chagim and the Yamim Nora’im. How Happiness Thinks
Contemporary Jewish Issues How Happiness Thinks is a course that brings
emerging studies in Positive Psychology and
In Contemporary Jewish Issues students will learn
marries it with age-old Jewish wisdom. This course
to navigate cutting edge medical dilemmas from
will give students the tools to deal with some of the
the vantage point of our rich tradition. Students will
challenges in finding and maintaining happiness
be introduced to the premier halachic authorities
and demonstrate how Judaism provides the keys to
of the ages, and gain insight into the process and
unlocking the highest levels of inner joy.
rationale behind their decision making. In addition,
students will discuss the apparent conflicts between Israel: A Vibrant Demaocracy
Torah and Science and gain insight into the way in Israel: a vibrant democracy explores the internal
which the great thinkers of Orthodox Judaism have tensions that make Israel unique. Since the state of
resolved perceived challenges. Israel was just an idea, there has been disagreement
Early Zionism about what the country should stand for and who
should represent it. In this course students will
In Early Zionism students will explore the makings
explore some of the great disagreements that shape
of the State of Israel. In this course students will
the State of Israel we know and love.
gain an insight into the unlikely series of events that
led to the declaration of independence in 1948. Israeli-Palestinian Conflict
Students will recognise that a deep understanding In Israeli-Palestinian conflict students will gain
of this period is essential to understanding the insight into the conflict that has captured the
character of modern-day Israel. attention of the world. Students will explore different
Famous Jewish Personalities narratives to understand the nature of the conflict.
The course will consider the history of the conflict as
In Famous Jewish Personalities, our students will be
well as some of the attempts to resolve it.
exposed to the many Jewish people, both religious
and secular, who have brought depth, beauty and It’s All About Love
genius to our own tradition as well as to the world at We are bombarded by the word ‘love’ - from the
large. Students will learn the historical context within movies we watch to the music we listen to, and it
which they lived and explore some of the key writing is something we grapple with and desire. Society
and insights of these larger than life characters. presents us with many mixed messages as to what
love is and what it isn’t. Relationships are core to
Judaism. This course unapologetically explores the
concept of love and relationships from a variety of
Torah perspectives and how these big ideas filter
through to the core relationships in our lives.
Curriculum Guide Leibler Yavneh College 12MINOR ELECTIVES 2020
Year 11 & 12
Kabala 101 course will focus on the Trei Asar (the twelve minor
In this introductory course to Jewish mysticism prophets), shedding light on who these prophets
students will explore a range of topics and themes were, their historical context, and why specifically
which feature in the book of Zohar and are their prophecies were preserved for posterity.
elaborated upon in Chassidic literature. Concepts Practical Halacha
explored in this course include the evolution of
Practical Halacha will provide students with a deep
worlds, the nature of G-d’s involvement in creation,
understanding of the inner working of the Halachic
the Sefirot, angels, the journey of the soul as well as
system. Topical items will be selected, and a
uncovering the inner spiritual dimension of Torah
thorough analysis of the sources will shed light on
and Mitzvot.
the nature of Halachic decision making as well as the
Ketuvim reasons for many of our practices.
The study of Ketuvim will involve an exploration Religious Zionism in Context
of some of the fascinating works of Tanach which
In Religious Zionism in Context students will learn
are connected to significant Chagim. The course
about the people and ideas that shape our ideology.
will explore the Megillot of Eicha, Kohelet and Shir
In this course students will explore the development
HaShirim with a focus on their historical context,
of Religious Zionism in the context of events in
themes and authorship and understanding their
Israel as well as other Zionist ideologies. This is
contemporary application.
an essential course for students wanting to better
Living Meaningfully understand the values of our College.
This course is designed for students to gain an The Jewish Course of Why
authentic Jewish perspective on how to lead, enjoy
The Rohr Jewish Learning Institute surveyed 30,000
and find meaning in their lives. Students will be
Jewish people, asking them to submit the questions
encouraged to develop a positive attitude and to
they are most curious about and went about
find a purpose in all their pursuits. The topics to be
exploring these enigmas with insights from some of
covered include being appreciative and positive,
the greatest minds in Jewish history. The result of
developing a pride in being born Jewish and the
this project is The Jewish Course of Why. Judaism
value of social action. Other questions that will be
is known for its rational basis, and promoting that
addressed include ‘where is G-d in my life?’, ‘can I
questions be freely asked and ideas be freely
be good without being religious?’ as well as how to
debated. It is this spirit of questioning and discovery
view challenges and how to approach the dating and
that you will encounter in this course, with new
marriage period.
questions being raised in every lesson.
Machshevet Yisrael
Judaism Decoded
In Machshevet Yisrael (Jewish Philosophy), students
Judaism Decoded is a course developed by the Rohr
will explore many of the ideas upon which Jewish
Jewish Learning Institute which traces the origins
practice, and specifically Modern Orthodox practice,
and evolution of Jewish tradition. Based on the
are based. Topics will include the knowledge
Rambam’s introduction to Mishnayot, this course will
and belief in G-d, the philosophical framework of
address questions such as; how do we know that the
Religious Zionism and the idea of the chosenness of
Oral and Written Torah are true? What power do the
the Jewish people.
Rabbis have to change Torah law? How can there be
Nev’im arguments regarding G-d’s word? And many more. It
The study of Nevi’im will involve an exploration is a critical course which will equip its students with a
of some of the fascinating works of Tanach. The profound understanding of our tradition.
Curriculum Guide Leibler Yavneh College 13LEIBLER
YAVNEH
COLLEGE
GENERAL STUDIES
Curriculum Overview
Year 7 Year 8 Year 9 Year 10 Year 11 Year 12
English English English English English English/EAL English/EAL
Units 1 & 2 Units 3 & 4
Literature Literature
(Semester 1 Literature Literature
or 2) Units 1 & 2 Units 3 & 4
Hebrew Mechina / Bishvil Haivrit Bishvil Haivrit Bishvil VCE Units 3&4/
Bishvil Ha-ivrit 1-2 (beginner- 2-3 (intermedi- Haivrit 3-4 VET Cert 3
1 (novice- intermediate) ate) (intermediate) /
beginner) VET Cert 2 /
Language and
Culture
History General: General: General: Consequence VCE VCE
Ancient Egypt Medieval Industrial of World War I Units 1 & 2 History
Europe Revolution Global Empires Revolutions
Ancient China Interwar Years
Shogunate Australian
Jewish History Japan History from the Causes of
Judea under Landing of the World War II
Greek and Spanish First Fleet until
Roman rule Exploration of Federation Germany under
from the arrival the Americas Nazism
of Alexander World War I
the Great to Jewish History Holocaust
Jerusalem until Jewish Jewish History
the fall of the communities of Jews in Europe Cold War
Roman Empire Babylon in 17th - 19th
centuries. Division of
The Age of the Berlin
Geonim and Birth of Zionism
the rise of Islam Cuban Missile
Return to Israel Crisis
Golden Age of in early 20th
Spain. century Vietnam War
Jews in the End of Cold
Ottoman War
Empire
Anti-Apartheid
Movement
Arab-Israeli
Conflict
Curriculum Guide Leibler Yavneh College 14LEIBLER
YAVNEH
COLLEGE
GENERAL STUDIES
Curriculum Overview
Year 7 Year 8 Year 9 Year 10 Year 11 Year 12
Geography Water as a Landforms Food Security People and
Resource Urbanisation Interconnecting Places elective
Place and World
Liveability
Economics Economic Business World Financial Risks
Choices
Civics and Identity of a Australian Democracy
Citizenship Nation Constitution Australia’s Legal
Justice and System
Law
Business Accounting VCE VCE
Studies Legal Studies Accounting Accounting
(Elective) Units 1&2 Units 3&4
Legal Studies
Units 3&4
Business
Studies Units
3&4
Mathematics Whole numbers Integers Number & Surds & indices VCE VCE
Fractions & Geometry financial maths Geometry General Maths Further Maths
percentages Fractions Linear & Linear relations 1&2 3&4
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
inequations
Algebra & Probability
equations Probability
Statistics
Statistics
Geometry Algebraic
Linear graphs
Measurement Fractions
Congruence
Quadratic
equations
Curriculum Guide Leibler Yavneh College 15GENERAL STUDIES
General Studies Curriculum Overview
Year 7 Year 8 Year 9 Year 10 Year 11 Year 12
Science General Science General Science General Science Biology Biology Biology
Tinker and Design Engineering Forensics Chemistry Chemistry Chemistry
for Earth
Science elective Physics Physics Physics
STEAM Design Psychology Psychology Psychology
elective
Computer Product Design Product Design
Science elective and Technology and Technology
Arts Media Studies Multimedia Arts Media Studies Media Studies Media Studies Media Studies
Art Drama Visual Art Visual Art Studio Art Studio Art
Theatre Studies Music Visual Visual Visual Visual
Communication Communication Communication Communication
Music Music Drama Drama
Drama Drama Music Music
Wellbeing Friendships and Challenges and Independence Decisions and Motivation and Leading and
Foundations Choices and Integrity Directions Meaning Leaving
Physical Aquatics – Water Aquatics – Water Aquatics – Active Living VCE Health
Education polo and Bronze polo and Bronze Water polo Program and Human
Medallion Medallion and Bronze Development
Medallion Net/Wall Sports
Net/Wall Sports Net/Wall Sports – Badminton
– Volleyball, – Volleyball, Net/Wall Sports and Table
Badminton and Badminton and – Volleyball, Tennis
Table Tennis Table Tennis Badminton and
Table Tennis Invasion Sports
Athletics Athletics – Soccer and
Athletics Futsal
Invasion Sports Invasion Sports
– Football, – Football, Invasion Sports Athletics
Soccer, Futsal, Soccer, Futsal, – Football,
Touch Rugby Touch Rugby Soccer, Futsal, Coaching
Touch Rugby Program
Lawn Bowls Lawn Bowls
Lawn Bowls
Curriculum Guide Leibler Yavneh College 16English 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 17VCE 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
•E
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
•C
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 19Year 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
•F
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
•P
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 20SCOPE & SEQUENCE Year 9: ‘Biomes and food security’ &
‘Geographies of interconnections’.
Year 7: ‘Water in the world’ & ‘Place and liveability’
The unit on ‘Biomes and food security’ examines the
‘Water in the world’ focuses on water as an example of a
biomes of the world, their alteration and significance
renewable environmental resource. This unit examines
as a source of food and fibre, and the environmental
the many uses of water, the ways it is perceived and
challenges of and constraints on expanding food
valued, its different forms as a resource, the ways it
production in the future. These distinctive aspects
connects places as it moves through the environment,
of biomes, food production and food security are
its varying availability in time and across space, and
investigated using studies drawn from Australia
its scarcity. ‘Water in the world’ develops students’
and Israel.
understanding of the concept of environment, including
the ideas that the environment is the product of a variety The unit on ‘Geographies of interconnections’ focuses
of processes, that it supports and enriches human and on investigating how people, through their choices
other life, that people value the environment in different and actions, are connected to places throughout
ways and that the environment has its specific hazards. the world in a wide variety of ways, and how these
Water is investigated using studies drawn from Australia connections help to make and change places and their
and Israel. environments. Students examine the ways that transport
and information and communication technologies have
‘Place and liveability’ focuses on the concept of place
made it possible for an increasing range of services to
through an investigation of liveability. This unit examines
be provided internationally, and for people in isolated
factors that influence liveability and how it is perceived,
rural areas to connect to information, services and
the idea that places provide us with the services and
people in other places. These distinctive aspects of
facilities needed to support and enhance our lives,
interconnection are investigated using studies drawn
and that spaces are planned and managed by people.
from Australia and across the world.
It develops students’ ability to evaluate the liveability of
their own place and to investigate whether it can Year 9: People and Places
be improved through planning. The liveability of places
This semester elective covers two units of study.
is investigated using studies drawn from Australia
and Israel. In the first unit students will examine factors that
influence the decisions people make about where to live
Year 8: ‘Landforms and landscapes’ &
and their perceptions of the liveability of places. They
‘Changing Nations’.
will look at the fluence of accessibility to services and
The unit on ‘Landforms and landscapes’ examines the facilities; and environmental quality, on the liveability of
processes that shape individual landforms, the values places as well as the , economic and social measures
and meanings placed on landforms and landscapes by used to evaluate places for their liveability, comparing
diverse cultures, hazards associated with landscapes, two different places. Students will look at strategies
and management of landscapes. ‘Landforms and used to enhance the liveability of places, especially for
landscapes’ develops students’ understanding of the young people, including examples from Australia and
concept of environment and enables them to explore Europe impacts on places and human responses to it
the significance of landscapes to people. Distinctive to minimise harmful effects on places in the future. They
aspects of landforms and landscapes are investigated will examine the development of mega cities around
using studies drawn from Australia and Israel. the world. Students will conduct surveys and analyse
data relating to urbanization and liveability. The highlight
‘Changing nations’ investigates the changing human
of this unit is designing a city using Minecraft and
geography of countries, as revealed by shifts in
implementing all that was learnt into the planning of
population distribution. The unit explores the process
this city.
of urbanisation and draws on a study of a country of the
Asia region (Israel) to show how urbanisation changes (continues over page)
the economies and societies of low- and middle-income
countries.
Curriculum Guide Leibler Yavneh College 21The second unit examine the causes of spatial SCOPE & SEQUENCE:
variations between countries in selected indicators of
Year 7: Economic Choices & Consumerism
human wellbeing . Students will learn about the different
ways of measuring and mapping human wellbeing The Year 7 curriculum gives students the opportunity
and development, and how these can be applied to to further develop their understanding of economics
measure differences between places Issues affecting and business concepts by exploring what it means
the development of places and their impact on human to be a consumer, a worker and a producer in the
wellbeing, drawing on a study from a developing market, and the relationships between these groups.
country or region in Africa, South America or the Pacific Students explore the characteristics of successful
Islands. In this unit students will also learn about the businesses and consider how entrepreneurial
history of pandemics and how governments dealt with behaviour contributes to business success. Setting
them. goals and planning to achieve these goals are vital
for individual and business success, and students
KEY SKILLS
consider approaches to planning in different
Critical thinking, research, evaluation and analysis.
contexts, while also considering different ways to
ASSESSMENT derive an income.
Document and data analysis, Minecraft city, exam
The emphasis in Year 7 is on personal, community,
RESOURCES national or regional issues or events, with
Teacher generated resources and online resources opportunities for concepts to also be considered in
the global context where appropriate.
Economics Year 8: Business World & the World of Work
GOALS:
The Year 8 curriculum gives students the
•D
escribe the interdependence of consumers and opportunity to further develop their understanding
producers in the market. of economics and business concepts by exploring
•D
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.
•D
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
•A
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
•E
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.
operation.
Year 9: Financial Risks & the Work Environment
•E
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
•E
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
•A
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 22Civics and Citizenship Year 9: Government, Democracy and the Citizen
and Australia’s Legal System
GOALS:
The Year 9 curriculum builds students’
•E
xplain the Australian Constitution and Democracy understanding of Australia’s political system and
•E
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.
•U
nderstand Australia’s political and legal systems. Students also examine global connectedness and
how this is shaping contemporary Australian society.
•R
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 23You can also read
