At Mazenod College, our faculties are committed to offering varied programs designed to serve the mixed abilities and interests of our students.
We endeavour to equip our young men with the skills to navigate rapidly changing environments to allow them to adapt to the demands of the workplace that they will eventually enter.
We are committed to encouraging the pursuit of excellence in the spiritual, intellectual, social, moral and cultural sphere for each of our students. The College recognises the changing demands of society in this technological age and the importance of not only an academic program but also vocational education and training. As a consequence, information technology is utilised across the curriculum and close ties with TAFE and Industry have been developed and expanded.
All students are encouraged to develop short and long-term career goals, which will help them to focus on success at school.
Explore our faculties below.
Mazenod College is a Regional College under the care of the Missionary Oblates of Mary Immaculate. It is a faith community missioned by the Church to serve the people of the eastern suburbs. As a Catholic community we recognise the presence of God who challenges us to embrace Gospel values. Through living out our faith we build a stronger foundation on which to seek and understand. By developing a sense of conscience and personal integrity in a spirit of hope we create an environment, which enables all, involved to grow towards their full potential.
The mission in which the whole school community is engaged has its foundation in the person of Jesus.
The values that he lived by are the values to which we aspire in all our teaching and learning. We strive to create a community that develops the self-esteem of the individual and an appreciation of the dignity of others, and we seek to develop an atmosphere of acceptance of all. The role of the Religious Education faculty is to educate students and staff in the Catholic tradition, to promote the values of the Gospel in the school and to promote the Catholic tradition in word, deed and action.
A range of contemporary resources are used in Religious Education where appropriate – videos, music and information technology are used within the faculty. The Religious Education Department has a well-stocked Resource Centre which is accessible to all RE Staff.
Religious Education Faculty Subjects:
Yr 7-10 To Know Worship and Love – Religious Education Texts – Archdiocese of Melbourne
Year 11 Religion and Society Unit 1 – The Role of Religion in Society (VCAL and VET)
Year 11 Religion and Society Unit 2 – Religion and Ethics (VCAL and VET)
Year 11 Religion and Society Unit 3 – The Search for Meaning
Year 11 Religion and Society Unit 4 – Religion, Challenge and Change
Year 12 – Religious Education Reflection Days and Retreat
Goals of Religious Education:
Four Catholic Foundations
We believe in one God, Father, Son and Holy Spirit who loves us.
We believe in one Redeemer, Jesus Christ, only Son of God, born of the Virgin Mary, who died and rose from the dead to save us.
We believe in the Catholic Church, the Body of Christ, where we are led in service and worship by the Pope and Bishops.
We believe that Jesus, Our Lord, calls us to repent and believe; that is, to choose faith not doubt, love not hate, good not evil and eternal life in heaven not hell.
This is our faith. We are proud to profess it in Christ Jesus, Our Lord.
Religious Education aims to develop in students:
- Appreciation and deep understanding of the richness of the Catholic Tradition
- Religious self-understanding and spiritual awareness
- Openness to religious questions and to a religious interpretation of the world
- Awareness of the diversity of voices in society and within the school
- Discernment and participation informed by the Catholic Traditio
English is a compulsory subject for all students from Years 7 to 12 at Mazenod College. At Years 11 and 12 Literature, English Language and EAL (English as an Additional Language) are also offered as subjects. Students completing the VCAL program will study Foundation English in Year 11 and Senior Literacy in Year 12. English courses at Mazenod College are designed to actively involve students in the essential areas of reading, viewing, writing, speaking and listening.
The knowledge and skills gained in these areas become essential tools in helping students to:
- Speak, listen, read, view and write effectively with confidence, purpose and enjoyment;
- Discuss and analyse texts and language critically;
- Gain a broad knowledge of a range of texts whose themes and issues help them to develop empathy for, and understanding of, different individuals, cultures and societies;
- Develop argumentative skills when interpreting and discussing themes and ideas that arise in different text types;
- Think critically about themselves, their world and the global community.
Students who experience language difficulties are catered for at the College with the Learning Centre playing an important role in this area. Students are given the opportunity to build their confidence and understanding of the English language through the programs and additional help the Centre provides. Enrichment opportunities exist in Years 9 and 10 where students can complete elective courses in Literature, and at Year Ten selected students can undertake Enhancement English as a precursor to VCE study, introducing them to the academic disciplines of English Language, Literature and VCE English. Meanwhile in Year 12 English, students participate in a program of lectures and seminars developed to maximise their study scores.
Students are further encouraged to participate in a range of extra-curricular activities in order to enrich their English skills. The College has its own public speaking competition named after the school’s founder Father Fitzpatrick O.M.I. This is run annually and is open to all students. The annual debating competition run by the Debating Association of Victoria is very popular with students from Years 7 -12 and we enjoy considerable success in this area. Various public speaking competitions, such as the ‘Lions Youth of the Year’ and ‘The Plain English Speaking Competition’, further provide students with opportunities to excel in public speaking. For those more literary minded, the College library runs a book club where students can socialize and discuss, among other things, the latest book they have read. Many of our keen readers regularly participate in the ‘Victorian Premiers’ Reading Challenge’. Meanwhile, the annual ‘Shared Stories’ competition provides students with the opportunity to express themselves creatively and to have their writing and artwork published in an anthology produced by Victorian catholic schools that is preserved in state and national library archives.
The English Faculty believes that the obtainment of language skills by our students provides them with the confidence and competence to meet the demands of school, employment and further education. They are also essential if students are to become active and informed citizens, who can contribute meaningfully to the political, social and cultural lives of their world.
Mathematics plays an important role in life and society at many levels. At Mazenod there is a strong tradition of providing courses that cater for the diverse needs of students.
In Years 7 to 10, there is a solid core of material based around the Victorian Curriculum Achievement Standards. This is supplemented by an enrichment program for Years 7 to 10 students that deepens and broadens the skills and understanding of the most able students. At the same time there is, in co-operation with the Learning Centre, a learning support that is being expanded and refined to help the students who require more differentiation to gain skill and confidence.
At Years 11 and 12, the entire range of VCE mathematics courses is offered, each one of which is designed for a different career pathway. For students intending to pursue a trade or small business there is Foundation Mathematics and Senior Numeracy, a thematic course specifically designed to develop skills for real world situations. For students intending careers in Commerce or Psychology, the Further Mathematics pathway provides them with a variety of appropriate skills in statistics, graphs and finance. For students heading toward the sciences or engineering, the Mathematical Methods-Specialist courses provides a thorough preparation.
Many of the skills learned in mathematics involve the use of materials and equipment. This includes cards for probability, inclinometers for surveying and geometry, CAS calculators and computer software. At Mazenod the Mathematics department has a strong emphasis on the use of as many different materials as possible across the curriculum. This includes the use of the Computer Algebra System calculators from Year 9 onwards.
As well as the course-work, there are a number of extra-curricula activities available to students at the College. The two most notable are the Annual Australian Mathematics Trust Mathematics Competition and the Mathematics Talent Quest. In both of these arenas the College has a successful history.
Science education at Mazenod College enables students to see the connections between science and people, note the relevance of science and technology to past achievement and to current and future developments and to be aware of the impact of science and technology on society, the individual and the environment. Students are encouraged to adopt critical perspectives, to recognise the limitations of science and to respect and share responsibility.
The Science curriculum challenges students to develop and use the skills of scientific investigation, reasoning and analysis to refine knowledge, find solutions and ask questions. This in turn allows students to develop scientific attitudes such as curiosity, flexibility, respect for evidence and critical thinking. Whenever possible students are involved with hands-on, inquiry-based activities where they work both co-operatively and individually to develop their problem-solving skills. Students who experience difficulties are catered for through the College Learning Centre, with the assistance of teacher aides and modified programs.
Today Science works hand in hand with mathematics and technology (Robotics Program). Students are supported in their investigation of topics that have cross-curricular aspects. As there are interrelationships among science, technology and society, it is appropriate to teach science in a context of daily life. In this way the understanding of science is enhanced. The College supports and encourages teachers and students in the use of Learning Technologies which take into account the needs and diversity of a wide range of students.
Students are also involved in excursions and incursions in their year level groups. These activities are based as closely as possible on the unit being completed and in many cases are designed as hands on experiences.
Students choosing to incorporate a science subject in their VCE have a choice of Physics, Chemistry, Biology or Psychology at Years 11 and 12.
The Humanities faculty aims to explain the world in an interesting and challenging manner using and developing everyday skills. At all junior levels a variety of activities exist that extend the academic students and engage the less academic. Above year 9 we have dedicated subjects covering Geography, International Politics and History.
The acquisition of the laptops in the one to one program has been a great asset for Humanities. Staff have fully developed an online course at year 10 and in the future will have similar in the other junior years. Excellent use of online video brings Humanities to life and when combined with team sharing with Google docs, debating through online forums and the creation of content with animated PowerPoints it proves a winner in the students’ eyes.
In recent years we have entered a variety of competitions with a good share of success. Some of them include Asia Wise (winning a laptop for the student), Spirit of Anzac competition (student won a 3 week trip to Europe), History Teacher’s Young Historical Writers award (a cheque).
We have an acceleration program which starts with a taste in year 7 and finishes with the possibility of doing University studies at year 12. The latter benefits both the student’s ATAR score and gives credit for an appropriate University course. Year Seven students ponder whether Alexander the Great was great, at year 8 what makes some non-violent protests successful whilst others are failures and year 9 studies the validity and relevance of the Anzac Spirit to modern Australian society. In year 10 students advance a year and complete year 11 studies which is replicated in year 12.
The employment of two Geography specialist teachers has seen the development of those courses throughout the College. There is a growing emphasis on technology with the use of GPS apps, Google Earth, digital mapping and virtual reality. Student response has been extremely positive. Senior levels see the students focusing on interesting topics such as International Relations, Nazi Germany, Vietnamese history, Russian and American revolutions. These courses are externally set but allow the students to develop the skills that are used frequently in the workforce. Students have exciting topics in which they investigate, critically analyse, synthesise, evaluate, use technology and communicate information. These are all skills necessary to progress successfully through the modern world. In the process they come to know and appreciate the modern world in which they live and the way it impacts on themselves and their country.
Compulsory Junior Course content:
Year 7 The Ancient Worlds including ancient India and Indian geography
Year 8 Mega cities, Antarctica and the environment; Wetlands utilising our outdoor centre; Medieval and Renaissance European history and Early Indo Chinese history.
Year 9 Australian History to 1918
Year 10 Australian in the 20th Century
Year 9 and 10 offers electives in Politics and Geography.
Commerce education explores the ways in which individuals, families, the community, workers, businesses and governments make decisions in relation to the allocation of resources. It enables students to understand the process of commercial decision-making at the personal, local, national, regional and global levels and the effects of these decisions on themselves and others, now and in the future. Students learn to appreciate the interdependence of decisions made and develop the knowledge, understanding and skills that will inform and encourage them to participate in, and contribute to, the economy.
In line with the new Victorian Curriculum our aim is to develop transferable skills that enable students to identify and investigate contemporary economic and business issues or events. Students apply commercial reasoning and interpretation to solve problems and interpret issues and events. This assists with developing an understanding of the behaviour of participants in the economy, business, society and the environment. Students are then better placed, now and in their adult lives, to participate in economic and business activities actively and effectively. A focus of learning is on how current decisions and actions will shape future consequences and students are encouraged to think critically about probable and preferred futures. This will enable them to contribute to the development of prosperous, sustainable and equitable Australian and global economies, to secure their own financial wellbeing, and to face the future with optimism and confidence. As such, critical thinking, financial literacy, civic participation and developing an ethical understanding in a global world are essential skills we seek to develop in our students studying a Commerce subject.
There are five broad areas of study within Commerce education presented at Mazenod College:
The study of a Language contributes to the overall education of students, most particularly in the areas of communication and understanding, but also in the areas of cross-cultural understanding, cognitive development, literacy and general knowledge. It provides access to the culture of communities, which use the language and promotes understanding of different attitudes and values within the wider Australian community and beyond. There are three Languages offered to Mazenod College students: Italian, Japanese and Chinese (Mandarin).
Language students are also encouraged to participate in a number of competitions and other cultural activities in the form of immersion evenings, which are offered to students in Years 10-12. They join with fellow Language students from local Secondary Colleges in a series of language workshops, which prove beneficial to all Colleges. In line with current teaching practice, emphasis is placed on immersion activities providing an authentic Language-learning environment.
Language Study Tours
From Year 9 onwards, Language students are invited to develop their skills by joining the Languages Study Tours conducted in Italy, http://italylanguagetour2016.blogspot.com.au/2016/11/Japan, https://www.mazenodjapan2017.net/ and Chinahttp://chinalanguagetour2016.blogspot.com.au/ . These tours are offered each alternate year and provide an incredible opportunity for language acquisition, increased cultural awareness and personal growth.
Sister School – Daisho College, Osaka, Japan
In addition to the Study Tours, Japanese students at Mazenod College participate in a host program with their sister school, Daisho College, Osaka, Japan.https://ja.wikipedia.org/wiki/%E3%83%95%E3%82%A1%E3%82%A4%E3%83%AB:Daisho-Gakuen_highschool.jpg We look forward to hosting students from Japan in a ‘Home-Stay’ with Mazenod College families for a two week period every second year.
The Curriculum Years 7-10
Students pre-select their Language prior to commencing Year 7. They choose one language only from Italian, Japanese and Chinese-Second Language. This remains compulsory until the conclusion of Year 8. In accordance with the Victorian Curriculum Languages, Levels 7 and 8 are covered over this two year period. There are three language classes per week.
Students cover basic introductions and greetings in both languages and learn to describe themselves and other people. They are briefly introduced to school in Italy, Japan and China and study a little bit about the geography of each country.
Years 9 and 10
From Year 9, Language is an elective subject and is offered four periods per week. The courses in these years are based around familiar themes. Teachers are conscious of developing all four macro skills of listening, reading, writing and speaking and use up-to-date communicative approaches in their classrooms. In order to develop authentic language, students are regularly encouraged to make up small dialogues and presentations. Teachers also use ICT to assist learning. At this level students also have the opportunity to participate in various language competitions, including Poetry Competitions.
In Year 10, students can continue their study of Italian, Japanese or Chinese as an elective for four periods a week. This is very much seen as a bridging year between the early years and the VCE. Students continue with a thematic approach, but there is also more emphasis devoted to the teaching of grammatical concepts to prepare students for their senior years. At this level students are normally able to participate in various cultural activities and immersion sessions with their counterparts at their Sister Schools.
The Curriculum VCE
Years 11 and 12
Units 1 – 4 of Italian, Japanese and Chinese Second Language are taught at Mazenod. In Units 1 and 2 students are required to undertake School Assessed Coursework (SACs), which are set and assessed by their teachers. In Units 3 and 4 students are also required to sit an oral examination in October and a written examination in November as part of their external assessment.
Music has become an integral part of the College’s cultural life.
Mazenod College offers a comprehensive and exciting music program including both classroom and instrumental music studies. While all students participate in classroom music in the Junior levels, students are given the opportunity to study music through to VCE levels, instrumentally and in the classroom.
In Year 7 and 8, all students study classroom music. Students participate in practical music making and develop theoretical skills. Students learn to develop a range of skills including, vocal, rhythmic, composition, notation and listening skills. These skills are developed on an individual basis and through group work. Areas of study include Instruments of the Orchestra, Graphic Notation, World Music, Jingle Writing, Music and the Environment and Rap Music.
In Year 9 and 10, students can participate in music as an elective. There is a strong focus on music technology at this level. The music department has recently upgraded its facilities to incorporate a music technology computer laboratory. Students develop their oral, research, composition and arranging skills and are introduced to the recording process through use of the recording studio. Areas of study include Music for Video, Arranging, Conducting, Film Music, Industry skills and Song writing.
At VCE level, students who learn an instrument and wish to develop their performance skills can participate in Music Performance Units 1 & 2 and Solo Music Performance Units 3 & 4. This level of study involves solo and group performances, aural and analysis skills.See Curriculum/Programs/Instrumental Music for more information on instrumental music.
Studying Drama can improve motivation, encourage greater self-esteem and confidence, develop cooperation, time-management and leadership skills, give a sense of identity, increase tolerance and understanding, improve memory, reasoning and problem-solving, engage non-academic and disadvantaged students, enhance verbal and cognitive skills, stimulate creativity, originality and learning and, perhaps most importantly, is fun to do. Furthermore, it has been shown that students who do well in Drama often earn higher grades in other subjects. Students also get the opportunity to see professional performances at the theatre.
At Year 8 all students undertake a series of units where they create plays based upon making their own advertisements, television news programs, radio broadcasts, spy plays, a Western, puppet plays and mime.
As an elective at Year 9 in Semester 1, the emphasis is on the expressive skills of voice, movement and gesture as well as storytelling, role, character creation and play building. In Semester 2, students focus on melodrama, satire and an extended performance project.
Also an elective at Year 10, students undertake VCE Units 1 and 2 where they focus on furthering their expressive skills, dramatic elements, use of stagecraft, developing role and character, and exploring the dramatic potential of plays. Emphasis is on producing an end of semester play. At Year 10 students also see a professionally produced play in both semesters.
Mazenod has excellent Arts and Technology facilities. The Art, Visual Communication Design and Technology rooms are continually updated so that students have first-rate facilities and equipment. The Art rooms have generous storage and display areas and a newly completed arts studio space for senior students. Both Art and Visual Communication Design (Graphics) areas have dedicated and spacious computer facilities for researching and image generation to enable our students to become highly skilled in the utilisation of computer graphics and Multimedia studies.
Food Technology has an attractive modern kitchen, storeroom and dining lounge/classroom. A visit to the Metal Technology and Wood Technology areas will also impress with their facilities. With the addition of a new 3D printing and CAD facility, also a new multipurpose-technology classroom, this department can now meet all the needs of traditional design and digital (computer driven) design skill acquisition.
The subjects outlined below are mostly available to all year levels and form part of the elective program for Year 9 and above.
Visual Communication Design
Visual Communication Design examines the way visual language can be used to convey ideas,
information and messages in the field of design. Designers create and communicate through visual means to influence everyday life for individuals, communities and societies. Visual communication design relies on drawing as the primary component of visual language, consequently, the subject emphasises the importance of developing a variety of drawing skills to visualise thinking and to present potential solutions.
In the junior years, students are introduced to media and instruments, the middle years are where they apply their drawing and design skills in a range of applications and in the senior years they focus on developing their individual creativity utilising the design process. Senior students research, comment and develop their own work based on professional designers in the three major design fields of Communication, Environmental and Product Design.
Throughout these years the opportunity to structure and organise design thinking, learn that it is shaped by considerations of aesthetics and functionality, as well as social, cultural, environmental and economic factors. Throughout the study students explore manual and digital methods to research, develop and refine presentations. We have excellent computer facilities dedicated to our area with totally modern hardware and software to fulfil every aspect of design.
Art is taught from year 7 to year 12 at Mazenod and provides a great opportunity for students to express their creativity. Art is an integral part of education, providing opportunities that promote creativity, self-expression, aesthetic awareness and the development of problem-solving skills. Students are challenged to achieve through a broad range of activities, centred on painting and drawing. They also experiment with techniques such as printmaking, 3 dimensional construction and collage, and are encouraged to trial art materials in order to develop creative solutions to the tasks set. Digital Art is offered to middle level students, incorporating digital photography, scanning and use of programs such as Photoshop. Students in all Art subjects develop the ability to select, arrange and make choices about expressive ways to communicate ideas, concepts, observations, feelings and experiences. Through the creative Arts, visual and critical literacy skills are developed which will enable students to navigate a global culture and connected world.
Senior Studio Arts students are regularly taken to Art exhibitions as part of their course and learn to analyse and evaluate the work of professional artists, both historical and contemporary. Studio Arts in VCE enables students who wish to pursue art at tertiary level or who wish to seek career opportunities in fields such as art conservation and exhibition design, create the folio of work required for admittance to such a course.
It is hoped that all students retain valued art works as a lasting memento of their time at Mazenod College.
Information technology has continued to be a vibrant area of activity, affecting and involving all staff and students in their day to day activities in a variety of ways. Mazenod is fortunate to have many students with an immense appetite and capability for working with technology. This is demonstrated in the demand for formal IT courses as well as the level of activity outside the formal classroom.
Formal IT Courses include:
Year 12 – VCE IT Informatics Units 3 & 4
Year 11 – VCE IT Computing Units 1 & 2
Year 10 – Year 10 Software Applications
Year 9 – Year 9 Software Applications (Business)
Year 7 – Digital Technologies (Applications)
Year 12 – VCE IT Software Development Units 3 & 4 (University IT)
Year 11 – VCE IT Software Development Units 1 & 2
Year 10 – Year 10 Software Development Unit 1 & 2 (online)
Year 9 – Year 9 Software Development – Games (online)
Year 9 – STEM Robotics
Year 8 – Robotics (Enhancement)
Year 7 – Digital Technologies (Coding)
Interactive Digital Media
Year 12 – VCE VET Certificate III in Media
Year 11 – VCE VET Certificate II in Media (Year two)
Year 10 – VCE VET Certificate II in Media (Year one)
Year 9 – Interactive Digital Media
Year 7 – Digital Technologies (Presentations)
Other Application of Learning Technologies:
The Music and Graphics departments are both very well equipped with computing facilities to support the use of technology in these areas
The three general purpose computing labs are heavily utilised across all departments and year levels throughout the year in order to integrate the use of technology across the curriculum.
Mazenod’s computer infrastructure consists of a campus wide fibre network connecting all areas of the College. Staff and students have access to both the College network facilities and the internet. The College Intranet connects staff and students allowing for easing access to digital information for curriculum and communication while working at school or from home.
This is the study of the application of various technology in the use of food in the world around us. Included are the following: –
- Food processing
- Food preparation
- Technologies involved in the use of food
- Food science and Hygiene
- Occupational Health and Safety
- The social context of food in our community.
The study of Food Technology at Mazenod College incorporates the learning of practical skills with sound theoretical knowledge forming the basis of understanding in this fundamental area of human activity.
Materials Technology – Metals
Students explore the social and environmental implications of using various materials. They start to recognise that the supply of some materials is limited, and examine possibilities for reusing and recycling materials. Students use materials tests as one method of determining the appropriateness of the materials for specific purposes as well as a range of factors that affect product design and technological innovation including aesthetics, function and social, environmental and economic factors. They also become aware of organisations that monitor quality control including the Australian Standards Association. Design briefs are sometimes client based, where students liaise with a client to develop ideas for meeting a specific need. Students can work through the technology process independently, and evaluate and modify their plans as required.
The program taught in Year 8 and Year 9 is introductory, based on the sequential development of skills. This incorporates Safety Procedures, Joinery, Wood-turning and Finishing techniques. Year 10 sees the introduction of Vocational Education and Training (V.E.T) in Furnishing, Cabinet making stream. This course is the beginning of three years of study that culminates in the students achieving V.C.E. units 1,2,3, and 4 as well as a T.A.F.E. certificate of partial completion of the Pre Apprenticeship course in Cabinet-making stream.
The Key Learning Areas of Health and Physical Education are interrelated. Together they promote in students an understanding of the importance of personal and community actions in promoting health and lifelong participation in physical activity. Physical activity, sport and recreation are an important part in the lives of people in Australia. The experience of physical activity in play, recreation, sport, fitness and outdoor environments, provides challenge, personal growth and enjoyment.
At Mazenod we recognize that Health Education is closely related to Physical Education and that these areas of learning share many goals and expectations. Knowledge about health issues and practices is presented to the boys through units of work studied in class and through incidental learning during Physical Education classes.
In Physical Education the focus is upon the ‘Movement and physical activity’ dimension of VELS. Students in Year 7 work on the basic concepts of movement, development and coordinated movement patterns. As the boys progress through the school they develop more complex movement patterns and develop biological, social and cultural perspectives on the concept of fitness. In VCE, students may elect to undertake specialised studies in Physical Education Units 1-4.
Mazenod value’s the role physical activity, sport and play in the social and emotional development of our students. Physical Education and Sport lessons are provided by specialist teachers in this area. We pay considerable attention to providing a rigorous Physical Education program (7-12), as well as a wide range of co-curricular physical activities (7-12).
In addition, the potential always exists for the school to extend the Health focus to include key initiatives relating to community concerns. This would include Drug and Sex Education programs, Water Safety, Bike Education, Building Relationships, etc. The school regularly assesses the need for these initiatives and suitable programs are developed and implemented when needed.