Teaching and Learning

The learning programs offered by the College are designed to cater for the diverse needs, abilities and aptitude of our students. At Emmaus College the curriculum framework is the AusVELS, which incorporates the Australian Curriculum F–10 for English, Mathematics, History and Science within the curriculum framework first developed for the Victorian Essential Learning Standards (VELS).

Implementation of the Victorian Curriculum (i.e. where it is planned, taught, assessed and reported upon) will commence from 2017 and must be must be fully implemented by the end of 2018.

The programs offered at Years 7 - 10 have been designed to prepare students for the diverse senior pathways offered in Victoria: the Victorian Certificate of Education (VCE) , VET in Schools Program, and the VCAL (Victorian Certificate of Applied Learning). These programs are to maximise future pathways.

At every Year level a wide range of subjects are available to students. The range of subjects covers the learning areas of English, Mathematics, Science, Health and Physical Education, Technology, Language Other Than English (LOTE), Humanities, the Arts and Religious Education. The program provided ensures a sound general education.

At Years 7 - 8 there is a core curriculum. This provides for a solid basis on which students can build their personal programs.

At Year 9 there is a special program delivered on the Burwood Campus.

During Years 9 - 10 subjects are divided into core subjects and elective subjects. Core subjects ensure that careful attention is paid to the development of written, oral and mathematical skills. These skills hold a central place in the curriculum.

Elective subjects provide students opportunities to pursue the development of personal interests and skills.

At Years 11 - 12 English and Religious Studies are compulsory. All other subjects are chosen by the student. VCAL and VET are also available.

With the increasing maturity which accompanies progression of students from Years 7 - 12, a greater choice of subjects is offered. The College believes that the only effective way of catering for individual needs, abilities and aptitudes is through the exercise of informed choice within a wide-ranging curriculum.


Following the last School Improvement Plan the College undertook a project whose goal was the investigation of contemporary teaching & learning practices. The result of this process was the Charter for Contemporary Teaching and Learning.


Letter from the Principal dated 4 October 2017

Application for Special Consideration Years 7 - 9

Application for Special Consideration Year 10

Application for Special Consideration Year 11


High performing students are identified before entry to the College. Carefully developed programs are offered in English and Mathematics. These programs are available in Years 7 - 10. Some VCE Units 1 and 2 are available at Year 10 and Units 3 and 4 at Year 11.

Students experiencing difficulties in learning are offered assistance by our Learning Support staff. Integration programs supported by the Government are also offered to those who meet the criteria.



The Semester Reports contain a wealth of information for parents and students. There are three kinds of information about the progress of the student in the class. The first indicator of progress is the AusVELS rating. This rating indicates whether students are at the standard expected, below or well below the standard or above or well above the standard. The letter grades A-E are attached to those descriptors. It is important not to dwell on these letter grades because the letters are tied into a student’s progress through the levels rather than the level of achievement. This means that:

A means that the student is twelve months ahead of the expected standard

B means that the student is six months ahead of the expected standard

C means that the student is at the expected standard

D means that the student is six months below the expected standard

E means that the student is twelve months below the expected standard

As you can see these are broad measures. A student can score quite well in Assessment tasks and be at the standard and therefore be rated as a C. In general it is better to concentrate on the descriptors rather than the letter grades.

The AusVELS rating is a very broad measure. It is an on-balance judgment made by the teacher over the course of the semester. For this reason, being at the standard is not a single point or a single mark on a scale, so the AusVELS rating is deliberately broad. Also, as might be expected, most students are at the standard.

We also award an S (Satisfactory) or N (Not Satisfactory) for each unit of work. This tells you that the student has submitted all the relevant work for assessment and has reached a particular level of competence in the subject. Again this is a fairly broad measure where any student who scores above 50 achieves an S. The most important use of the S or N is in determining whether a student is to be promoted to the next year.

In terms of specific achievement you will see that each Assessment Task is given a mark, the range for which is also included on the report. It is in this part of the report where you can find more details about how the student is progressing in each aspect of the work covered. Looking at these marks gives you a sense of the strengths and weaknesses of each student.