Subject Options

Available subjects are listed on our subject selection website, which has detailed information for staff, students and parents/carers on our subjects.

At TC, we are committed to supporting every student to find, and follow, their own path to success. That’s why we use a unique learning structure, with traditional year levels replaced by learning groups - students at a similar level in their learning, defined by ability over age.

The three learning groups are:

• Entry

• Flexible Learning Environment (FLE)

• Graduate

This structure means we can truly tailor each student’s learning. Around 20% of students who would be in Year 8 in a standard system attempt a VCE subject and 75% of students who would be in Year 9 are currently studying a VCE subject. Some Year 7 students even study VCE maths because that is the level that they are working at. 

Entry - (Year 7 equivalent)

When a younger student starts at TC, they generally go into an Entry Class comprising around 25 students for their first 12 months. They will spend two thirds of their time together as a learning community working on an integrated curriculum that focuses on practicing and development of genuine independent learning skills, problem solving, active collaboration, leadership, teamwork and presentation skills.

We of course continue to meet the requirements of the Victorian Curriculum Framework required by the VRQA. Individuals also choose two subjects from more than 150 electives.

Working as part of a smaller entry group is a great opportunity to make friends amongst a smaller group, get to know their way around the school, build their Individualised Learning Plan (ILP) and develop their independent learning skills before moving into the Flexible Learning Environment,.

Flexible Learning Environment (FLE)

Students in the FLE all have a detailed Independent Learning Plan that sets out a student's intended goals for the next five years.

Students generally select six subjects per semester from the elective grid. They can also choose to combine classroom learning with music practice, part-time work at the school, time to run their own business, or to work on a Personalised Learning Project called the PLP.

Students are able to undertake VCE studies at any age, provided they have a realistic chance of successful completion and their participation in the class is unlikely to negatively impact on other students. The majority of students at TC will be working towards a VCE qualification, but some will also be working towards a Vocational Major (VM) qualification or an Alternative University Entrance Pathway which is flexible and largely project based.

We understand that passions and interests can change over time and students can modify their ILP at any stage. All ILPs and any significant changes must be approved by parents and a principal to ensure that it represents a realistic and workable plan for the future.

Graduates

Students in their final year at TC - no matter which pathway they have chosen - are referred to as Graduates. The Graduate cohort take part in a focused programs in addition to the normal subject, assisting them in preparing for life after school and celebrating their time at TC.

The Expanded Measures of Success (EMS) are TC's way of developing competencies across the curriculum that will prepare students for life beyond their schooling.

There are five areas of the EMS: Working With Others, Independence, Active Citizenship, Technology and Creative Thinking. Each of the five EMS skills have been split into three subcategories of skills that are explicitly taught and assessed in classroom.

Every learning task includes at least one area of the EMS as part of the assessment criteria and this is explicitly taught and developed in class. It is also included in the learning task rubric. In addition, on at least one task students are required to complete a reflection, which is a component of the Independence EMS, about their engagement, performance and personal growth in the task.