Strathcona. Bring out her best.

Year 9 is a time of maturing intellectually, socially and emotionally, striving for greater independence and a clearer understanding of personal identity.

Year Nine at Strathcona

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It is a year when 14 and 15 year olds need space to explore their world and grow as individuals. Strathcona recognises this special year by having a separate non-residential campus, which provides a rich, challenging and unique experience for the Year 9 students.

Located in Yarra Street Hawthorn and on the banks of the Yarra River, this campus provides a secluded location for Year 9 and a convenient opportunity of water sports such as canoeing and kayaking and outdoor education activities.

Tay Creggan comprises a magnificent, historic house set in beautiful grounds on the Yarra River in Hawthorn. Built in 1893 as a family home, the property was the social hub for fashionable Hawthorn until purchased by the Catholic Archdiocese and used as a hostel for the Sisters of the Grail. Strathcona acquired the house and land in 1969, and, after in depth consultation with the Australian Council of Educational Research, Tay Creggan opened in 1970 as the first designated campus for Year 9 girls in Australia. With its unique blend of the traditional and the modern, Tay Creggan provides students with an environment that engenders both a respect for the past and an enthusiasm for the future.

State-of-the-art facilities include spacious classrooms, fully equipped computer and science laboratories, library, commercial kitchen and a large, light-filled art room. The Yarra River at our doorstep provides an environment for challenging water activities such as canoeing and kayaking.

The close proximity of the main school campus enables Year 9 girls to continue their participation in inter-school sport, choirs and instrumental ensembles. Specialist teaching staff in all subjects, including individual instrumental staff, travel to Tay Creggan to provide girls with the expertise required at this stage of their education.

Pastoral Care and Personal Development

The Pastoral Care Program develops a sense of community where each student is known and valued. Through various Form and subject groups, together with a range of House sports, drama and music activities, friendship groups are extended and students become well acquainted with the entire year level.

Peer Mediators and Peer Counsellors play a key role in melding the whole group. Other roles, such as House Captain, Music Captain, Drama Captain, Form Captain, Social Service Representative and Writer for School Publications give students the chance to develop skills and exercise leadership.

The Duke of Edinburgh’s Awards Program, with its focus on leadership, service, skill development and outdoor challenges, provides further opportunities. A structured Personal Development Program explores various issues related to health education, careers education and goal setting.

Curriculum

The Year 9 curriculum offers a carefully designed balance between those subjects essential to academic progress (Core Subjects), opportunities to extend areas of interest (Electives) and the Wednesday Extension Program with its emphasis on project based learning. Complemented by a Personal Development Program and Extension Interest Groups, these elements ensure that the intellectual, social and personal needs of the maturing adolescent are met.

Wednesday Program

The Wednesday Extension Studies Program is designed to both build on the foundations laid down in the Nautilus and Starburst Programs and give students the opportunity to explore and extend their different approaches to learning. Students participate in six project based learning experiences, each of which is designed to develop skills in goal setting, prioritising, planning and working collaboratively. Through the team approach, all students are made individually and collectively accountable for the outcome of each project.

The projects target different intelligences and learning styles. Utilising a range of technologies wherever appropriate, the flexible learning associated with these projects encourages the initiative, resourcefulness and risk-taking that lead to personal and intellectual growth.

Outdoor Education

The kinaesthetic and conservation intelligences are the dominant modes in Outdoor Education. The project offers activities that students may pursue for life, extending their knowledge of survival skills, cycling, orienteering, canoeing, rock climbing and Nordic skiing. Students are also required to research and plan a 2-day cycling trip including a map, route, equipment and safety procedures. Outdoor Education provides a number of opportunities for students to extend their physical skills and to work together co-operatively in order to achieve rewarding common goals.

Film-making

The creative visualising of the synthesising thinking style underpins the Film-making Project. Students are involved in all facets of the production of a short film. They learn about storyboarding, the operation and function of a video camera, filming and lighting techniques, video editing and audio dubbing. The project provides considerable scope for creative expression and for the development of both technical and time management skills.

Design and Construction

This project draws on the visual and kinaesthetic intelligences. The students are introduced to the identification and safe use of woodworking and metal craft tools, through the completion of a number of design and construction exercises. They are able to develop their knowledge of and competence with this specialised equipment and also design and construct wooden articles and a variety of jewellery pieces within a specified design brief.

Robotics

Robotics draws on the logical/mathematical intelligence and the analysing mode of thinking. Working in teams and using the Logo robotics package, students are required to design, build and program a robot capable of carrying out specific tasks. During their investigating, planning and designing of a robot, students develop their independent problem solving skills and also enhance both their computing and time management skills.

Discovering Democracy

The Discovering Democracy Project, with its strong research component, gives students the opportunity to develop their linguistic intelligence and use whole brain thinking. Students’ understanding of citizenship, its rights, privileges and responsibilities is developed through the investigation of a Human Rights issue and the production of a promotional portfolio advocating the team’s specific position on the issue. Through this process, students are able to become more aware of and informed about political processes in Australia and develop skills of active citizenship.

Community Service

In fostering a close connection with the wider community and teaching the value of volunteering and service, the Community Involvement Project draws on the inter and intrapersonal intelligences and the personalising style of thinking. As volunteers at community service organisations in the local area, students are introduced to the roles, responsibilities and rights associated with their placements. Students record information from their direct experiences and complete a reflective diary and a review. The project encourages students to empathise with and relate effectively to members of the community in need of support services.