Learning Overview

Each student is supported by an Advisory teacher, who works closely with them to design and guide their learning. Parents and carers are also active partners in this process and are enrolled in the learning journey alongside their child.

Together, the student, Advisor and family form a strong support team that helps shape each learner’s goals, monitor progress and celebrate achievements. Project work is enhanced through student connection with the wider community through mentorships, Learning Through Internship (LTI), and other opportunities beyond the classroom, allowing them to learn directly from experts in fields related to their interests.

In Stage 5, projects are typically developed on a term-by-term basis. Students begin by identifying a personally meaningful and non-Googleable essential question they want to investigate. They then develop a rigorous learning plan and project proposal, outlining how they will research their topic, the skills they will develop and the products they will create to demonstrate their learning. This plan is formalised through a learning plan meeting each term where students meet with parents and carers, and Advisory teachers to discuss and sign off on the learning to ensure the investigation is purposeful and challenging.

Once approved, students work independently and collaboratively to research their question, gather evidence, consult mentors, and create products that deepen their understanding and communicate their findings. Their work is documented and curated in a learning portfolio, which captures the development of their thinking, research and reflections throughout the project.

Academic rigour is embedded through the Big Picture Learning Goals, which provide the framework for assessing and strengthening student learning. These goals include

• Communication
• Empirical Reasoning
• Quantitative Reasoning
• Social Reasoning
• Knowing How to Learn
• Personal Qualities

Each investigation intentionally addresses these areas, ensuring students develop strong analytical, reflective and interpersonal skills while pursuing their interests.

In the senior years, students may undertake larger, extended projects that span multiple terms, particularly if they are pursuing a university, entrepreneurial or specialised career pathway.

These projects allow students to explore complex questions in depth and build substantial bodies of work connected to their future aspirations.

All students graduate with a comprehensive portfolio of learning, showcasing their strongest work, their major projects and their pathway explorations. This portfolio demonstrates both the depth of their academic learning and their readiness to transition confidently into further study, training, or employment.

Each student’s learning program is carefully designed so that their individualised projects and learning experiences are backward mapped to NESA syllabus outcomes, ensuring that academic requirements are met while maintaining a focus on authentic, meaningful learning.

While students remain enrolled in NESA courses, the flexible nature of the CHC model allows them to access a range of additional learning pathways, ie. TAFE courses, School-Based Apprenticeships and Traineeships (SBATs), and other external learning experiences that align with their interests and goals.

Stage 5 Curriculum

Year 9 & Year 10

Complete Record of School Achievement

• English
• Science
• History
• Geography
• PDHPE
• Mathematics
• Work Education
• Visual Design
• Y10 Pathway Options

Stage 6 Curriculum

Year 11 & Year 12

Complete Record of School Achievement

• English Studies
• Work Studies
• Computer Applications
• Visual Design
• Numeracy
• Sports, Lifestyle & Education (SLR)
• Individual Student Pathway