Curriculum - Senior School

St Virgil's College offers a broad curriculum with specialist facilities in Science, Technology, Drama, Food Studies, Music and Art.

Much emphasis is placed on the key areas of literacy and numeracy as well as Science, Languages, Social Sciences and Physical Education.

Religious Education is central to the studies undertaken. The College exists to nurture the gift of faith in all students with particular emphasis on passing on a solid understanding of the teachings and traditions of the Catholic Church.

Students are well prepared for their senior secondary studies and there is close liaison with Guilford Young College to ensure a smooth transition.

Pathways to senior secondary studies are outlined at The Office of Tasmanian Assessment, Standards & Certification (TASC) site


Literacy is an integral part of every student's learning across the curriculum. As a school we have developed the subject of Literacy to cater for a differentiated population of students. Boys are provided with a safe and supportive learning environment; while differentiated tasks are implemented based on a developmental continuum, allowing all students to access the curriculum at their level.

Literacy across all grade levels aims to:

  • Equip all students with a repertoire of communication skills which will allow them to be proficient communicators for the workforce.
  • Equip all students with a repertoire of communication skills which will allow them to engage effectively with others on a range of levels, recognising that literacy is a life skill.
  • Equip students with the skills to communicate more effectively across a wide range of texts including ICT.

St Virgil’s recognises the causal link between literacy levels and overall academic achievement. Our goal is for every boy to move along the developmental continuum, allowing them to reach a level that enables them to be confident and competent communicators.

Resource Centre

The Resource Centre is an integral part of the College's approach to literacy and contemporary information management. It provides a range of resources for boys which are continually updated to meet the rapidly evolving learning and teaching needs of students and staff.

Religious Education

As a school established by the Christian Brothers, St Virgil’s College has the person and charism of Edmund Rice at the centre of our College story. St Virgil’s College has a compassionate emphasis on social justice: we strive to value and empower those who are marginalised.

Students are given the opportunity to take part in several charitable initiatives, both those working within the local community and those with an International focus. Students may join the St Vincent de Paul group, the Amnesty group or the Reconciliation group.

There is also the opportunity for students to contribute to many other charities, such as Caritas, throughout the school year, through fundraising activities, for example the SRC Soup Day.

Participation in Edmund Rice Camps is also encouraged within the College.


English is an integral part of the learning environment at St Virgil's College and teachers are committed to instilling a passion for English in our students that is relevant to their lives. Talented, passionate and committed staff work collaboratively to create innovative units to inspire and engage students, incorporating the curriculum general capabilities. Our primary focus is to improve the standard of each student's basic literacy to ensure that they are independent learners who are able to communicate effectively; both orally and in writing. We recognise that the data and student feedback should inform our teaching practice to best support each student and their individual learning journey.

Middle Years

The drive for the St Virgil's College Middle School teaching philosophy is centred on relationships, liberated education and enriching life experiences.

This teaching philosophy evokes deep learning through critical thinking, collaboration and relevant, real world examples. Embracing an integrated approach, we have been empowered  to rethink the way we teach and reshape our course content, whilst maintaining high expectations. Our boy friendly teaching environment is nestled within the framework of the Australian Curriculum and with our boys at the centre of our learning model, we have moved away from traditional classroom instruction towards a more holistic learning experience.

Pedagogies that support deeper learning include personalised curriculum, collaborative learning, STEM activities and project-based inquiries. We aspire to deliver an educational programme that increases educational outcomes by presenting our students with a curriculum that is relevant, challenging and engaging. We cater to the diverse learning needs of all boys. We believe that the key to success is celebrating relationships at the centre of all that we do and with this in mind, we limit the number of teachers that Middle Years learners engage with.

Core 1 provides the boys with opportunities to engage in integrated learning experiences encompassing Science, Mathematics, Digital Technologies and Health and Wellbeing. With a strong focus on problem solving, our students enjoy experiential learning as well as STEM activities, which challenge and engage minds through deep learning. Our strong Numeracy and Skills development program forms the foundation of all assessments. We offer differentiated learning tasks to support students to access the curriculum and we access outside learning as a means to engage students further with relevant, 'real world' experiences and utilising our beautiful school grounds. Our collaboration with the Outdoor Education Department, also provides diverse and challenging experiences for our boys.

Core 2 provides the boys with the opportunity to explore Humanities subjects in an integrated, 'hands on' manner. History, Geography, English and Civics and Citizenship subjects all combine to offer students exposure to the values and attitudes that underpin our society, both historically and in the present day. This approach provides our boys with the tools to be active and informed citizens and to think critically about information they are presented with. Through experiential learning and fieldwork, our students are able to draw links between the past, present and future. We foster a culture of independent learning where students are given the opportunity to undertake their own inquiries and investigations about real world topics.

In Core 2, students are exposed to a range of text types including narratives, print, digital media and poetry. They analyse and respond to texts through many modes of communication, building upon their developing literacy skills to support confident learning across the curriculum.


At St Virgil's College students study Australian Curriculum Mathematics, whether integrated in Science, Health and ICT in our Middle Years Core 1 program, or as a compulsory specialist subject in Year 9 and 10. The Mathematics program also includes opportunities to explore personal interests and/or extension through our elective program in Year 9 and 10, including the opportunity to study Mathematics Methods Foundation as a pre-tertiary subject in Year 10.

Our approach to teaching Mathematics is to recognise the fundamental concept that the subject is about recognition, description and application of patterns within the areas of Number, Measurement, Geometry, Chance and Data. By practicing skills to consolidate understanding, analysing information coupled with problem solving and the communication of solutions to these problems, students learn to appreciate how Mathematics is applied to in everyday lives within our society.

Our aim is to ensure that all students are equipped with basic numeracy skills while also encouraging the individual development of students based upon their interests and abilities. As they progress through Year 9 and 10, they are encouraged to consider and work towards future options in senior secondary and career aspirations.


Science at St Virgil’s is focussed on enabling students to explore the world around them; To ask questions and construct ways to find answers; To be critical thinkers and draw evidence based conclusions and to experience Science through exciting and hands on activities.

At St Virgil’s we follow the Australian Curriculum for Science and also have a variety of optional Science based subjects for grades 9 and 10.

The Grade 7 and 8 program is designed as an integrated approach to Science with an emphasis on Skills and STEM.

The Grade 9 and 10 program consists of four main units of work (Earth and Space, Biology, Chemistry and Physics) taught over the year.

In Grade 9 and 10 we also offer option subjects in Agricultural Science, Aquatic Science, Inquiry Science and Quantitative Science.


The Humanities and Social Sciences (HUMS) at St Virgil’s College embraces a suite of core subjects comprising History, Geography, Civics and Citizenship and Economics and Business. The content of these Australian Curriculum subjects can be viewed by all at

All of these core HUMS subjects are compulsory in Grades 7 and 8, but only History is mandated from Grade 9.

HUMS also includes several semester-long Electives which boys can choose to study in Grades 9 and 10. The underlying philosophy of this elective program is that ‘choice brings ownership and commitment; boys have chosen their courses so they should be more inclined to embrace the learning involved'. HUMS Electives include;- Law and Order, Criminology, Psychology, Sociology, Business Management, Business Communications and History of War.

Curriculum content for all HUMS subjects / electives, including course materials and tasks, is now available online for all stakeholders – boys and parents in particular – through SIMON, the College’s online communication and learning platform. Parents are able to access assessment online through a SIMON module named PAM (Parent Access Module).

As the subject name suggests, HUMS is about developing those skills and sensibilities of boys which are used to make them responsible citizens able to live full and rewarding lives in a society characterised by CHANGE and technological advancement.

The best ways to contact HUMS teachers about your son’s progress is by email in the first instance. Email addresses for teachers are available via SIMON or the College website.

The Arts

Students at St Virgil’s College are encouraged to participate in the many diverse cultural pursuits offered outside of the classroom. The Arts, both visual and performing, provide students with activities that foster creativity, personal interpretation and expression. Students are able to experiment with a wide variety of forms and techniques. The Arts provides opportunities to tap into individual differences in learning styles, personalities and ability levels while challenging students to develop their perceptions, creativity, reflective and critical thinking skills. The Arts subjects are predominately practical in nature.

The Arts Department also offers a dynamic extra-curricular program incorporating Choirs and Concert Bands across both campuses with a large variety of jazz, classical, and rock music ensembles, a weekly Drama Club and an annual Art Exhibition and Gala Concert.

The Joyce Performance Centre provides a superb venue for performance, whether ensemble or major productions such as our bi-annual College Musical in association with St Mary’s Catholic College.


Visual art and design are a means of communication using images and objects. Ideas, experiences, feelings and imaginings can be expressed through art using a range of techniques and forms.

Through the study of visual art at St Virgil’s, students are given opportunities to create art and gain an understanding that:

  • Art is a visual form of communication.
  • Art evokes a response and creates a dialogue.
  • Art gives and shares meaning.
  • Art provides an alternative means of expression in both two and three dimensional form.
  • Art can challenge and influence society.

At St Virgil’s, Art is largely practical with a theory component. All students in Grade 7 undertake the study of Art through a yearlong course.  In Grades 8, 9 and 10 the study of Art becomes an option.  Grade 8 students can choose a yearlong Art major or minor program.  Grade 9 and 10 can choose a painting, ceramics, printmaking or drawing course that runs for one semester.


Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Like all art forms, drama has the capacity to engage, inspire and enrich all students, excite the imagination and encourage students to reach their creative and expressive potential.

Drama enables students to imagine and participate in exploration of their worlds, individually and collaboratively. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them.

Students learn to think, move, speak and act with confidence. In making and staging drama they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations. They are excited by exploring their imagination and taking risks in storytelling through role and dramatic action.

Students develop a sense of inquiry and empathy by exploring the diversity of drama in the contemporary world and in other times, traditions, places and cultures.

Drama knowledge, understanding and skills ensure that, individually and collaboratively, students develop:

  • confidence and self-esteem to explore, depict and celebrate human experience, take risks and challenge their own creativity through drama
  • knowledge and understanding in controlling, applying and analysing the elements, skills, processes, forms, styles and techniques of drama to engage audiences and create meaning
  • a sense of curiosity, aesthetic knowledge, enjoyment and achievement through exploring and playing roles, and imagining situations, actions and ideas as drama makers and audiences
  • knowledge and understanding of traditional and contemporary drama as critical and active participants and audiences.


At St Virgil’s College, Drama is largely practical with a theory component. All students in Grade 7 undertake the study of Drama through a yearlong course. In Grades 8, 9 and 10 the study of Drama becomes an option.  In Grade 8, students have the opportunity to continue with 2 of the 3 Arts subjects (Art, Drama and Music) as a full year course. In Grades 9 and 10 students can choose either Drama or Advanced Drama.



Music exists distinctively in every culture and is a means of communication. Ideas, experiences, feelings and imaginings can be expressed through music using a range of techniques and forms. Through continuous and sequential music learning, students are given opportunities to listen to, compose and perform with increasing depth and complexity. Through performing, composing and listening with intent to music, students have access to knowledge, skills and understanding, which can be gained in no other way. Students are given opportunities to learn, develop skills and perform using musical instruments in both ensembles and as a soloist.

Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential. Skills and techniques developed through participation in music learning allow students to manipulate, express and share sound as listeners, composers and performers. Music learning has a significant impact on the cognitive, affective, motor, social and personal competencies of students.

At St Virgil’s College, music is largely practical with a theory component. All students in Grades 7 undertake the study of Music through a year long course. Students in Grade 7 choose a concert band instrument at the beginning of the year and play as a class band.  Grade 7 boys also have a small group lesson on their instrument each week.

In Grades 8, 9 and 10 the study of Music becomes an option.  In Grade 8, students have the opportunity to continue with 2 of the 3 Arts subjects (Art, Drama and Music) as a full year course. In Grades 9 and 10 students can choose from a range of music subjects including; Music, Contemporary Music, and Advanced Music.

Students are also able to have private or shared music lessons with visiting specialist teachers in a range of instruments. Please refer to the College website under ‘Music Tuition’ for more details.

Band & Choir

The Music programmes aim at St Virgil’s College is to encourage boys to practice on their instruments so that they have enough skill to combine their efforts to produce music in a group situation. Class Band will be the main vehicle for this with the Grade 7 Band available as an optional extra for those wishing to further enhance their playing abilities. Students who then progress through the Grade 7 Band can join the Concert Band and/or Stage Band.

The Band Programme at St Virgil’s College consists of the following bands:

  • Grade 7 Band
  • Junior Concert Band
  • Senior Concert Band
  • Junior Stage Band
  • Senior Stage Band

There is also the opportunity for interested students to further their singing experience by participating in the School Choir.

The College also runs a range of smaller ensembles:

  • Saxophone Ensemble
  • Flute Ensemble
  • Percussion Ensemble
  • Brass Ensemble
  • Barbershop Quartet
  • Guitar Ensemble

Choir, Band and Ensemble participants have numerous opportunities to practise their skills in front of audiences large and small – from whole school assemblies and masses to public celebrations and school musical performances.

If you would like any further information regarding the music program please contact the Director of Music.


Media arts involves creating representations of the world and telling stories through communications technologies such as television, film, video, newspapers, radio, video games, the internet and mobile media. Media arts connects audiences, purposes and ideas, exploring concepts and viewpoints through the creative use of materials and technologies. Like all art forms, media arts has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential.

Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty-first century, media arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices.

Students learn to be critically aware of ways that the media are culturally used. They learn to interpret, analyse and develop media practices through their media arts making experiences.

Media as a subject is available to students in Grades 9 and 10.

Health & Physical Education

In an increasingly complex, sedentary and rapidly changing world, our students not only need to be able to cope with life’s challenges, but also to flourish as healthy, safe and active citizens.  Health and Physical Education is an essential component of the curriculum that focuses on the holistic wellbeing of the student, that is, the physical, social, mental, emotional and spiritual dimensions of health.  It is our aim to ensure our students are health literate and physically literate.

In the Health program, students cover the following focus areas – food and nutrition, alcohol and other drugs, health benefits of physical activity, mental health and wellbeing, relationships and sexuality, and safety.  In the Physical Education program, students cover challenge and adventure activities, games and sports, lifelong physical activities and rhythmic and expressive activities.

Health and Physical Education also offers a very diverse range of elective subjects to provide Grade 9 and 10 students an introduction to what is offered at College level, and/or a greater experience in fitness, sport or adventure based subjects.  These include Athlete Development, Outdoor Education, Recreational Leadership, Sport Service, Sport Science Introduction, and Sport Science – Exercise Physiology, Skill Acquisition and Sport Psychology.


Japanese & French


The key purpose of LOTE is the acquisition, maintenance and extension of knowledge, skills and strategies to communicate in Japanese and French. The development of communicative competence is the focus for our teaching and learning, which enriches learners intellectually, educationally and culturally.

The contribution of LOTE aims to encourage students to carry with them a curiosity and excitement to know more about their world and develop an appreciation and respect for our diversity of global lifestyles. Overseas school trips, welcoming overseas visitors to our school, inter-school and cultural activities all enhance our students’ learning.

Intercultural language learning involves the fusing of language, culture and learning into a single educative approach. This approach develops the student’s capacity to be interculturally literate by equipping them with the skills, knowledge and understandings to be effective participative global citizens. We aim to assist our students to live and work successfully as linguistically and culturally aware citizens of the world. Learning another language enhances career opportunities for our students.

Students are assessed against the “Australian Curriculum: Languages” in both French and Japanese: Years 7 - 10 (Year 7 Entry).

Year 7 students study Japanese for half the year, and French for the other half. For Year 8 they choose one or the other for a full year study. In Grades 9 and 10 students may choose French or Japanese as one of their Option subjects.

Outdoor Education

Each year, an Outdoor Educational Camp for Grade 7 students is held early in early in Term 1 as part of the College's 'New Beginnings' Orientation Programme.

The camp serves as an icebreaker for Grade 7 students entering the College while helping to develop a sense of unity among the year group. The aim of the Outdoor Education Adventure Camp is to promote the personal development of each student and allow participation by students in practical activities, both as an individual and as a valued member of a group.

After the Grade 7 camp, students participate in some single day trips which will start to work on some of the specific skills required in their time at SVC.

During Grade 8 to 10, students have many other opportunities for outdoor education experiences and skill development.

In Grade 8, students participate in single day trips and overnight experiences in small groups.

In Grade 9 and 10 Outdoor Education is an elective subject within the curriculum which provides students with a pathway through to Grade 12 (TQA) studies.

In Grade 9, students participate in 3 day trips of their choice (rafting, walking or mountain biking) in small groups.

In Grade 10, students participate in an optional 3-5 day trip of their choice.

The following rules apply all camps, as well as to all Outdoor Education classes:

  • Actions must be Safe
  • Actions must be Fair
  • Actions must reflect well both on the students and College.

 Digital Technologies

Digital Technologies at St Virgil’s College aims to develop the knowledge, understanding and skills to ensure students can individually and collaboratively succeed in a modern world. They are encouraged to design, create, manage and evaluate innovative and sustainable digital solutions to meet and redefine future needs. Computational and abstract thinking are taught to enable students to create meaningful digital solutions.

Currently Digital Technologies is integrated across the curriculum in all grades, with a specific focus for grades 7 and 8 occurring in Core 1. For grades 9 and 10, students have 4 option subjects available which focus on distinct areas including Software (including programming), Hardware and Systems and Gaming and Project (which centres on one of the other three options). Through practical and research tasks, students develop skills and confidence in dealing with existing and emerging technologies and understand their application to work, leisure and communication.

Vocational & Applied Learning

Trades and Training

VET Programmes
Vocational Education and Training (VET)

Guilford Young College RTO No. 1129

What is VET?

VET is different to D&T – Design and Technology. It is different because:

  • VET is education for further training and employment.
  • VET is nationally accredited.
  • Each VET training course and introductory course provides skills and practice for specific jobs to industry standard.
  • Work placement in relevant industries providing ‘hands on’ experience is a required component each VET course and introductory course.

Why do a VET course?

  • To gain industry qualifications, experience and valuable work skills.
  • To increase your chances of gaining employment in a particular industry.
  • To start on a pathway to further education and training.

VET Qualifications:

VET qualifications are recognised by training authorities, government and employers Australia wide. Students starting an introductory course at St Virgil’s College can continue to complete their qualifications at Guilford Young College and at other registered training organisations offering VET courses, Australia wide.

VET Courses:

VET courses are designed to develop and recognise workplace skills. They recognise what students can do, not what they can remember.

VET at St Virgil’s College

St Virgil’s College is in partnership with Guilford Young College Registered Training Organisation. (RTO No. 1129)

VET courses available at St Virgil’s College in 2020 will include:

  • AHC10216 Certificate I in AgriFood Operations
  • Introduction to Automotive
  • Introduction to Construction
  • Introduction to Hospitality
  • Introduction to Metal Trades
  • MAR10418 Certificate I in Maritime Operations (Seafood Training Tasmania RTO No: 7074)
  • All VET students need to be committed to undertaking the theory component of the VET course they are studying.
  • In order to gain competency, all VET students must demonstrate accuracy, precision, consistency, the ability to meet and maintain workplace standards, WH&S, appropriate behaviour and productivity.
  • VET programs are available to Grade 10 only. They are studied for the whole year.
  • It is recommended that only one VET course is chosen.


Introduction to Automotive

Guilford Young College RTO No. 1129

This course is a pre-apprenticeship course. It is designed for adults, wanting to enter the automotive industry. Students go to GYC each week for practical instruction. Theory is delivered at St Virgil’s College.

Learning Opportunities

Students are given the opportunity to complete 3 units. The units are:

  • AURAEA001 Identify environmental sustainability requirements in an automotive service or repair workplace
  • AURASA001 Apply automotive workplace safety fundamentals
  • AURTTK002 Use and maintain tools and equipment in an automotive workplace

Activities and Assessment

  • Safety work booklet
  • Environmental work booklet
  • Environmental posters
  • Numeracy test
  • Hand tools assignment and test
  • Undertaking repairs and servicing of a wide variety of vehicles

Duration of Course

This is a full year course for Grade 10 students.

Future Pathway

The units from this program will count towards the AUR10116 Certificate I in Automotive Vocational Preparation in Grade 11 or 12 if students choose to enrol in it. Certificate I leads on to AUR20716 Certificate II in Automotive Vocational Preparation. These qualifications may assist students to enter the automotive industry.


Introduction to Construction

Guilford Young College RTO No. 1129

This course includes some units that are the same as apprentices do when they start working with a builder. It is designed for adults, so it will require students to be fully committed. If students complete the course it means that they will have an advantage over other people who apply for building and construction apprenticeships.

Learning Opportunities

At St. Virgil’s College we offer 3 units out of the 11 that students must complete to get the full CPC10111 Certificate I in Construction. The other 8 can be studied in grades 11 and 12 or at a later time. The units offered are:

  • CPCCVE1011A Undertake a basic construction project
  • CPCCWHS1001 Prepare to work safely in the construction industry
  • CPCCWHS2001 Apply WHS requirements, policies and procedures in the construction industry

Activities and Assessment

  • Group Task such as building a cubby house
  • An Individual Task such as framing up a section of a timber wall
  • Hand Skills Task which requires precise woodwork joints to be created in the workshop
  • Tests and assignments that must be completed during class time, and some which will require extra study at home

Duration of Course

This is a full year course for Grade 10 students.

Future Pathway

This course will allow students to be considered for the full CPC10111 Certificate I in Construction, which in turn will give them a better chance to get an apprenticeship in one of the building trades.


Introduction to Metal Trades

Guilford Young College RTO No. 1129

This course is intended for students with an interest in gaining employment in the metal trades industries. This could include working in Boiler making, Welding, Fitting, Machining, Sheet metal and Engineering. Students will have the opportunity to develop skills and knowledge specific to the industry and are expected to perform to industry standard.

Learning Opportunities

Students will be given the opportunity to complete 3 units. If students choose to enrol in the Certificate II in Engineering Pathways these units will count toward the qualification. The units are:

  • MEM13014A Apply principles of occupational health & safety in the work environment
  • MEM18001C Use hand tools
  • MEMPE002A Use electric welding machines

Activities and Assessment

  • Work Health and Safety
  • Quality procedures
  • Performing routine tasks
  • Use of hand and power tools
  • Manual Metal Arc Welding
  • Engineering drawing
  • Building a set project to demonstrate competency

Duration of Course

This is a full year course for Grade 10 students.

Future Pathway

Units from this course will count towards MEM20413 Certificate II in Engineering Pathways in Grade 11 or 12 if students choose to enrol in this qualification. It provides a pathway towards boiler making, welding, fitting, machining, sheet metal, metal fabrication and engineering.


AHC10216  Certificate I in AgriFood Operations

Guilford Young College RTO No. 1129

This option is designed for students that are interested in a career in agriculture and/ or horticulture. Students will have the opportunity to develop skills and knowledge specific to the industry and are expected to perform to industry standard.


Learning Opportunities

  • Workplace health and safety
  • Quality procedures in nursery, landscape and gardening
  • Assist with the establishment, growth, maintenance of propagated plants
  • Support irrigation work and monitor water supplies
  • Support maintenance of facilities and machinery

Activities and Assessment

  • Theory and practical together with work placement in industry are all part of this course.
  • Students may also get the opportunity to gain their White Card, which will enable them to enter a construction site, prior to work placement if required.
  • Majority of course time spent in the field engaging in practical tasks

Duration of Course

This is a full year course for Grade 10 students.

Future Pathway

AHC10216 Certificate I AgriFood Operations provides a pathway towards careers in Agriculture, Horticulture, Food Production, Farming, Farm Hand, Plant Nursery, Land Management and more.  Students can go on to AHC20116 Certificate II in Agriculture or AHC20416 Certificate II in Horticulture in Grades 11 & 12 or at a later stage.


Introduction to Hospitality

Guilford Young College RTO No. 1129

This is a targeted industry course giving students the opportunity to gain qualifications and experience in the hospitality area.  It is the first step to gaining qualifications as a chef.

Learning Opportunities

  • WH&S
  • Simple cooking skills; knife skills and food presentation skills used in the hospitality industry
  • Basic hygiene and cleaning requirements
  • Understanding hospitality industry requirements

Activities and Assessment

  • Theory & practical work are both essential components of this course which are regularly assessed and must be to industry standard using competency based assessment
  • Events catering
  • Work Placement in the hospitality industry
  • Masterclasses and excursions
  • Guest demonstrators and speakers

Duration of Course

This is a full year course for Grade 10 students.

Future Pathway

It is important to note that students will work on units that could count towards the full certificate if they choose to enrol in it in the future. Most students complete 4 units at St Virgil’s College. Units from this course will contribute to SIT10216 Certificate I in Hospitality, SIT20316 Certificate II in Hospitality or SIT10416 Certificate II in Kitchen Operations.  These courses provide a pathway towards careers in hotel management, tourism or hospitality and/or casual employment in a bar, restaurant, hotel or function centre.


MAR10418 Certificate I in Maritime Operations

Provider:  Seafood Training Tasmania, RTO No 7074

This nationally recognised certificate is an excellent credential for students interested in pursuing a career involving the sea or have a strong background in recreational boating activities such as diving, fishing and sailing.

This course combines theory and practical learning. Students must also be prepared to complete some of the course in your own time.

Ideally students should have some sea time experience or the ability to gain sea time experience during the year independent of the course.


Units to be covered include:

Unit CodeUnitTCE points
MARF027Apply basic survival skills in the event of a vessel abandonment3 (Level 1)
MARF028Follow procedures to minimise and fight fires on board a vessel3 (Level 1)
MARF029Meet work health and safety requirements2 (Level 1)
MARC037Operate inboard and outboard motors2 (Level 1)
MARI003Comply with regulations to ensure safe operation of a vessel up to 12 meters4 (Level 1)
MARJ006Follow environmental work practices3 (Level 1)
MARK007Handle a vessel up to 12 meters10 (Level 1)
MARN008Apply seamanship aboard a vessel up to 12 meters5 (Level 1)



Assessment is completed using a variety of formats written, verbal questioning and observation of practical demonstrations. Upon successful completion of all units a Certificate I in Maritime Operations is issued.


This qualification leads into Certificate II in Maritime Operations and Certificate I, II and III in Aquaculture. Depending on the popularity of the program students who want to continue to Certificate II in Maritime Operations may be given this opportunity the following year through Guilford Young College in partnership with Seafood Training Tasmania.


This qualification plus sea time and completion of the AMSA (Australian Maritime Safety Authority) task book will enable students to apply for their Coxswain Grade 2 Near Coastal licence. The cost of the licence is not covered by the College.

Course timetable

Some of the delivery of this course will be done in day release blocks where students will come out of normally scheduled classes to complete the course.


Design and Technology Subjects 


Deign & Technology – Wood

In Design & Technology – Wood, students apply the process of designing, making and appraising, to wood based challenges. Students learn design principles, skills and techniques required to complete projects including the use of tools and technology in a safe manner.

Students gain an understanding of the medium, wood and how it can be used.

At St Virgil’s, Design & Technology – Wood is largely practical with a theory component. All students in Grades 7 and 8 undertake the study of Design & Technology – Wood for a third of each year. In Grades 9 and 10 the study of Design & Technology – Wood becomes an option as part of the semesterised program.


Design & Technology – Metal

In Design & Technology – Metal, students apply the process of designing, making and appraising, to metal based challenges. Students learn design principles, skills and techniques required to complete projects including the use of tools and technology in a safe manner.

Students gain an understanding of different metals and how they can be used.

At St Virgil’s, Design & Technology – Metal is largely practical with a theory component. All students in Grades 7 and 8 undertake the study of Design & Technology – Metal for a third of each year. In Grades 9 and 10 the study of Design & Technology – Metal becomes an option as of the semesterised programme.


Design & Technology - Food

Design & Technology – Food at St Virgil’s involves the exploration and understanding of food; its role in health and wellbeing; how it can be prepared/made; social and safety issues and how technology impacts on food and career opportunities relating to food.

Design & Technology – Food involves practical experiences in the process of designing, making and evaluating foods/food products, using technology and skills. At St Virgil’s, Design & Technology – Food is largely practical with a theory component. All students in Grades 7 and 8 undertake the study of Design & Technology – Food for a third of each year. In Grades 9 and 10 the study of Design & Technology – Food becomes an option as part of the semesterised program.

Design & Technology - Mixed Mediums

In Design & Technology – Mixed Materials, students apply the process of designing, making and appraising, using a range of materials in response to design challenges. Students learn design principles, skills and techniques required to complete projects including the use of tools and technology in a safe manner. Students gain an understanding of a range of materials, their uses and their limitations.

At St Virgil’s, Design & Technology – Mixed Materials is largely practical with a theory component. All students in Grades 7 and 8 undertake the study of Design & Technology – Wood and Design & Technology – Metal. This equips students with the necessary background to undertake the study of Design & Technology – Mixed Materials in Grades 9 and 10 as an option as part of the semesterised program.

Design & Technology - Graphics

Design Graphics provides students with the opportunity to present design ideas using a range of graphic processes. Students develop skills to communicate ideas graphically and learn how to read and interpret basic plans and diagrams.

At St Virgil’s, Design Graphics is largely practical with a theory component. It is an optional subject in Grades 9 and 10 as part of the semesterised programme.

iPad Programme


Digital Technologies and 21st century skills form an integral part of the curriculum at St Virgil’s College. To assist students in their studies, all boys are issued with a school owned iPad upon commencement at the College.

iPads are used in all subjects and for a variety of purposes. Teachers are able to provide content to students in a number of different forms, including written text, visual images and multi-media. Teaching and learning activities are provided in many different forms, through the use of interactive apps and stimulating activities that allow students to engage in their learning in new ways.

Students are regularly found around the grounds making use of the portability of the iPad, creating their own images and videos to tell stories, explain their thinking or demonstrate their understanding.



We believe that regular homework reinforces school learning, establishes good study habits, and develops of skills in revision, research and organisation. It encourages independent learning and presents students with a chance to take responsibility for their learning.

Homework is set to supplement and complement work done in class. It is an integral part of each student’s work and can cover areas of research, consolidation and revision.

Homework may involve:

  • doing set work,
  • completing assignments,
  • reading a novel,
  • studying for a test,
  • researching a topic
  • doing search on the internet,
  • revising current class work from texts and exercise books,
  • developing skills by ongoing practice such as mathematical tables.

Homework tasks should be recorded in the student’s diary on a regular basis, and it is the parent’s responsibility to sign the diary and check that homework has been completed. Parents should communicate with teachers if concerned about any aspects of homework.

It is recommended that students allocate the following amounts of time to homework:

  • Grade 7 About one hour per night - occasional weekend work
  • Grade 8 About one and half hours per night - occasional weekend work
  • Grades 9 & 10 About two hours per night - weekend work usually necessary depending on subjects

Parents should be aware of the potential danger of their sons becoming over-committed to sport, part-time employment or other activities. It is important that students develop a balanced lifestyle that allows time for study, sporting activities or other exercise, and recreation.