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Future Facing at Chev
Chevalier strongly believes that our Future Facing initiatives will better prepare our young people for their life beyond school and support them to flourish, by answering three critical questions:
Through rethinking the traditional timetable, we can deliver a learning experience that gives students greater focus, flexibility and opportunities for personal growth, including:
Interest electives
Chevalier Interest Electives are courses designed by the College using our facilities, teachers and occasional ‘experts in residence’ to allow students to explore areas of interest. Examples running in Year 9, 2026 include: Hello Harbison, Smart Start Ups, Back to Earth (regenerative farming), Songwriting and song production, Technical Production and Design School Credentials (Canva).
Passion projects
Passion Projects allow students to explore their passions framed within the Stage 6 Design and Technology Syllabus guidelines. Through hands-on experiences and creative exploration, students embark on individual journeys to discover what inspires them. Utilising the design process, they will turn their passions into tangible projects while learning valuable skills.
Early Commencement
HSC Early Commencement refers to the early commencement of the New South Wales Higher School Certificate (HSC) for some subjects in Year 9 and 10, allowing students to tailor their educational experience and gain more flexibility in their Year 11 & 12 timetable.
How will these be used?
Below is an outline for each year group and the pathways they may take.
NESA Core
Chevalier Core
Students complete 1 per semester:
Students in Year 7 get the opportunity to explore more subjects through a broader mandatory curriculum. At Chevalier, students have the opportunity to start exploring their passions and interests through a range of diverse courses. This includes subjects like:
These varied subjects, combined with exploration of their SIM and learning opportunities in our new Virtual Reality Lab, means students are preparing to make choices in Stages 5 and 6 to fully explore their passions and interests.
NESA Core
Chevalier Core
Students complete 1 per semester:
Students in Year 8 get the opportunity to explore more subjects through a broader mandatory curriculum. At Chevalier, students have the opportunity to start exploring their passions and interests through a range of diverse courses. This includes subjects like:
In Year 8 the curriculum broadens to include a language other than English, at Chevalier this is currently Japanese.
These varied subjects, combined with exploration of their SIM and learning opportunities in our new Virtual Reality Lab means students are preparing to make choices in stage 5 and 6 to fully explore their passions and interests.
NESA Core
Chevalier Core
Any combination of 2 out of:
NESA Electives
Chevalier Interest Electives
VET Subjects (early commencement of HSC)
NESA Core
Chevalier Core
Students continue to study the electives they chose in Year 9, along with the option to add a Passion Project via Prelim Design and Technology.
Nesa Core
English
Chevalier Core
Study of a religion course
To complete the preliminary HSC students then build to a total of 12 units based on their choices.
Students at Chev have the opportunity to build the 12 units required for the preliminary HSC by engaging in a wide range of subjects, some of which they may have already started work on in earlier years (early commencement).
Subjects can include:
Agriculture, Ancient History, Biology, Business Studies, Ceramics, Chemistry, Community and Family Studies, Computing Applications, Dance, Design and Technology, Drama, Earth and Environmental Science, Economics, Engineering Studies, English Advanced, English Extension 1, English Studies, Geography, Industrial Technology, Information Processes and Technology, Investigating Science, Japanese Beginners, Japanese Continuers, Legal Studies, Mathematics Advanced, Mathematics Extension 1, Mathematics Standard, Modern History, Music 1, Music 2, Music Extension, Personal Development, Health and Physical Education, Photography, Video and Digital Imaging, Physical Education Bushcraft (Wilderness), Physics, Society and Culture, Software Design and Development, Sport, Lifestyle and Recreation, Studies in Catholic Thought, Studies of Religion, Textiles and Design, Visual Arts, Vocational Education and Training (Certificate II in Agriculture, Certificate III in Business, Certificate II in Construction Pathways, Certificate II in Hospitality, Certificate II in Kitchen Operations)
Where only a small number of students select a subject, the subject may not be viable to run that year.
Students continue their studies in the courses chosen in Year 11.
To complete the HSC, students build a total of 10 units based on their choices.
Students continue to study the electives chosen in Year 11 build the 10 units required for the HSC.
Depending on their completed Preliminary Subjects, students may have the choice to extend their studeis by engaging in:
Where only a small number of students select a subject, the subject may not be viable to run that year.
Chev flexible Mondays for Years 10-12
Face to Face Learning (F2FL) with a teacher in a classroom is the single biggest determining factor which contributes to student learning growth. It is fundamental to educational achievement.
Flipped learning is when students engage with ‘pre-class’, ‘surface level’ content in advance, and arrive to class ready for deeper learning activities F2F with their teacher. Flipped learning is one strategy which encourages self-regulated learning. At Chev, we utilise Flipped Learning on Flexible Mondays where students in Years 10-12 have the option to learn from home.
Flipped learning focuses on two keys aspects of learning. Firstly, it allows time for students to slow down and consolidate recent concepts of learning. Secondly, it provides designated time for students to prepare for the week ahead by engaging in tasks, so that there is more time for deeper learning with a teacher when they engage in F2FL teaching each Tuesday to Friday, after completing flipped learning on a Monday (Years10-12). This approach will be enhanced by a learning cycle that allows for better preparedness for lessons, with fewer interruptions and disruptions throughout the week.
Looking Ahead
The introduction of Future Facing in 2024 was an opportunity for the College to start implementing concepts and approaches which better use time and support our students to flourish in a rapidly changing world. Since then we have refined and evolved our approach through trial and assessment and will continue to tailor our approach over the coming years to ensure we are continuing to build towards choice and flexibility.
Learn moreThe introduction of Future Facing in 2024 was an opportunity for the College to start implementing concepts and approaches which better use time and support our students to flourish in a rapidly changing world.
Since then we have refined and evolved our approach through trial and assessment. We will continue to tailor our approach over the coming years to ensure we are continuing to build towards:
HSC Early Commencement
Early Commencement allows a student to ‘spread’ the requirements of the HSC over a three or even four year period. Chevalier has looked at what’s possible and what’s manageable for students and teachers, and has developed a balanced combination of early commencement available to all students from as early as Year 9. The benefit of this is reducing workload and stresses in Year 12 as well as freeing up time for deeper learning. We know that once students leave school, they need competencies and capabilities that cannot be learnt by just studying for a test. This new model, while enhancing academic performance, will also allow students to build complex capabilities and their sense of self; skills they need as they enter life beyond school. You can explore the options available by selecting the boxes to the left of the graphic below. As you change combinations, you will see how time can be freed up via early commencement.
We know that once students leave school, they need competencies and capabilities that cannot be learnt by just studying for a test. This new model, while enhancing academic performance, will also allow students to build complex capabilities and their sense of self; skills they need as they enter life beyond school.
