Students within Project 9 are provided opportunities to develop capacity as an individual, leader, member of a team and a community, in a variety of contexts. Project 9 aims to upskill students with a set of skills not commonly developed within the classroom to allow them to be successful contributors in a 21st century environment. Students are afforded the opportunity to spend time off-site to enact skills learnt within Project 9 in the 'real-world'.
Within Project 9, students complete four key areas of study:
- Rock & Water
- Service Learning
- City Experience
Rock & Water (Boys)
Rock and Water is an anti-violence program that targets the need to teach young males emotional regulation and effective decision-making strategies. It encourages boys to explore their sense of self and others through physical activities and challenges. Every activity has a metaphorical draw that is teased out through discussion and practice. The sessions provide strategies to ensure young men think through their responses before allowing an emotional impulse to result in physical and often regrettable action. The program also covers areas, including but not limited to: self-esteem, confidence, body language and assertiveness. With young males often challenged by societal stereotypes to assert themselves physically, Rock and Water allows our students the opportunity to develop alternative – and much safer – options for de-escalating conflict.
Rock & Water (Girls)
Rock and Water teaches young adolescent girls to apply a physical and social approach to assist in their development to adulthood. This is completed through increasing their self-realisation, self-confidence, self-respect, boundary awareness, self-awareness and intuition. Participants in the program learn to conduct themselves in situations that are associated with power, strength and powerlessness. Students learn to work with the different Rock and Water principles, to develop self-confidence and expand communication skills. Participants are taught through a variety of exercises and interactions to learn to experience their power and how to translate inner feelings into action, practice body strength and awareness by setting and defending boundaries and to become aware of attitudes, emotions and reaction patterns. The themes that are interrelated in the program by four prominent strands are grounding, centering and focusing, communication, the Rock and Water concept and the golden triangle (body, emotion and self-awareness). The workshop supports teenage girls in their journey to becoming powerful individuals.
During the Careers workshop students are encouraged to look towards their future pathways in an applied fashion. They identify their skills and strengths, as well as areas to improve their workplace competency. They explore potential future careers and look for jobs relevant to their current age and experience levels. They are up-skilled in the areas of resume and cover letter writing as well as being afforded the opportunity to participate in sessions relating to financial planning and investing. Students are guided through the process of understanding the options available to them in their future schooling, thus preparing their ability to make effective decisions relating to career pathways and subject selection.
Students are afforded the opportunity to complete their Faith in Action hours through Project 9's Service Learning Unit. Year 9 students focus on the Pillar of Learning, and complete three sessions of Service within the community at an organisation of their choosing.
The City Experience Program is designed for students to experience the city of Melbourne in a safe, controlled environment as they transition into adulthood. Students spend four days in the city, with the first of these days allowing students to explore aspects of Asian & Indigenous culture of Melbourne and sustainability practices that exist within Melbourne. The second day provides students with an opportunity to examine some of the aspects of culture that have influenced the city of Melbourne as we know it today, that being; Education, Politics and Crime. The third day provides students with an opportunity to examine the aspects of culture that exist within Melbourne, that being; Food & Drink, Entertainment, Sport and The Arts, and plan their own experiences of each of these cultures. The fourth day challenges students to navigate their way around the city, completing a series of challenges in teams within a set timeframe.